GRADE 1 to 12 School IGNACIO TAN MEMORIAL INTEGRATED SCHOOL Grade Level GRADE 7/ FAITH/UNITY/LOVE

DAILY LESSON Teacher FAITH JOY P. QUIVER Learning Area SCIENCE

LOG Teaching Dates and Time Quarter SECOND

I. OBJECTIVES Objectives must be met over the week and connected to the curriculum standards. To meet the objectives necessary procedures must be followed and if needed, additional lessons, exercises,
and remedial activities may be done for developing content knowledge and competencies. These are assessed using Formative Assessment strategies. Valuing objectives support the learning
of content and competencies and enable children to find significance and joy in learning the lessons. Weekly objectives shall be derived from the curriculum guides.
At the end of the lesson, the students should be able to;
1. Describe the ecological relationship between species that exist in an ecosystem.
2. Create a presentation showing the different types of symbiotic relationships.
3. Develop awareness on the importance of interaction and connection of each organism in an ecosystem.
A. Content Standard organisms interacting with each other and with their environment to survive

B. Performance Standard conduct a collaborative action to preserve the ecosystem in the locality
C. Learning The learners should be able to describe the different ecological relationships found in an ecosystem. (S7LT-IIh-10)
Competency/Objectives
Write the LC code for each.
III. CONTENT Content is what the lesson is all about. It pertains to the subject matter that the teacher aims to teach in the CG, the content can be tackled in a week or two.
Ecological relationships 2.1 Symbiotic relationships
V. LEARNING
RESOURCES
A. References
1. Teacher’s Guide pages
2. Learner’s Materials PP 116-117
pages
3. Textbook pages
4. Additional Materials from VISUAL AID, PICTURES, MAN-MADE ECOSYSTEM
Learning Resource
(LR)portal
B. Other Learning Resource DepEd Grade 7 Science Learner’s Manual https://www.youtube.com/watch?v=dlDrb2zY4LQ
DepEd Grade 7 Science Teacher’s Guide www.super teacherworksheets.com
http://study.com/academy/lesson/symbiotic-relationships-mutualism-commensalism-amensalism.html
VI. PROCEDURES These steps should be done across the week. Spread out the activities appropriately so that students will learn well. Always be guided by demonstration of learning by the students which you
can infer from formative assessment activities. Sustain learning systematically by providing students with multiple ways to learn new things, practice their learning, question their learning
processes, and draw conclusions about what they learned in relation to their life experiences and previous knowledge. Indicate the time allotment for each step.
A. Reviewing previous lesson or The students will be grouped accordingly into 3 groups. A set of r andom objects will be given and they will classify the following as a biotic or abiotic component.
presenting the new lesson  Which objects refers to the biotic components of the ecosystem?
(ELICIT)  Which objects refers to the abiotic components of the ecosystem?

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 BIOTIC +ABIOTIC = ECOSYSTEM
B. Establishing a purpose for the LET’S PLAY A GAME
lesson
(ENGAGE) Four Pics – One Word” Game: A collage picture composed of four images will be flashed on the board. Groups of students will guess the idea or concept common
among the pictures. The first group to give the correct answer will get a point. 3 sets of pictures will be shown which will lead to the following concepts: living,
interaction and relationship.

Mechanics:

Groups of students will guess the idea or concept common among the pictures.
The first group to give the correct answer will get a point.
3 sets of pictures will be shown which will lead to the following concepts: living, interaction and relationship.

TRIAL:

SUMMER

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LIVING

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RELATIONSHIPS

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INTERACTION

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 Examples of different interactions: No Man is an Island.

Show the subject matter:

ECOLOGICAL RELATIONSHIP - SYMBIOTIC RELATIONSHIP

Show the objectives

C. Presenting Group Activity: “Voltes-Five” Different parts, but one body… Different tasks, one goal:
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examples/Instances of the
new lesson
(EXPLORE) The teacher will distribute the activity sheets and materials to the five groups. Upon random selection, each team will perform differentiated activities as instructed on
their sheets featuring a certain type of symbiotic relationship.

Each group must collaborate and consolidate ideas to come up with a 2-3 minute presentation. Varied group tasks are Role playing, News reporting, Poster slogan
making, Poem Recitation, Song composition.

Time Allotment: 5 mins for brainstorming/ sharing of ideas;

5 mins for practice
Assign 1 Team Leader; Assign 1 member to explain what your presentation is all about after performing. Explanation Could be in 1 or two sentences.

