Additional Science LAS2022

7
Science
Second Quarter
LEARNING ACTIVITY SHEET
Practice Personal Hygiene protocols at all i

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COPYRIGHT PAGE
Learning Activity Sheet in SCIENCE
GRADE 7
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QUEENSEL MAY A. BAGUIO, NAGASSICAN NATIONAL HIGH SCHOOL, Santiago City
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Practice Personal Hygiene protocols at all ii
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City
Practice Personal Hygiene protocols at all ii

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Table of Contents
Competency Page Number

Identify Parts of the Microscope and ----- 1
their functions (S7LT-IIa-1)
Describe the different levels of biological

----- 15
organization from cell to biosphere (S7LT-
IIc-3)
Differentiate asexual from sexual

reproduction in terms of:
1. number of individuals involved; ----- 42
2. similarities of offspring to parents
( S7LT-IIg-7 )
Differentiate biotic from abiotic components ----- 47

of an ecosystem (S7LT-IIh-9)
Describe the different ecological

relationships found in an ecosystem
( S7LT-IIh-10 ) ----- 55
Predict the effect of changes in abiotic ----- 60

factors on the ecosystem ( S7LT-IIj-12 )
Practice Personal Hygiene protocols at all iii

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Date Released:________________
Date Returned::________________
Science 7 Date of Checking:_____________

Remarks:__________________
Name: Grade Level:

Date: Section:

Parts and Function of the Microscope
Background Information for Learners

The microscope is a tool which can help you see tiny objects and living organisms. It
makes them look bigger. This ability of the microscopes is called its magnifying power or
magnification. The microscope also has the capacity to distinguish small gaps between two
separate points which humans cannot distinguish. It is called its resolving power or
resolution.
The light microscope uses diffused light from the sun or artificial light to illuminate
the object to be observed. From its source, visible light passes through the small or thin
specimen to be observed through the glass lenses. As light passes through the lenses, it is bent
so specimen appears bigger when it is projected to the eye. The form structure and structure
of the specimen can then be seen because some of their parts reflect light.
PARTS FUNCTIONS
1. HEAD This is also known as the body. It carries the optical
parts in the upper part of the microscope.
2. BASE It acts as microscopes support. It also carriers the

microscopic illuminators.
3. ARMS This is the part connecting the base and to the head and
the eyepiece tube to the base of the microscope.
4. EYEPIECE Also known as the ocular. This is the part used to look
through the microscope. It is found at the top of the
microscope. Its standard magnification is 10x with an
optional eyepiece having magnifications from 5X – 30X.
5. EYEPIECE TUBE It is the eyepiece holder. It carries the eyepiece just

above the objective lens.
Practice Personal Hygiene protocols at all 1

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6. OBJECTIVE LENSES These are the major lenses used for specimen
visualization. They have a magnification power of 40x-
100X. There are about 1- 4 objective lenses placed on
one microscope, in that some are rare facing and others
face forward. Each lens has its own magnification
power.
7. REVOLVING NOSE PIECE Also known as the revolving turret. It holds the objective
lenses. It is movable hence it can revolve the objective
lenses depending on the magnification power of the lens.
8. FINE FOCUS/ FINE A knob used to fine-tune the focus of a specimen in

ADJUSTMENT conjunction with the coarse focus.
9. COARSE FOCUS/ COARSE This is the knob on the side of the microscope that
ADJUSTMENT moves the objective lens up and down. It is used in
conjunction with the fine focus.
10. CONDENSER These are lenses that are used to collect and focus light
from the illuminator into the specimen. They are found
under the stage next to the diaphragm of the microscope.
They play a major role in ensuring clear sharp images
are produced with a high magnification of 400X and
above.
11. ILLUMINATOR/ This is the microscopes light source, located at the base.
MICROSCOPIC It is used instead of a mirror. it captures light from an
ILLUMINATOR external source of a low voltage of about 100v.
12. RACK STOP It controls how far the stages should go preventing the
objective lens from getting too close to the specimen
slide which may damage the specimen.
13. STAGE This is the section on which the specimen is placed for
viewing.
14. STAGE CLIP It holds the specimen slides in place.
15. DIAPHRAGM It is also known as the iris. It is found under the stage of
the microscope and its primary role is to control the
amount of light that reaches the specimen.

