School Grade Level Grade 7

GRADES 1 to 12
 Daily Lesson Log Teacher Learning Area Science 
  Teaching Date and
Quarter Second
  Time

DAY:

I. OBJECTIVES

The learners demonstrate an understanding of:

A. Content Standards
 the different levels of biological organization
The learners should be able to:
B. Performance Standards   Employ appropriate techniques using the compound
microscope to gather data about very small objects.
Describe the different levels of biological organization from cell
C.
to biosphere; S7LT-IIc-3/
 Identify the parts that make up a plant.
Learning Competencies / Objectives
 Describe how the functioning of each part work
Write the LC code for each
  together in an organism.
 Describe how these parts work together in an
organism.
 Parts of a Plant
II. CONTENT

III. LEARNING RESOURCES  

A. References  

  1. Teacher's Guide Pages pp. 69-71

  2. Learner's Materials Pages pp. 81-83

  3. Textbook Pages    

  4.
Additional Materials from Learning
EASE Biology. Module 6.
Resource (LR) portal
 
writing materials, posters and pictures of organisms, organ
B. Other Learning Resource
systems, organs, tissues and cells

IV. PROCEDURES  

A.
Reviewing previous lesson or presenting the  What are the parts of s human body?
new lesson
 
 Ask the students to give a plant that has many benefits.
1. How do they give those benefits?
B. Establishing a purpose for the Lesson
2. Can these plants still give those benefits in the
absence of one part? What made you say so?
Presenting examples / instances of the  Do the activity in LM pp 78-81 “What Makes up an
C.
new lesson Organism? Part II. Parts of a Plant”
  Procedure:
Read the selection and study the figures below.
Plants are also made up of organ systems: the root
and shoot systems. The root system absorbs water
and nutrients; the shoot system moves them to the
different parts of the plant.
  Discuss the answers in the activity given.
D.
 Analysis:
1. What makes up the organ systems of plant?
2. In what ways are the functions of the organ systems
of plants similar to those of animals?
3. 3. In what ways are they different?
4. 4. How are flowers similar to the reproductive organs
of animals?
5. 5. What do you think makes up the root tip in figure 9?
Discussing new concepts and practicing
6. 6. What is the function of the roots?
new skills #1
  7. 7. What will happen to the roots if the tissues were
damaged?
8. 8. What will happen to the plant if the tissues are
damaged?
9. 9. What happens to the tissues, organs, and organ
systems if the cells are damaged or diseased?
10. 10. What happens to the organism if the cells, tissues,
organs, and organ systems are damaged or diseased?
11.
E.
Discussing new concepts and practicing
new skills #2
 

F.
Developing mastery
(Leads to Formative Assessment 3)
 
While walking in your backyard, you observe that the leaves of
G.
the tomato plant planted by your father are turning yellow and
Finding practical applications of concepts
some are dried toward the bottom of the plant. What is the
and skills in daily living
  possible reason for this? What will happen to the plant if you
just ignore it? What can you do to save the plant?
H.
Making generalizations and abstractions What are the parts of the plant?
about the lesson How do these parts work together?
 
I. Evaluating Learning Multiple Choice. Read each statement carefully and write only
the letter of the correct answer.
1. Some plants bear flowers during the summer season. How
are flowers different from the reproductive organs of animals?
A. Flowers need pollinators like bees to reproduce; animals do
not.
B. Flowers are shed from time to time; nothing is shed from
animals.
C. Flowers have male and female parts; animals have either
male or female parts.
D. There is no difference between flowers and the reproductive
organs of animals.
2. The organ systems of plants consist of the root and shoot
systems. Why is it important for these organ systems to work
together?
A. To grow and survive
B. To avoid pests and other animals
C. To survive floods and strong winds
D. To survive droughts and earthquakes
3. Which is the reproductive organ of a plant?
A. flower B. leaf C. root D. stem
4. The part that provides anchorage to the plant is the
________.
 A. flower B. leaf C.root D. stem
5. Which of the following is the function of a leaf?
A. To reproduce
B. To transport water
C. To absorb nutrients
D. To manufacture food

J. Make an interview or research for articles about certain

Additional activities for application or
diseases that affect the heart, kidneys and other parts of the
remediation
  body. Bring also pictures that come to the articles.

V. REMARKS  

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 worked?
 

F.
What difficulties did I encounter which my
 
principal or supervisor can help me solve?
 

G.
What innovation or localized materials did I
  Use or discover which I wish to share with other  
teachers?