READ FIRST THE SELECTION BELOW:

1. Symbiosis - any long-term relationship between two organisms from different species
2. Mutualism - a type of relationship in which both organisms benefit
3. Commensalism - a type of relationship in which one organism benefits and the other isunaffected
4. Parasitism - a type of relationship in which one organism is harmed and the other benefits

Presentation:

Role Play
Direction: Prepare a 2-minute drama/ role play showing an example of relationship between living things and environment where one organism is benefited and
the other is harmed. You can make your own example.

Example is: “Students are scratching on head because of having too many lice on head”. (Lice is benefited by sucking blood and student is harmed). Explain to the
class that lice is called aparasite and the student head is the host.

Poem Writing
Direction: Write a poem composed of 2 stanzas showing an example of relationship between living things and environment where both organisms benefit from
each other. You can make your own example. Then your group will altogether read your poem in the class.

Example is:

Organisms: Man and dog

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 Title: “My Bestfriend”

I have a dog,
His name is Whiteboots.
He is my bestfriend,
He plays with me and protects me.

I take good care of my dog,

I feed him with food.
I provide him shelter,
That’s what we are: bestfriends.

Be sure to read your poem in front a loud. Your presentation is graded based on the criteria below.

Presentation:

Newscasting/ TV Reporting
Direction: Prepare a 2-minute reporting showing an example of relationship between living things and environment where one organism is benefited and the
other is harmed. One will act as a news anchor, news reporter, camera man, ordinary people interviewed or animals involved in news. You can use Filipino dialect in
news reporting.

Example is: Ito ang Flash Report! Para saatingBalita, isangbatamulasapaaralan, isinugodsa hospital mataposmakagat ng lamokna my dalapalang dengue. Ito ay
napagalamanmataposmagpakita ng hindimagandangsenyalesangbatagaya ng matindinglagnat, panghihina at pamumula.

Kaya saibangkabataan, mag ingattayo at magmasid. Iwasangmagka dengue!

Presentation:

Poster Slogan
Direction: Make a poster by drawing pictures showing an example of relationship between living things and environment where one organism is benefited and
the other is not benefit but not also harmed or unaffected.

Example is: “ORCHID PLANT ON THE TREE”

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What to do:

Poster: draw an orchid plant clinging to a tree branch

Slogan: write below your drawing: “ Life is holding tight and not letting go”

Other members can act as props if needed. Your presentation is graded based on the criteria below:

RUBRIC
GROUP PRESENTATION: ROLE PLAY

RATED BY GROUP NO. :

SCORE
CRITERIA Write your ratings from 1 to 5 (1, 2, 3, 4, 5)

As 1 being the Lowest and 5 as highest.

The pronunciation was clear with well-heard

voice volume.

Role was played effectively in a convincing

manner.

Uses props or materials in creative way.

Role play was well prepared and organized.

Presentation was finished on time.

The concept or topic can be clearly understood as

what it is all about based on their presentation.

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 RUBRIC
GROUP PRESENTATION: POEM writing/RECITATION

RATED BY GROUP NO. :

SCORE
CRITERIA Write your ratings from 1 to 5 (1, 2, 3, 4, 5)

As 1 being the Lowest and 5 as highest.

The pronunciation was clear with well-heard

voice volume.

Poem was delivered effectively in a convincing

manner.

Uses body gestures or actions in creative way.

Poem was well prepared and organized.

Presentation was finished on time.

The concept or topic can be clearly understood as

what it is all about based on their presentation.

RUBRIC
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GROUP PRESENTATION: NEWSCASTING/ NEWS REPORTING

RATED BY GROUP NO. :

SCORE
CRITERIA Write your ratings from 1 to 5 (1, 2, 3, 4, 5)

As 1 being the Lowest and 5 as highest.

The pronunciation was clear with well-heard

voice volume.

News was delivered effectively in a convincing

manner.

Uses body gestures and props a in creative way.

News was well prepared and organized.

Presentation was finished on time.

The concept or topic can be clearly understood as

what it is all about based on their presentation.

RUBRIC
GROUP PRESENTATION: POSTER SLOGAN

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RATED BY GROUP NO. :

SCORE
CRITERIA Write your ratings from 1 to 5 (1, 2, 3, 4, 5)

As 1 being the Lowest and 5 as highest.

