Col. Lauro D.

Dizon Memorial National

School High School Grade Level 7
GRADES Noriel P. Contreras
1 to 10 Teacher Learning Areas Science
Daily Teaching
Date and September 07, 2018 2nd
Lesson Quarter
Time G7- Kalmia 9:15 -10:15 am
Log G7- Catt 10:15-11:15 am
Day

I. OBJECTIVES
A. Content Standards The learners demonstrate an understanding of:
 the different levels of biological organization
B. Performance Standards The learners should be able to:
 Employ appropriate techniques using the compound microscope to
gather data about very small objects.
C. Learning Competencies Describe the different levels of biological organization from cell to biosphere;
and Objectives S7LT-IIc-3/
 Identify the different levels of organization in an organism
 Describe the parts that make up each level of organization and their
functions
 Describe how the parts that make up a level of organization affect
the higher levels of organization and the entire organism.
Module No.__ 1
II. CONTENT Lesson No.__ 3
Topic  Levels of Biological Organization

III. LEARNING RESOURCES

Teacher’s Guide Pages 92
Learner’s Materials Pages 97-98
Other Learning Resources writing materials, posters and pictures of organisms, organ system, organs,
tissues and cells.

IV. PROCEDURE
 What are the parts of the plant?
A. ELICIT  How do these parts work together?
Arrange the following pictures from simplest to most complex level. Write
B. ENGAGE only the letter.

 Do the activity in LM pp____ “Levels of organization in an Organism”

C. EXPLORE  Procedure:
1. From the interviews you have made in Activity 1 and the
articles you have read about certain diseases that affect the
heart, kidneys, and the other parts of the body, complete the
table on page 8. You may use Manila paper if the spaces
provided in the table are not enough.
2. On the topmost row write a disease, which you have read
about or learned from your interview, that affects parts of the
human body.
3. In each of the boxes that correspond to the levels of organization,
describe how the disease affects the parts that make up each
level.
4. Opposite each level of organization, cut and paste pictures
(you may use the pictures that come with the articles) that show how
the disease affects the parts that make up the different levels.
Another option is to show it through drawing.
 Discuss the answers in the activity given.
D. EXPLAIN  Analysis:
 1. What are the different levels of organization?
2. What is the smallest unit that composed an organism?
3. Which makes up the tissue?
4. What is formed when tissues of the same functions are grouped
together?
5. What makes up an organ?
6. What is formed when organs of the same functions are grouped
together?
7. How does an organism formed?
8. How do the parts that make up the cells affect the tissue? The
organ? The organ system? And the organism?
What are the levels of organization in an organism?
E. ELABORATE It was a sunny morning and Lucas was playing basketball with his friends.
He played the ball well and made many three points. However, when one of
his friends passed the ball to him forcefully there was something happened
to his finger that made him to quit. After a few minutes he noticed that it
became swollen and even more in pain. As a result, he can’t play basketball
for 1 week.
Questions:
1. What happened to Lucas?
2. Do you think if he plays basketball with his hand condition, he can
play well? Why?

Choose the letter of the correct answer.

F. EVALUATE 1. Which of the following differentiates organs from tissues?
A. Organs and tissues are made up of cells.
B. Organs and tissues make up an organ system.
C. Tissues make up organs; cells make up tissues.
D. Organs make up tissues; tissues make up organs.
2. At which smallest level of organization in an organism can the
characteristics of life be carried out?
A. Cell B. Organ C. Organ system D. Tissue
3. Which is the correct sequence of the levels of organization in an organism
from biggest to smallest?
A. Cell – Organ – Organ System – Tissue
B. Organ – Organ System – Tissue – Cell
C. Tissue – Cell – Organ – Organ system
D. Organ System – Organ – Tissue – Cell
4. Human heart is an example of ________
A. Cell B. Organ C. Organ System D. Tissue
5. It is composed of different tissues grouped together into a structural and
functional unit.
A. Cell B. Organ C. Organ System D. Tissue
Answer:
1. C 2. A 3. D 4.D 5. B
Make a research on levels of organization that are bigger than the organism.
G. EXTEND

V. REMARKS

VI. REFLECTION
1. No. of learners who earned
80% in the evaluation
2. No. of learners who require
additional activities for
remediation who scored
below 80%
3. Did the remedial lessons
work? No. of learners who
have caught up with the
lesson
4. No. of learners who continue
to require remediation
5. Which of my teaching
strategies worked well? Why
 did these worked?
6. What difficulties did I
encounter which my principal
or supervisor can help me
solve?
7. What innovation or localized
materials did I
Use or discover which I wish
to share with other teachers? 

Prepared by:

Noriel P. Contreras
Teacher I

Noted by:

__________________________
MT/HT/Principal