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Learning Competency Code
Identify Parts of the Microscope and their functions ( S7LT-IIa-1).
ACTIVITY 1. LABEL ME
DIRECTIONS: Label the parts of microscope below. Use the word bank below. Cross off the
word when used.
Revolving Nosepiece Stage Base

Coarse Focus Stage Clip Fine focus
Condenser Objective Lens Illuminator
Arm Rack stop Eyepiece
Guide Questions:
1. What are the functions of the base and the arm of the microscope?
2. What have you observed about the objectives?
3. Which part connects the eyepiece to the revolving nosepiece with the objectives?

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Activity 2. MICROSCOPIC CROSSWORD
DIRECTIONS: Identify the parts of microscope that is define below. Write your answer on
the crossword puzzle.

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Activity 3. Microscope KWL Chart
DIRECTIONS: Assess what you know about Parts of the Microscope before and after you
have engaged with it. Fill the boxes below with what you know about the topic, what you
want to know and what you have learned.
Today’s Lesson
What I know
What I want to know
What I learned

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Activity 4. MODIFIED TRUE OR FALSE
DIRECTIONS: Analyze each statement and write TRUE if the statement is correct and
FALSE if the statement is incorrect and underline the word that makes the statement incorrect.
1. The stage is the section on which the specimen is placed for viewing. They
have stage clips hold the specimen slides in place.
2. The eyepiece controls how far the stages should go, preventing the objective
lens from getting too close to the specimen slide which may damage the specimen.
3. Nose piece holds the objective lenses.
4. The head carries the optical parts in the upper part of the microscope.
5. Arms act as microscopes support. It also carriers the microscopic illuminators.
6. Stage is the part connecting the base and to the head and the eyepiece tube to
the base of the microscope.
7. Diaphragm is also known as the iris. It is found under the stage of the
microscope and its primary role is to control the amount of light that reaches the specimen.
8. Objective lenses are used for specimen visualization.
9. Illuminator steady light in place of a mirror.
10. Condenser is the bottom part of the microscope and it is use as support.

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Reflection
In the activities presented about Parts of the Microscope, I have learned that
References
Book:
Science Grade 7 Learning Material
Internet Resources:
https://microbenotes.com/parts-of-a-microscope
https://microscopeworld.com/t-labeling_microscope_parts.aspx
Answers Key
Activity 1
Guide Questions:
1. Base acts as microscopes support. It also carriers the microscopic illuminators. Arm is the
part connecting the base and to the head and the eyepiece tube to the base of the microscope.
2. Objective lenses are composed of different lenses, of different magnification. Each lens has
its own magnification power.
3. Eyepiece tube

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Activity 2
Activity 3
A rubrics is given.
Possible answers:
Today’s Lesson: Parts and Functions of Microscope
What I Know: The microscope is a tool which can help you see tiny objects and
living organisms. It makes them look bigger.
What I Want To Know: Who discovered and invented the microscope?
What I Learned: I learned the different parts and functions of a microscope. I
learned also the importance of each part. If one part is destroyed, the other parts will not
function as well.
Activity 4
TRUE 1. The stage is the section on which the specimen is placed for viewing. They have
stage clips hold the specimen slides in place.
FALSE 2. The eyepiece controls how far the stages should go preventing the objective lens
from getting too close to the specimen slide which may damage the specimen.
TRUE 3. Nose piece holds the objective lenses.
TRUE 4. The head carries the optical parts in the upper part of the microscope.

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FALSE 5. Arms acts as microscopes support. It also carriers the microscopic illuminators.
FALSE 6. Stage is the part connecting the base and to the head and the eyepiece tube to the
base of the microscope.
TRUE 7. Diaphragm is also known as the iris. It is found under the stage of the microscope
and its primary role is to control the amount of light that reaches the specimen.
TRUE 8. Objective lens are the major lenses used for specimen visualization.
TRUE 9. Illuminator steady light in place of a mirror.
FALSE 10. Condenser is the bottom of the microscope, used for support.
Prepared by:
AMY A. BALLAD
Writer

times.
Date Returned::________________
Date of Checking:_____________
SCIENCE 7 Remarks:__________________
Name of Learner: Grade Level:

