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.
Learning Competencies / Objectives to biosphere; S7LT-IIc-3/
Write the LC code for each  Identify the higher levels of biological organization.
 
 Describe each level of biological organization.
 Levels of Biological Organization (From Organism to
II. CONTENT
Biosphere)

III. LEARNING RESOURCES  

A. References  

  1. Teacher's Guide Pages

  2. Learner's Materials Pages pp. 83-85

  3. Textbook Pages    

  4.
Additional Materials from Learning
EASE Biology. Module 6.
Resource (LR) portal
 

B. Other Learning Resource writing materials, posters and pictures

IV. PROCEDURES  

A.
Reviewing previous lesson or presenting the  What are the levels of organization in an organism?
new lesson
 
 Are there other levels of organization that are bigger
B. Establishing a purpose for the Lesson
than organisms?
Presenting examples / instances of the  Do the activity “Level Up!”
C.
new lesson  Procedure:
  1. Study the figure and answer the questions below.
  Discuss the answers in the activity given.
D.
 Analysis:
1. What are the higher levels of biological
organization?
2. Based on the figure, which is the smallest unit in
Discussing new concepts and practicing
biological organization?
new skills #1
  3. How is population differ from organism?
4. How will you describe community?
5. What makes up an ecosystem?
6. Which is the highest level of biological organization?
7. Describe the biosphere.
E.
Discussing new concepts and practicing
new skills #2
 

F.
Developing mastery
(Leads to Formative Assessment 3)
 
The following diagram is usually used to describe the basic
G.
units of ecology.

Finding practical applications of concepts

and skills in daily living
 

What do the concentric circles in the diagram indicate?

How do these reflect the interactions between the different
units of ecology?
H.
Making generalizations and abstractions What are the higher levels of biological organization?
about the lesson How will you describe each level?
 

I. Evaluating Learning

Answer: B, D, A, C, E
J.
Additional activities for application or Make your own Illustration of higher levels of biological
remediation organization. Use pictures or drawings for the illustration.
 

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?