School Grade Level Grade 7

GRADES 1 TO 12 Teacher Learning Area Science

DAILY LESSON LOG
Teaching Dates and Time Quarter Second

I. OBJECTIVES Monday Tuesday Wednesday Thursday Friday

The learners demonstrate an understanding of: The learners demonstrate an understanding of:
A. Content Standards The parts and functions of the compound microscope. The different levels of biological organization.

The learners should be able to: The learners should be able to:
B. Performance Standard Employ appropriate techniques using the compound microscope to gather data about very Employ appropriate techniques using the compound
small objects. microscope to gather data about very small objects.
C. Learning Competencies / S7LT-IIa-1 S7LT-IIc-3
Write the LC code for each 1. Identify the different parts of the microscope and their functions.
S7LT-IIb-2 3. Describe the different levels of biological organization
2. Focus specimens using the compound microscope. from cell to biosphere;
Objectives:
1. Diagnose learners 1. Describe the parts and 1. Prepare materials for 1. Identify the parts that 1. Identify the different levels
understanding on the functions of the microscope. microscope study. make up an organisms, of organization in an
different parts of the organism,
microscope. 2. Handle the parts of the 2. Focus specimens using the 2. Describe the function of
2. Identify the parts of the microscope properly. compound microscope; each part, 2. Describe the parts that
microscope. make up each level of
3. Handle the parts of the 3. Compare the image of the 3. Describe how these parts organization and their
microscope properly. object seen by the unaided work together in an organism. functions, and
eye and under the
microscope. 3. Describe how the parts that
make up a level of
organization affect the higher
levels of organization and the
entire organism.
Parts and Functions Parts and Functions Parts and Functions
II. CONTENT Levels of Biological Organization
Microscopy Microscopy Microscopy
III. LEARNING RESOURCES
A. References
1. Teacher’s Guide pages
2. Learner’s Material pages
3. Textbook pages
4. Additional Materials from
Learning Resource (LR) portal
B. Other Learning Resources
TG- pages 85-92 TG- pages 85-92 TG- pages 85-92 TG- pages 64- 74 TG- pages 64- 74
LM pages 95- 101 LM pages 95- 101 LM pages 95- 101 LM pages 78-86 LM pages 78-86
http://www.microscopemast http://www.microscopemast http://www.microscopemaster http://www. http://www.
er.com/parts-of-a- er.com/parts-of-a- .com/parts-of-a-compound- brighthubeducation.com/ brighthubeducation.com/
compound-microscope.html compound-microscope.html microscope.html http://www.education.co http://www.education.com
m http://nature.com/scitable
http://nature.com/scitable
Exploring Life to Science Exploring Life to Science Biology textbook, pp. 12-15 EASE Biology. Module EASE Biology. Module 6.
(Phoenix) pp.97-98 (Phoenix) pp.97-98 (Additional reference) 6.
BEAM II. 1 Nature of BEAM II. 1 Nature of NSTIC Science Manual. Exploring Life Through Exploring Life Through Science
Biology. Tools in Biology. Biology. Tools in Biology. Biology Science Manual Science (Phoenix) pp. (Phoenix) pp. 114-120
April 2009. pp. 21-37. April 2009. pp. 21-37. 413M. 4 The Compound 114-120
2. NSTIC Science Manual. 2. NSTIC Science Manual. Microscope.
Biology Science Manual Biology Science Manual 4. Science and Technology II:
413M. 27b 413M. 27b Biology Textbook. NISMED.
2012. pp. 12-15.
 Compound microscope  Compound microscope 5. Science and Technology II:
Biology Textbook. NISMED.
2004. pp. 12-15.
 Compound microscope
IV. PROCEDURES

A. Reviewing previous lesson or
presenting the new lesson
(Review/ Recall)
The teacher shows an
illustration of a cell.
How do you think a scientists
studied the details of the cell?
Identify the parts of the Parts and Functions of the How does the position of What do you think will happen
microscope. Microscope (Cont.) the specimen / letter to the tissues, organs, and organ
when viewed under the systems if these cells were
microscope compare with injured or diseased?
its position when seen
with the unaided eye? What will happen to the
organisms?
How does the
magnification of objects
being computed?

The teacher will show to the The teacher may present a

B. Establishing a purpose for
the lesson (Motivation)
students the real microscope. short video clip about
(Picture/ illustration for manipulation of microscope.
those lacks microscope).
What are the parts of the https://www.youtube.com/wa
microscope that you can still tch?v=ItandicAnDM
remember?
https://www.youtube.com/wa
tch?v=nDGfHaswVZg
https://www.youtube.com/wa
tch?v=7WIZWoOLCEs
Video clip presentation Video clip presentation
about composition of an different levels of biological
organisms. organization from cell to
biosphere;
What are organisms?
What makes them up? https://www.youtube.com/watch?
v=LqPsljUpJqE
https://www.youtube.com/watch?
v=EtWknf1gzKo
Showing the organizational chart
of any organization/agency.
(Relate to the lesson)
 Post viewing question/s:
What are the different levels of
biological organization?