Date: Section:
LEARNING ACTIVITY SHEETS

Different Levels of Biological Organization from Cell to Biosphere
The simplest unit of life is the atom, like oxygen. Two or more atoms is a molecule,
like a dioxide. Many small molecules may combine in a chemical reaction to make up a
macromolecule, such as a phospholipid.
Multiple macromolecules form a cell, like a club cell. A group of cells functioning
together as a tissue, for example, epithelial tissue.
Different tissues make up an organ, like a lung. Organs work together to form an
organ system, such as the Respiratory System. All of the organ systems make a living
organism, like a lion.
A group of the same organism living together in an area is a population, such as a
pride of lions. Two or more populations interacting with each other form a community, for
example, lion and zebra populations interacting with each other. Communities interacting not
only with each other but also with the physical environment encompass an ecosystem, such as
the Savanna ecosystem. All of the ecosystems make up the biosphere, the area of life on
Earth/ Biosphere.
The life that exists on Earth is complex and varied in its forms. Living beings have
evolved from single-celled or unicellular forms, into complex and giant multicellular bodies.
In this process of development, their body systems and mechanisms have become specialized
in nature. Thus, in the course of evolution, different stages of increasing complexity were
formed.
LEVELS OF ORGANIZATION

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Learning Competency with Code
Describe the different levels of biological organization from cell to biosphere (S7LT-IIc-3).
ACTIVITY 1. WORD HUNT!

DIRECTIONS: Here is a card sort puzzle on the levels of organizations. Find the word in the
puzzle to continue the journey.
P T G E R E E E U P
W B J U R D C E O O
V I J S X S O P R P
X O X S X O S S G U
O S S I I R Y S A L
F P C T T G S D N A
H H E X X A T Z Z T
G E L M N N E C O I
D R L S S S M V I O
X E X I Y Y M M E N
S S S N C S L N U V
X L X A Q T L B D V
Z L G G Q E P F B B
N T G R R M Y G T U
M C D O U V U J J P
L E X X U P E Y Y X
O E S S U N R A E O
O C O M M U N I T Y
Guide Questions
1. How many words did you find in the puzzle? What are they?

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2. Why did you pick those words in the puzzle? Do you think they are part of the
biological relationships, yes or No? if yes, why?
ACTIVITY 2. GUESS WHAT?

DIRECTIONS: Direction: Supply the correct letters on empty boxes to complete the
word/s being asked for.
1. The basic unit of life
C L
2. An individual animal, plant or single-celled life form
R N M
3. A system of tissues that work together on a larger scale to do certain jobs within
an animal’s body
G N
4. A group of organs that work together to perform specific bodily functions
O G Y E
5. All of the ecosystem on Earth added together
I S H E
6. It is made up of all the communities in a certain area
E S M
7. It is made up of cells that work together to perform a certain task
T S E
8. The study of life

I L G

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ACTIVITY 3. FIX ME UP!
DIRECTIONS: Identify the correct answer for each item based on the given description by
arranging the jumbled letters then write the correct word/s on the last column.
Characteristics Jumbled letters Answer
1. Smallest functional unit of LLCE

life
2. Made up of cells that are

similar and work together to SSUTEI
perform a specific activity
3. Made up of tissues that work NGORA

together to perform a specific
activity. Ex. Brain
4. An individual living thing. GANSMIOR

Ex. Monkey
5. Group of organisms of one PNOULAITPON

type that live in the same area.
Ex. Monkeys.
6. All of the organisms living in

a particular area, as well as the ESYSEMTCO
non-living physical components
of the environment with which
the organisms interact. Ex:
Hawk, snake, bison, prairie
dog, grass, stream, rocks, air
7. The part of earth that BSPIOHEER

contains all ecosystems. Ex.
Whole world, everything living
and non-living.
8. Populations that live together OCUMTNIYM

in a defined area. Ex: Hawks,
snakes, bison, prairie dogs,
grass
ACTIVITY 4. AT THE BANK PIE!

DIRECTIONS: Based from the previous activities, fill out the pie chart with the correct
word/s corresponding to their places or quantity present in our Living Planet.

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1. 2.
3.
4. 5
Guide Questions:
1. What are the important levels/parts in our living planet?
2. Which level of biological organization is the most essential to you as human being?
ACTIVITY 5. FILL ME UP!

