Biology LP Yennnnnn

LESSON PLAN ON THE ECOSYSTEM
Grade VII - Science

Content Standard Performance Standard
The learners demonstrate an understanding of: The Learners should be able to:
Organisms interacting with each other and with Conduct a collaborative action to preserve the
their environment to survive ecosystem in the locality
I – LEARNING COMPETENCY: At the end of the lesson, the students should be able
to:
 Describe the different ecological relationships found in an ecosystem

Objectives:
a. Define food chain;
b. Identify the components of a food chain; and
c. Differentiate producers and consumers.
d. Describe how energy is transferred from one organism to another in the process of food
chain
II – LEARNING CONTENT:
 Subject Matter – Food Chain and Energy Transfer
 Quarter: 2nd
 Materials:
 LCD Projector / Smart TV
 Laptop
 Activity Sheets
 Pen
 Sources:
Offline: Biology Science and Technology Textbook for Second Year 2009 Edition
Online links:
https://www.youtube.com/watch?v=X2NVbntnuKc
https://www.youtube.com/watch?v=Hos5s42_eFs
https://depedtambayan.net/wp-content/uploads/2022/05/SCI8-Q4-MOD8
III – LEARNING PROCEDURE:

PRELIMINARIES/ELICIT
 PREMIMINARIES:
 Short Prayer:
 Checking of arrangement of learners to address students with special needs, like those
who have problems in hearing and seeing to be transferred in front
 Show the learners a short video clip about how the students should act and behave
during the entire classroom teaching session.
 Introduction of some policies and guidelines in the conduct of the classroom activities
and discussions.
 Body Stretching
 Short clean-up
 ELICIT:
PROBING PRIOR VIEWS ON PRODUCER CONSUMER RELATIONSHIP
 What did you eat this morning?
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 If you have eaten rice with chicken, which type of organism in the food chain do you
belong to?
 What about the rice that you eat?
 To what level of consumer do you belong?
 If you eat rice and chicken, what are you in the food chain?
 ENERGY GAP MUSIC VIDEO

https://www.youtube.com/watch?v=qnIpG7E3eOQ
 Guide Questions:
1. Did you enjoy the video? What did you feel?
2. Do you think there is an energy released?
3. What happened to the food that you eat this morning?
ENGAGE
 ACTIVITY: BUILDING A FOOD CHAIN MODEL
The students will be instructed to do an activity.
 MATERIALS:
 Cut out pictures of different organisms, glue, manila paper,
tape, marker
 PROCEDURES:
1. Use the cut-out pictures to construct a food chain.
2. Identify the different organisms involved in the food chain and
their respective roles.
3. One member of the group will present their output.
EXPLORE
 Students will be asked to choose their group. And will be given a TASK CARD
Activity: Arrange Yourself!

1. The group will be provided by pictures of different organisms (snake, grass, mouse,
hawk) and picture of sun.
2. Each member will hold one picture.
3. The students will arrange themselves so they can form a food chain
4. Then, perform a yell about their formed food chain.
 Activity: Watch What You Eat

 Fill in the boxes with the pictures/names of given organisms
 Arrange them according to which organism is eaten by another
 Make sure that the arrowheads of the arrows (which will be read as “eaten by”) between
each box are pointing to the eater.
Activity: Word Smart

1. Create a slogan about food chain
Activity: Singing BEE
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1. Create a song about food chain
----PRESENTATION------
EXPLAIN
 A ball with composed of question will be thrown and passed on. As the music stops.
Student who holds the ball will answer the question.
1. Which is the producer in the food chain?
2. Which are the consumers?
3. Which organism provides energy to the mouse?
4. Which organism provides energy to the hawk?
5. Where does the plant obtain its energy?
6. How does the energy from the sun reach the snake?
1. Which is the first organism in your food chain?

2. Which is the producer in your food chain?
3. Based from the illustration, how will you define producer?
4. Which organisms are the consumers? Why are they called consumers?
5. Which organism is the first order consumer? What did the first order consumer feed on?
6. Which was eaten by the second order consumer?
7. Which was eaten by the third order consumer?
ELABORATE
 Energy flow in the ecosystem is a one-way process. Energy flows from the sun, to the
producers and to the consumers. Producers such as plants, algae and certain bacteria
capture the energy of sunlight to produce food molecules. Consumers such as animals eat
or consume producers and other organisms to obtain energy. The flow of energy between
organisms can be shown by a food chain or a food web. Food chain is a sequence of
organism used as food and the organisms that feed on them. It starts with a producer
followed by a series of consumers.
Plant needs nutrients in order to grow and produce well. Plants should also be protected
from pests and diseases. To do these, farmers usually apply chemical fertilizers to enrich
and spray pesticides to kill harmful insects that feed on plants.
 Guide Questions
1. What do you think will happen if human will eat food coming from sources which have
been heavily treated with chemicals like this?
2. What do you think will happen to the population of the worm if the number of frog in
the community increases? What will be its effect on the population of snake? Depend
your answer.
EXTEND (5 Minutes)
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Create a model of energy pyramid. Choose organisms below. Indicate which organism will
be the producer, 1st order consumer, 2nd order consumer, and the third order consumer
with their corresponding energy value.
owl com grasshopper mouse