The poster was well drawn and neat.

Poster slogan was explained properly.

Uses materials or props in creative way.

Images was organized.

Presentation was finished on time.

The concept or topic can be clearly understood as

what it is all about based on their presentation.

RUBRIC
GROUP PRESENTATION: SONG COMPOSITION

RATED BY GROUP NO. :

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 SCORE
CRITERIA Write your ratings from 1 to 5 (1, 2, 3, 4, 5)

As 1 being the Lowest and 5 as highest.

The pronunciation was clear with well-heard

voice volume.

Song was delivered effectively in a harmonious

manner.

Uses instruments or body parts in creative way.

Song was in-tune and organized.

Presentation was finished on time.

The concept or topic can be clearly understood as

what it is all about based on their presentation.

D. Discussing new concepts and Let each group perform their outputs to the class for 2mins each.
practicing new skills # 1 On each presentation, one representative per group will give a short explanation of what their presentation is all about.
(EXPLAIN) The rest of the class will be given peer rating sheets per group for evaluation on the other team’s performance.
After the presentation, the teacher will give feedbacks and inputs on the concepts missed by the students.

SYMBIOTIC RELATIONSHIP

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SYMBIOSIS

 comes from two Greek words that mean “with” and “living.” It describes a close relationship between two organisms from different species.
 It is sometimes, but not always, beneficial to both parties.

What organisms interact in the picture?

Using the Symbols “+” for benefited, “-” for harmed and “O” for neither benefited nor harmed:
How would you describe the bee?
How about the flower?
MUTUALISM
 BOTH organism benefit with each other
 Benefit can be for food, shelter, survival
( + and + )

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Nile crocodile has leeches in its mouth. Needs to get rid of the leeches.

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 What organisms interact in the picture?

Using the Symbols “+” for benefited, “-” for harmed and “O” for neither benefited nor harmed:
How would you describe the trunk?
How about the orchid?

COMMENSALISM
 One organism benefit
 The other organism does not benefit but is not also harmed
 ( + and 0 )

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 Shark has food scraps and parasites in its mouth. Needs to get rid of parasites.

Cleaner fish eats food scraps and parasites.

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 What organisms interact in the picture?

Using the Symbols “+” for benefited, “-” for harmed and “O” for neither benefited nor harmed:
How would you describe the mosquito?
How about the human?

PARASITISM
 One organism benefit
 The other organism is harmed
 ( + and -)
 Parasite and host

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 DOG AND TICK Live in the grass and needs to attach to animal and eat blood.

Animal that runs through the grass and has blood.

E. Discussing new concepts and Post/Show pictures of children or students in school undertaking deworming activity. Ask some students to share their personal experiences on deworming.
practicing new skills # 2  What is deworming?
(ELABORATE)  Why is deworming required and necessary especially to students in public school like you?
 What will happen if the student doesn’t let himself/herself to be dewormed?

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 Kill parasites.
Say YES to Deworming.
F. Developing mastery Let’s sum up:
(leads to Formative
Assessment 3)
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(EVALUATE) Q1: What is symbiosis?
Q2: How would you describe mutualism?
Q3: When will the relationship between organisms be called Commensalism?
Q4: How does parasitism differ from other types of symbiotic relationships?

QUIZ:

Identify the following questions:

Q1: Any long-term relationship between two organisms from different species____________.

Q2: A type of relationship in which both organisms benefit_______________.

Q3: A type of relationship in which one organism benefits and the other is unaffected ________________.
Q4. A type of relationship in which one organism is harmed and the other benefits __________________.

Direction:
Write “M” if the relationship presented refers to Mutualism, “C” for Commensalism and “P” for Parasitism.

1. 2.

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 3. 4.

5.
G. Finding practical application of ASSIGNMENT:
concepts and skills in daily  In your respective homes, observe a pair of organisms that shows a certain symbiotic relationship and what will be the possible description on the interaction for our next
living activity.
(EXTEND)
H. Making generalizations and
abstractions about the lesson
I. Evaluating learning
J. Additional activities for
application or remediation
VII. REMARKS

VIII. REFLECTION Reflect on your teaching and assess yourself as a teacher. Think about your students’ progress this week. What works? What else needs to be done to help the
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 students learn? Identify what help your instructional supervisors can provide for you so when you meet them, you can ask them relevant questions.
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?

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