DIRECTIONS: Fill in the missing spaces in the table below. Write the description for each of
the following biological levels and specify whether they are from least (1) level to greatest
(8) (smallest to biggest).
Label
Biological Picture Description from
Level least to
greatest
(1-8)
1. Population
2. Cell

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2. Organism
3. Ecosystem
4. Biosphere
5. Organ
6. Organ
system
7. Tissue
Guide Question:
1. What is the difference between organism, population, community, ecosystem,

and biosphere?
2. What is the difference between cell, tissue, organ, organ system, and organism?

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Reflection
Your journey through these lessons has been an additional experience. Complete the
following statements:
I have learned that
I realized that
I will commit to
For you as an individual/organism, how important each levels of biological organization in

your life?
References
Books
1. Gutierrez, M. (1999). Science and Technology for the Modern World (pp. 228).
Bangkok, Thailand: Watana Phanit Printing and Publishing Co. Ltd.
2. Religioso, T., & Vengco, L. Integrated Science. Retrieved 31 May 2020, from
3. Soriano, E., Santisteban, C., & Elauria, E. (2000). Chemistry for the New Millenium
(pp. 43-45). Quezon City: Adriana Printing Co., Inc.
4. Valdoz, M., Abistado, J., Mariano, J. and Madriaga, E., 2013. Science Links. 1st ed.
Quezon City: REX Book store, pp.63-67.
Websites
1. Biology LibreTexts. 2020. 1.2B: Levels Of Organization Of Living Things. [online]
Available at
<https://bio.libretexts.org/Bookshelves/Introductory_and_General_Biology/Book%3A_G
eneral_Biology_(Boundless)/1%3A_The_Study_of_Life/1.2%3A_Themes_and_Concept
s_of_Biology/1.2B%3A_Levels_of_Organization_of_Living_Things> [Accessed 27
June 2020].
2. En.wikipedia.org. 2020. Biological Organisation. [online] Available at:

<https://en.wikipedia.org/wiki/Biological_organisation> [Accessed 27 June 2020].
3. Google.com. 2020. [online] Available at:

<https://www.google.com/search?q=activities+for+levels+of+biological+organization&s

times.
xsrf=ALeKk00pVx86JGErRpK6teMDleu7v3S9qw:1593136926111&tbm=isch&source=
iu&ictx=1&fir=qIiAdSTlDT8AJM%252CT2QS7ziWOn9eYM%252C_&vet=1&usg=AI
4_-kQ5yS-BUbvaDZtGeFg-
H1U2nV9BhQ&sa=X&ved=2ahUKEwiCs7zEsZ7qAhWXdd4KHXWsBu4Q9QEwAHo
ECAoQHQ&biw=1366&bih=657> [Accessed 27 June 2020].

<https://www.google.com/search?q=activities+for+levels+of+biological+organization&s
xsrf=ALeKk00pVx86JGErRpK6teMDleu7v3S9qw:1593136926111&tbm=isch&source=
iu&ictx=1&fir=qIiAdSTlDT8AJM%252CT2QS7ziWOn9eYM%252C_&vet=1&usg=AI
4_-kQ5yS-BUbvaDZtGeFg-
H1U2nV9BhQ&sa=X&ved=2ahUKEwiCs7zEsZ7qAhWXdd4KHXWsBu4Q9QEwAHo
ECAoQHQ&biw=1366&bih=657> [Accessed 27 June 2020].

<https://www.google.com/search?q=pie+chart+9+slices+example&tbm=isch&ved=2ahU
KEwjMuKv6tKLqAhXwzIsBHXVNB3wQ2-
cCegQIABAA&oq=pie+chart+9+slices+example&gs_lcp=CgNpbWcQA1CY4Q9YufgP
YJeEEGgBcAB4AIABhwKIAcIHkgEFMS41LjGYAQCgAQGqAQtnd3Mtd2l6LWltZw
&sclient=img&ei=k3P3XoyjFPCZr7wP9Zqd4Ac&bih=608&biw=1366#imgrc=7ImM_-
1b3f1R0M> [Accessed 27 June 2020].