C. Presenting
examples/instances for the new
lesson (Presentation)
The microscope is a tool
which can help you see tiny
objects and living
organisms. It makes them
look bigger.
(Cont.) of the past lesson The teacher will provide the
Parts and functions of the activity sheet for the students
microscope. for today’s activity. (Actual
Manipulation of Microscope)
(Choose from any of the
suggested activity below).
Activity 1.6 Using the
Compound Microscope, pp.
13- 15 (Biology Textbook)
The teacher may The teacher may
Present the lesson through Present the lesson through a power
a power point/ video clip point/ video clip presentation
presentation about what about the levels of an organization
makes up an organisms. in an organism..
https://www.youtube.com
/watch?v=LqPsljUpJqE

Activity: 1- How to Use the

Light Microscope – LM. pp.
95-98

D. Discussing new concepts and
practicing new skills #1
E. Discussing new concepts and
practicing new skills # 2
 What are the different
parts of the microscope
that you can see?
 Name all the parts of the
microscope that you know.
Group Activity:
Students will identify the
different parts of the
microscope and then find out
the function/s of each parts.
Microscope Parts:
Answer the ff. questions
using this video clip
https://www.purposegames.c
om/game/5f76372de3
Parts and Function of the Activity Proper:
Microscope: Students will answer the Perform Activity 1: Perform Activity 2: Levels of
Guide Questions: What Makes Up an Organization in an Organism,
organisms? LM, pp. 83- 85
1. How does the position of LM, pp. 78-83 Answer the Guide Questions on
the specimen / letter when Answer the Guide LM, pp. 83-85
viewed under the microscope Questions on LM, pp. 78-
compare with its position 83
when seen with the unaided
eye?
2. Which way does the image
move?
3. How does the image move?
Eyepiece Lens: 4. In which objective does the
Body Tube: specimen appear enlarged?
Arm:
Base:
Revolving Nosepiece or
Turret:
Stage:
Illuminator:
Objective lenses
Diaphragm or Iris:
Remember: Tilting of the How does the magnification Peer Group Discussion: Peer Group Discussion:
microscope allows one to do of objects being computed? Students share their ideas Students share their ideas about
the observations. about organisms, What their answer on the guide
makes them up? Give an questions on the activity.
example of an organisms.

F. Developing Mastery
(Leads to Formative Assessment 3)
Activity: Tell Me: Who Am
I!
The teacher will let the
students identify the parts of
the microscope.
Activity: Tell Me: Who Am Presentation of answers in the
I! activity. Presentation and Presentation and processing of
The teacher will let the processing of answer to answer to Activity Guide
students identify the parts Activity Guide Questions Questions on pages 78-83
and functions the on pages 78-83
microscope.

Our knowledge about cells

G. Finding practical
applications of concepts and
skills in daily living
would not have been possible Ask the learners to give the In what ways would the How does the level of What are the different levels of
without the microscope. uses and importance of microscope contribute to the organization of an organization in an organisms?
microscope to them as a study of different objects and organisms enable them to
How important is the students. organisms? adapt and survive from the How diseases does affects each
microscope especially for day- to day living? levels of organization in an
the scientists? organisms?

What is/are the greatest

contributions of microscope
discovery to the world of
science and technology?

H. Making generalizations and
abstractions about the lesson
What are the parts of the
light microscope and how
does each part functions?
How do you use the
microscope properly?
What are the parts of the
light microscope and how
does each part functions?
Which parts connects the
eyepiece to the revolving
nosepiece with the
objectives?
When are you going to use
the LPO? HPO?
In which objective/s can
you see the whole letter “e”/
specimen?
In which objective/s is the
light darker? Brighter?
What are the advantages of
using the HPO? The
disadvantages?
What do you think will How the parts that make up a
happen to the tissues, level of organization affect the
organs, and organ higher levels of organization and
systems if these cells the entire organism?
were injured or
diseased?
What will happen to the What do you think will happen to
organisms? an organism if one of the organ
were injured or diseased?

I. Evaluating Learning
J. Additional activities for
application for remediation
Direction: Identify the parts
of the microscope.
Moving Examination (Parts
of the microscope)
Research on the different
types of microscope and its
parts and functions.
Provide pictures of the
different types of
microscopes.
Conduct 10 items quiz about
the parts and functions of the
microscope.
Actual examination would
possible.
(Parts and function of the
Microscope: Identification)
Rubrics will be provided by
the teacher.
The activity of the students
will serve as their evaluation.
If a cell is being observed has
been magnified 200x under a
40x HPO, what is the
magnifying power of the
eyepiece used? The eyepiece
is 5x.
The activity of the The activity of the students will
students will serve as their serve as their evaluation.
evaluation.
5 Item quiz may be given 5 Item quiz may be given to the
to the students students.
How does the body repair After learning the different levels
the injured tissues? of organization in an organisms,
can you think of levels of
Read an article about organization that are bigger than
Genetic Engineering. the organism?
Present it in the class the
following day.
 Pre- Test may be given at (Summative test is administer (Summative test is administer
V. REMARKS the start of the Module 1. after the end of Module 1) after the end of Module 2)

VI. REFLECTION

A. No. of learners who earned

80% in the evaluation.
B. No. of learners who require
additional activities for
remediation who scored below
80%.
C. Did the remedial lessons
work? No. of learners who
have caught up with the
lesson.
D. No. of learners who continue
to require remediation
E. Which of my teaching
strategies worked well? Why
did these work?

F. What difficulties did I

encounter which my principal
or supervisor can help me
solve?
G. What innovation or localized
materials did I use/discover
which I wish to share with
other teachers?

Prepared by: Checked by: Noted by:

__________________ ______________________ _____________________