Learning Plan in Science 7

Date: Sept. 3, 2018

I. Context: Parts and Functions – Microorganisms: Fungi, Protists, and Bacteria

Content Standard: The learners demonstrate an understanding of the difference

between animal and plant cells.

Performance Standard: The learners should be able to employ appropriate

techniques using the compound microscope to gather data about the very small
objects.

II. Motivation: Article Reading: Science Connections.

III. Learning Competency: At the end of the period, the learners should be able to
identify beneficial and harmful microorganisms;(S7LT-IIf-6, ELTS7LT-IIb-5).
Students will be able to show a strong desire to understand and appreciate unity
and connectedness of life in one spirit and sacred source – the human being,
material, plant and animal life.
IV. Developmental of the Lesson:
Process Questions: From the article, answer the given questions below.
1. How can “oil-eating “bacteria help mankind?
2. What impact would “oil-eating” bacteria have on the environment?
3. What issues or concerns can you think of regarding the use of “oil-eating”
microorganisms in solving environmental problems?

A. Input
The teacher will discuss about microorganisms such as bacteria, archaeans
and protists.
Process Questions:
1. What is your idea about microorganisms?
2. What are bacteria, archeans and protists?
3. How would you know or test the presence of microorganisms in your
hands and other objects?
Activity:
The teacher will give an oral recitation in class about the topic that has been
discussed.
Process questions:
1. What is the importance of bacteria?
 2. Who can give the three main types of archeans based on the habitat they
occupied? Explain each.
3. What is a protist? And give examples.

B. Generalization
All prokaryotes are microorganisms and some eukaryotes are also
microorganisms because you cannot see them with the unaided eye.
Process Questions:
1. What are bacteria?
2. What are archeans?
3. What are protists?
4. Are all microorganisms harmful to humans?
5. What roles do microorganisms play in your lives?
C. Integration of URIAN Core Values
Process Questions:
1. What roles do microorganisms play in your lives?
2. As a student, how you are going to minimize or maximize the exposure of
these kinds of microorganisms?
D. Evaluation
The teacher will give a quiz about the discussed lessons.

E. Assignment
Research about microorganisms and identify beneficial and harmful
microorganisms. Write their scientific and common names.
Read in advance about fungi and virus, then prepare for a quiz next meeting.

Prepared by:

Desiree D. Emfimo
Teacher

Submitted to:

Mrs. Maricris I. Abuan

Chairperson
 Learning Plan in Science 7
Date: Sept. 4, 2018
3. Context: Parts and Functions – Microorganisms: Fungi, Protists, and
Bacteria

Content Standard: The learners demonstrate an understanding of the difference

between animal and plant cells.

Performance Standard: The learners should be able to employ appropriate

techniques using the compound microscope to gather data about the very small
objects.

II. Motivation: (continuation for microorganisms)

The teacher will review last meeting’s discussions.
The teacher will give a short quiz.
III. Learning Competency: At the end of the period, the learners should be able to
identify beneficial and harmful microorganisms;(S7LT-IIf-6, ELTS7LT-Iib-5).
Students will be able to show a strong desire to understand and appreciate unity
and connectedness of life in one spirit and sacred source – the human being,
material, plant and animal life.
IV. Developmental of the Lesson:
Process Questions:
1. What is microorganisms?
2. What are bacteria, archeans and protists?
A. Input
The teacher will ask the students to get their assignments about the harmful and
beneficial microorganisms and let them to share it in the class. The students who
will participate will be given 10 points.
The teacher will then continue the discussions about microorganisms: Fungi and
Virus.
Process Questions:
1. What do you mean by fungi?
2. What is virus?
3. How do microorganisms affect other organisms and/ or the environment?
B. Generalization
All prokaryotes are microorganisms and some eukaryotes are also
microorganisms because you cannot see them with the unaided eye.
Process Questions:
1. What are fungi?
2. What are viruses?
3. When do these microorganisms harmful and beneficial to us?

C. Integration of URIAN Core Values

Process Questions:
1. As a student how you are going to lessen the bacteria outside and inside your
body?
2. How you are going to keep the helpful microorganisms and eliminate the bad
ones?
D. Evaluation
The teacher will give a quiz about the discussed lessons.

E. Assignment
Read in advance about Asexual Reproduction.

Prepared by:

Desiree D. Emfimo
Teacher

Submitted to:

Mrs. Maricris I. Abuan

Chairperson
 Learning Plan in Science 7
Date: Sept. 10, 2018
I. Context: Hereditary: Inheritance and Variation – Sexual Reproduction

Content Standard: The learners demonstrate an understanding of reproduction

being both asexual and sexual.

Performance Standard: The learners should be able to recognize which

organisms multiply through asexual and sexual means.

II. Motivation: The teacher will show pictures of different flowering plants to the class.
III. Learning Competency: At the end of the period, the learners should be able to
describe the process of fertilization (S7LT-IIg-8, ELTS7LT-IIf-10).