<https://www.google.com/search?q=levels+of+organization&tbm=isch&hl=fil&ved=
2ahUKEwjAnaXakKHqAhWCxIsBHSqjCmMQrNwCKAB6BQgBEM4B&biw=134
9&bih=608#imgrc=6_kg6T33-ZIOdM> [Accessed 27 June 2020].
7. Quizlet. 2020. Levels Of Biological Organization Flashcards | Quizlet. [online]

Available at: <https://quizlet.com/14628230/levels-of-biological-organization-flash-
cards/> [Accessed 27 June 2020].
8. Search.yahoo.com. 2020. Yahoo Is Now A Part Of Verizon Media. [online]
Available at:
<https://search.yahoo.com/search?fr=mcafee&type=E210US91213G91274&p=motiv
ational+qoutes+for+students> [Accessed 27 June 2020].
Others
1. Canva
2. Crossword Puzzle Creator
3. STARBOOKS
4. Wordsearch

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Answer Key
Activity 1: Word Hunt
Guide Questions:
1. How many words did you find in the puzzle? What are they?
Answers: 9 words, Cell, Tissue, Organ, Organ System, Organism, Population, Community,
Ecosystem, Biosphere
2. It may vary.
Activity 2: Guess What?
1. Cell 5. Biosphere
2. Organism 6. Ecosystem
3. Organ 7. Tissue
4. Organ System 8. Biology
Activity 3: Fix Me Up!
1. Cell
2. Tissue
3. Organ
4. Organism
5. POPULATION
6. ECOSYSTEM
7. BIOSPHERE
8. COMMUNITY
Activity 4: At the Bank Pie!
1. Cell
2. Organism
3. Population
4. Ecosystem
5. Biosphere
Guide Questions:
1. What are the important levels/parts in our living planet?
Answer: These are different terms used to organize life on our planet. The scientific study of
the different levels of organization of living beings, helps us gain an insight into the
complexities of their structure and functioning. Every organism on Earth, from the smallest to
the largest one, follows this establishment.
2. Which levels of biological organization is the most essential in you as human being?
Answer: All of them, because it helps us understand and establishing the significance of
every living being on this planet.

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Activity 5: Fill Me Up!
Label
Biological Level Picture Description from
least to
greatest
(1-8)
1. Population Group of an organism of one type 6
that live in the same area.
2. Cell BASIC UNIT OF LIFE. Human 1

blood cells.
A living thing. 5
3. Organism
All of the organisms living in a 7

4. Ecosystem particular area, as well as the
non-living physical components
of the environment with which
the organisms interact
Encompasses all the ecosystems 8
on earth.
5. Biosphere
Made up of tissues that work

6. Organ together to perform a specific
activity 3
Group of Organ that makes up 4

7. Organ an organism.
system
Human skin is an example of 2

8. Tissue tissue.
Guide Question:
1. What is the difference between organism, population, community, ecosystem, and
biosphere?

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Answer:
The organism performs all the life processes independently. However, parts of
organism cannot exist independently of one another. In ecology, a population is a group of
individuals of the same species, inhabiting the same area, and functioning as a unit of biotic
community. However, the entire inhabited part of the earth and its atmosphere including the
living components is called the biosphere
2. What is the difference between cell, tissue, organ, organ system, and organism?
Answer:
The difference between organism and cell is that organism is a discrete and complete
living thing, such as animal, plant, fungus or microorganism while cell is the basic unit of a
living organism, consisting of a quantity of protoplasm surrounded by a cell membrane,
which is able to synthesize proteins and replicate itself, that organism is a discrete and
complete living thing, such as animal, plant, fungus or microorganism. Complete organism
which compasses from cell-tissue-organ-organ system-Organism.
Prepared by:
QUEENSEL MAY A.
BAGUIO GLADYS B.
CASTRO
Writers

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Date Returned::________________
Remarks:__________________
SCIENCE 7
Name of Learner: Grade Level
Section: Date:_

Reproduction: Asexual and Sexual Reproduction
The ability of an organism to produce new individuals is one of the characteristics that
distinguish living thing from non-living things is called Reproduction.
Types of Reproduction
1. Asexual Reproduction
 A type of reproduction where a single organism is the sole parent and doesn’t
need the union of cells.
 Gives rise to an offspring that are identical to the parent.
 Modes of asexual reproduction includes:
a. Vegetative reproduction
b. Binary fission
c. Regeneration
d. Budding
e. Spore formation
2. Sexual reproduction
 Two parents produce offspring that have unique combinations of genes.
 Gives rise to an offspring that is genetically unique from their siblings and both
parents
 Individuals that reproduce through sexual reproduction need two parents, a
male and female that produce egg cell and sperm cell called gametes.
 When conditions are favorable, egg and sperm unite in a process known as
fertilization, and the resulting fertilized egg called zygote contains genes from
both parents.