Snakes giraffe grass lion
Eagle beetle caterpillar sunflower
Hawk leopard frog dragonfly
Rabbit chicken mantis fox
IV – ASSESSMENT:
EVALUATE (5 Minutes)
Multiple Choice: Encircle.
1. Which of the following is a producer?
A. Rabbit C. Rattlesnake
B. Rat D. Rice
2. Which of the following is NOT an abiotic factor of an ecosystem?

A. Plant C. Sunlight
B. Rock D. Water
3. The following practices should be observed in order to sustain feeding process in

the ecosystem EXCEPT:
A. Raise animals and insects to fight other pests.
B. Dump organic wastes into rivers and streams.
C. Grow a variety of crops instead of only one crop.
D. Use organic fertilizers instead of chemical fertilizers
4. Food chain is characterized as simple illustration of who eats and follows

A. One path C. Three paths
B. Two paths D. Four paths
5. Which of the following organisms will a first-order consumer eat?

A. Giraffes C. Grasses
B. Goats D. Grasshoppers
6. Which of the following shows the correct sequence of feeding relationships in

a food chain?
A. Grasses- Grasshoppers- Frogs -Snakes -Eagle
B. Grasshoppers -Grasses -Frogs -Snakes- Eagle
C. Frogs -Snakes- Eagle -Grasses -Grasshoppers
D. Snakes- Eagle -Frogs- Grasses- Grasshoppers
7. At which level does the path of nutrients start?

A. Producer at the first trophic level
B. Consumer at the second trophic level
C. Consumer at the topmost trophic level
D. Decomposer at the top most trophic level
8. What is the important role of producers in a food chain?

A. They block the flow of energy in a food chain.
B. They consume other organisms to obtain energy.
C. They serve as the main source of food for the consumers.
D. They keep the animal population at a reasonable number.
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9. You love to eat meat, while your sibling loves to eat vegetables. Who would have
more energy acquired from the consumed food?
A. You, since meat is made up of protein.
B. My sibling because vegetables are producers.
C. It depends on the amount of food consumed.
D. We gained equal energy from the same amount of food that we ate.
10. A snake is waiting for its prey, a mouse. In which trophic level in the feeding process
would the snake be placed?
A. First trophic level C. Third trophic level

B. Second trophic level D. Top trophic level
V – WRAP UP/ASSIGNMENT:
Homework (A4 size bond paper)
Instructions:
1. You have just analyzed the transfer of energy by categorizing the organisms according
to their trophic level. In your own words, describe the energy pyramid.
2. As a student what desirable activities can you suggest to maintain the balance
in the ecosystem?
Scoring Rubrics
30: Discussions do not have misconceptions with complete scientific evidence

20: Discussions do not completely show scientific evidence
10: Discussions do not show complete scientific evidence with misconceptions
5: No discussions at all.
Prepared by:
REZEL YENN B. MANAHAN

MAED-Science Student
Graduate School Saint Columban College
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LESSON PLAN ON THE ECOSYSTEM

Grade VII - Science

 Describe the different ecological relationships found in an ecosystem

III – LEARNING PROCEDURE:

 ENERGY GAP MUSIC VIDEO

Activity: Arrange Yourself!

 Activity: Watch What You Eat

Activity: Word Smart

1. Which is the first organism in your food chain?

owl com grasshopper mouse

2. Which of the following is NOT an abiotic factor of an ecosystem?

3. The following practices should be observed in order to sustain feeding process in

4. Food chain is characterized as simple illustration of who eats and follows

5. Which of the following organisms will a first-order consumer eat?

6. Which of the following shows the correct sequence of feeding relationships in

7. At which level does the path of nutrients start?

8. What is the important role of producers in a food chain?

A. First trophic level C. Third trophic level

30: Discussions do not have misconceptions with complete scientific evidence

REZEL YENN B. MANAHAN

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