Students will be able to engulf the value and quality of life as gift from God.
IV. Developmental of the Lesson:
Process Questions: From the pictures presented.
1. How do you think this group of plants reproduce?
2. What does it mean to “reproduce sexually”?
3. What parts of these plants are essential in reproduction?
4. How do flowers take part in the reproduction of plants?
A. Input
The teacher will discuss sexual reproduction in flowering plants.
Process Questions:
1. What is sexual reproduction?
2. What are the stages of Sexual Reproduction in Plants?
3. In sexual plant reproduction, are offspring identical to the parents or not
why?
The teacher will discuss also the sexual reproduction in animals.
Process Question:
1. What are the advantages and disadvantages of sexual and asexual
reproduction in animals?

B. Generalization
Sexual reproduction is the formation of offspring through the union of gametes.

Process Questions:
1. What is fertilization?
2. What is pollination?
 3. What is seed dispersal?
4. What are the stages in seed germination?

C. Integration of URIAN Core Values

Process Questions:
God gives us the ability to reproduce and multiply.
1. How you are going to show that you are so thankful with God’s blessings to
us?
2. How important is reproduction in continuing the cycle of life on Earth?

D. Evaluation
The teacher will give a quiz about the discussed lessons.

E. Assignment
Read in advance about Components of an Ecosystem: Biotic and Abiotic.

Prepared by:

Desiree D. Emfimo
Teacher

Submitted to:

Mrs. Maricris I. Abuan

Chairperson
 Learning Plan in Science 7
Date: Sept. 5, 2018
I. Context: Hereditary: Inheritance and Variation – Sexual Reproduction

Content Standard: The learners demonstrate an understanding of reproduction

being both asexual and sexual.

Performance Standard: The learners should be able to recognize which

organisms multiply through asexual and sexual means.

II. Motivation: The teacher will show pictures of a twin and a 5R photo to the class.
III. Learning Competency: At the end of the period, the learners should be able to
differentiate asexual from sexual reproduction in terms of: number of individuals
involved, similarities of offspring to parents; (ELTS7LT-IIe-8-9).

Students will be able to engulf the value and quality of life as gift from God.
IV. Developmental of the Lesson:
Process Questions: From the pictures presented.
1. In what ways can this picture be duplicated?
2. What will be the appearance of the picture if it is duplicated through the
ways mentioned?
3. Why is it necessary, at times, to duplicate or to have multiple copies of a
picture?
4. How can you relate this to the reproduction of living things?
5. What is the difference between the results of picture duplication and
reproduction of living things?

A. Input
The teacher will ask the students the following questions:
1. What is reproduction?
2. What is the difference between asexual and sexual reproduction?
The teacher will discuss the asexual reproduction in flowering plants.

Process questions:
1. What is natural vegetative reproduction or propagation?
2. What are artificial propagation methods?
B. Generalization
Asexual reproduction involves no fertilization and produces offspring that is
genetically identical to the parents.
The teacher will call students to share what they have learned in the
discussions.
Process question:
Why is it important for the plant to reproduce?

C. Integration of URIAN Core Values

Process Questions:
1. As a student, how you are going to take good care of all the things that
God given to us?
2. Why do people need to resort to natural and artificial reproductive methods
to propagate plants?

D. Evaluation
The teacher will give a quiz about the discussed lessons.

E. Assignment
Read in advance about sexual reproduction.

Prepared by:

Desiree D. Emfimo
Teacher

Submitted to:

Mrs. Maricris I. Abuan

Chairperson
 Learning Plan in Science 7
Date: Sept. 11, 2018
I. Context: Ecosystems – Components of an Ecosystem: Biotic and Abiotic

Content Standard: The learners demonstrate an understanding of organisms

interacting with each other and with their environment.

Performance Standard: The learners should be able to conduct a collaborative

action to preserve the ecosystem in the locality.

II. Motivation: The teacher will ask the students to refer to the table 7-1 on page 149 of
the textbook to analyze the roles of organisms in an ecosystem.
III. Learning Competency: At the end of the period, the learners should be able to
differentiate biotic from abiotic components of an ecosystem (S7LT-IIh-9,
ELTS7LT-IIg-12).

Students will be able to become prayerful and ask for the guidance of the Holy
Spirit to develop their relationship with oneself and God.
IV. Developmental of the Lesson:
Process Questions:
1. What roles do organisms or biotic factors play in an ecosystem?
2. Among the roles of organisms, which is the most important? Why?
3. What do you think Earth would be like if there were no decomposers?

A. Input
The teacher will discuss ecosystem and its components.
Process questions:
1. What are biotic and abiotic components?
2. What are autotrophs and heterotrophs?
3. What are the different biotic and abiotic factors in the environment?
Activity:
The teacher will group the class into 2. The teacher will flash a word and let each
group to explain, elaborate, and give examples related to the concept being flashed. The
concepts are: producers, consumers, herbivores, carnivores, omnivores, and
decomposers.
B. Generalization
All living and nonliving things in an environment are interconnected.
The teacher will call students to share what they have learned in the
discussions.
Process question:
How important is your role as a human being in the natural world?

C. Integration of URIAN Core Values

Process Questions:
1. Why should you be careful in bringing new species in a different
environment?
2. Why do you need to learn how to adapt to changes in the surroundings?
3. Why protecting the biodiversity important in ensuring your survival on
Earth?
D. Evaluation
The teacher will give a quiz about the discussed lessons.

E. Assignment
Read in advance about ecological relationships.

Prepared by:

Desiree D. Emfimo
Teacher

Submitted to:

Mrs. Maricris I. Abuan

Chairperson