Differentiate asexual from sexual reproduction in terms of:
1. number of individuals involved;
2. similarities of offspring to parents ( S7LT-IIg-7 ).

times.
ACTIVITY 1. WORD HUNTER!!!
DIRECTIONS: Find and encircle the words listed inside the box related to reproduction.
1. Reproduction 6. Vegetative 11. Egg Cell

2. Sexual 7. Fertilization 12. Sperm Cell
3. Asexual 8. Zygote 13. Fragmentation
4. Budding 9. Gametes 14. Spore Formation
5. Regeneration 10. Binary Fission 15. Offspring
S P E R M C E L L C B L L M B K
R T Y A S E X U A L L K F F H B
F E R T Y O F F S P R I N G Q U
E S C J K L P O Z S A F D N M D
R B D W Q U Z D M F S A Z C V D
T F I T W R S Y I U T G F E X I
I R L N D A S M G X Z X G P T N
L A S F A G G L M O N E T W R G
I G R E P R O D U C T I O N D G
Z M D C X V Y S T A Y E A T H E
A E W Q R U Y F T S T A Y A T G
T N H O M E A I I Q R V B X Z G
I T V T H J V L J S I W O P S C
O A H I O E L C R X S O P W A E
N T C Z Z K R T V N M I L H S L
T I W Q D D F G H I O P O P P L
H O E G A M E T E S Q L N N M M
I N R T Q R T Y Z X A L M N X V
S P O R E F O R M A T I O N K G
I R E G E N E R A T I O N H J G
ACTIVITY 2. MATCH AND PAIR!!

DIRECTIONS: Match the words in Column A with the correct descriptions in Column B.
Write the letter on the space provided to complete the magic word.
COLUMN A COLUMN B
P. Zygote 1. A process by which one organism self-reproduce.

D. Budding 2. The cells that comes from the mother and father during
reproduction.
D. Sperm cell 3. New cell that is formed during fertilization in sexual
reproduction.
R. Asexual 4. Sex cell that is coming from the mother.
E. Regeneration 5. Reproduction that requires two parents.
U. Binary Fission 6. A parent organism produces offspring by growing a tiny of
itself.
C. Fertilization 7. An organism divides it body into two where each half grows
into a new organism.

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E. Sex Cells 8. A process during reproduction where two sex cells join
together.
R. Egg Cell 9. A method of reproduction wherein an organism can
replace or restore their lost or damaged body parts.
O. Sexual 10. Sex cell that is coming from the father.
1 2 3 4 5 6 7 8 9 10
ACTIVITY 3. RAINING INFO!

DIRECTIONS: Complete the chart below. Choose your answer in the box provided that
describes the word.
 Requires one parent only

 Offspring produced is genetically unique from the parents
 Undergoes Fertilization
 Undergoes different modes of reproduction
 Requires 2 parents
 Offspring is genetically identical to the parent
Asexual Reproduction Sexual Reproduction
REFLECTION
Learners write what she/he feels about the activity.

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REFERENCE
Learner’s Material Science 7 pp. 134-145
ANSWERS KEY
Activity 1
S
P E R M C E L L
A S E X U A L B
F
O F F S P R I N G U
E
D
R
B Z V D
T
F I Y E I
I
R N G G N
L
A S A O E G
I
G R E P R O D U C T I O N
Z
M X Y A E E
A
E U F T G
T
N A I I G
I
T V L S C
O
A E S E
N
T I L
I O L
O G A M E T E S N
N
S
P O R E F O R M A T I O N
R E G E N E R A T I O N

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Activity 2
R E P R O D U C E D
1 2 3 4 5 6 7 8 9 10
Activity 3
Asexual Sexual
Reproduction Reproduction
Undergoes Undergoes
Requires Requires Fertilization
different
one 2 parent
modes of
parent reproduction
only Offspring
produced is
Offspring is genetically
genetically unique from
identical to the parents
the parent
Prepared by:
JANINE V. DELA CRUZ

Writer

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Date Returned::________________
Science 7 Remarks:__________________
Name: Grade Level:

Date: Section:

Biotic and Abiotic Factors

Biotic Factors
The living components of an ecosystem are called biotic factors. These are the living
organisms such as plants, animals, bacteria, fungi and protists.
A living organism has the following characteristics:

1. a unique chemical organization;
2. a cellular organization;
3. a constant energy requirement;
4. the ability to grow;
5. a definite form and size ranger;
6. the capacity to reproduce
7. a definite life span;
8. the ability to respond to stimuli;
9. variation and adaptation; and
10. the ability to move.
Abiotic Factors
The nonliving components of an ecosystem are called abiotic factors. These includes
sunlight, water, soil, minerals, air, and climate.
Plants need sunlight and water in performing photosynthesis and respiration. Humans
and animals need the sun to keep their body warm, and water for hydration. Living things
also need minerals such as calcium, iron, nitrogen, sodium and phosphorus to be healthy and
keep them going. They also need the right temperature for survival. All organisms have basic
survival needs. If one of these needs is not met in the ecosystem, the organism may die.
Learning Competency and Code

Differentiate biotic from abiotic components of an ecosystem (S7LT-IIh-9).

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ACTIVITY 1. ECOSYSTEM CONCEPT MAP
DIRECTIONS: Choose the word/phrase inside the box below to complete the concept map
about the components of an ecosystem then answer the questions that follows:
Sunlight Cellular organization Capacity to reproduce Abiotic
Energy requirement Soil Water Ability to move
Climate Ability to grow Air Biotic
Components of an Ecosystem

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Guide Questions:
1. What are the components of an ecosystem?
2. What is/are the characteristics of biotic factors in the ecosystem?
3. What is/are the characteristics of abiotic factors in the ecosystem?
ACTIVITY 2. IS IT LIVING?
DIRECTIONS: Fill in the columns with YES or NO based on the characteristics of the given
pictures in the first column of the table then answer the questions that follows.
Does it Does it Does it Does it Does it
move all grow and breathe? respond to reproduce?
by itself? change? stimuli?

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Guide Questions:
1. What are the similarities of the things that you answered with “Yes”?
How about their differences?
2. What are the similarities of the things that you answered with “No”?
How about their differences?

times.
ACTIVITY 3. PUT MY WORDS INSIDE
DIRECTIONS: Put the words written inside the box in their correct places in the Venn
diagram below to show the similarities and differences between biotic and abiotic
components of the ecosystem.
Living things Pot Bacteria Soil Garden
Mushroom Nonliving things Frog Molds Twigs
Mist Pebbles
SIMILARITIES
DIFFERENCES DIFFERENCES
Reflection
From the given activities about Biotic and Abiotic Factors, I have learned that
References
Books
Capco, Carmelita M., Biology, Phoenix Science Series, Quezon City, 2003
Navaza, Delia C, Potenciano, Jojo L., Quodala, Pauline V.,Science for active
Learning, Quezon City, 2016

times.
Answers Key
Activity 1
Components of an Ecosystem
Biotic Abiotic
Cellular organization Sunlight
Soil
Capacity to reproduce
Water
Energy requirement
Climate
Ability to move on its
own
Air
Ability to grow
1. An ecosystem is composed of biotic and abiotic factors.

2. Biotic factors in an ecosystem exhibits the following characteristics:
a. a unique chemical organization;
b. a cellular organization;
c. a constant energy requirement;
d. the ability to grow;
e. a definite form and size ranger;
f. the capacity to reproduce
g. a definite life span;
h. the ability to respond to stimuli;
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i. variation and adaptation; and
j. the ability to move.
3. Abiotic factors in an ecosystem are the nonliving things such as soil, water, climate,
sunlight, and air.
Activity 2
Does it Does it Does it Does it Does it
move all grow and breathe? respond to reproduce?
by itself? change? stimuli?
Yes Yes Yes Yes Yes
No No No No No
No No No No No
Yes Yes Yes Yes Yes
No No No No No
Yes Yes Yes Yes Yes
No No No No No

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No No No No No
No No No No No
Yes Yes Yes Yes Yes
1. They can all move by themselves; they can grow and change, they can breathe, they all
respond to stimuli and they can reproduce. They only differ in kind of living thing.
2. They cannot all move by themselves; they cannot grow and change, they cannot breathe,
they cannot respond to stimuli and they cannot reproduce. They only differ in kind of
nonliving thing.
Activity 3
Living Things Nonliving Things
Bacteria Pot
Mushroom Soil
Molds Garden Pebbles
Frog Twigs
Mist
SIMILARITIES
DIFFERENCES DIFFERENCES
Prepared by:
ESMERALDA D. LOZANO
Writer

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Date Returned::________________
SCIENCE 7 Remarks:__________________
Name of Learner: Grade Level: _

Section: Date: _

Everything is Connected

Every living and non-living thing around us are interconnected in a place called
ecosystem. There are many ways living things interact with non-living things like how a
parent to a son/daughter, friends and enemies to one another. From the last module, where
you have known what are living things (biotic) and non-living things (abiotic), it is also
important to know how they live together or fight each other in order to survive in the place
they live in. That’s what we are going to learn here about ecological relationships.
Let’s check if you can identify and describe these different relationships happening in
the ecosystem.
Learning Competency with code

Describe the different ecological relationships found in an ecosystem ( S7LT-IIh-10 ).
ACTIVITY 1. MATCH-MAKING
DIRECTIONS: Try to look at the following pictures and identify which relationships are
positive which benefit each organism. Encircle the photos that show positive relationship to
each other.

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ACTIVITY 2. ORGANIZE WHAT YOU KNOW
DIRECTIONS: Study the different ecological relationships found in the ecosystem and match
it to the best example from the graphic organizer below by connecting an arrow.
Mutualism - both organism

benefit each other
Commensalism - one benfits

and the other is not benefited
or harmed
Parasitism - one organism

Ecological
benefits and the other is
Relationship harmed
Predation - organisms obtain

food by eating the other
5. Competition - organisms in a
group fight for food and space
ACTIVITY 3. AVENGERS ASSEMBLE…

DIRECTIONS: Refer to the pictures below and fill in the table.

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PICTURE Participating organisms Type of
Benefited Harmed Unharmed relationship
organism organism organism (mutualism,
predation,
commensalism,
parasitism)
A
B
C
D
Keywords: carabao and egret, butterfly and flower, cat and rat, golden snail and leaf
ACTIVITY 4. MY PICTURE OF AN ECOSYSTEM

DIRECTIONS: Design/draw a poster of an ecosystem that illustrates the 5 different
relationships using examples other than mentioned in the above discussion and explain
shortly what happens to each one in the relationship and identify the type of ecological
relationships between pair of organisms. Submit in a short bond paper with your name, grade
and section in any form (handwritten or computerized). Refer to the rubrics for scoring
presented below.
RUBRIC FOR SCORING
Criteria 5 pts 4 pts 3pts 2pts 1pt

Poster Showed 5 Showed 4 Showed 3 Showed 2 Showed only
elements clear different different different 1 ecological
and design different ecological ecological ecological relationship
ecological relationships relationships relationships
relationships
Presentation Clearly Presented Presented Presented No clear
presented somehow relationships somehow relationships
relationships clear between unclear presented
between relationships examples but relationships between
examples between a little between examples
examples unclear examples
Pairing or Perfect Most Some Few No clear
organisms examples are examples are examples are examples examples and
made and somehow matched match the unmatched
matched perfect and relationships relationships
matched
Explanation Written Written Written Written Written
& output is output is output has output is not output is not
submission well-detailed somewhat- less detail detailed and detailed and
and detailed and but incomprehen incomprehen
comprehensib comprehensi comprehensi sible, sible,
le, submitted ble, ble, submitted submitted
on-time submitted submitted on-time late
on-time on-time
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ACTIVITY 5. WHAT I HAVE LEARNED
DIRECTIONS: Identify if the following sentences are true or false about ecological
relationships. Write T for true and F for false.
1. Mutualism is a relationship where all organisms benefit from each other.

2. Parasitism promotes healthy competition among all organisms.
3. Commensalism is a relationship that favors one organism but has no effect on the
other.
4. Predation does not sacrifice any organism in a relationship.
5. Competition is a struggle among organisms for food, space and other important
needs to survive in a crowd.
Reflection
What I have learned about ecological relationships?
References for Learners

 BEAM I Unit 5: Living Things and Their Interactions -
https://lrmds.deped.gov.ph/detail/6407
 Living Things and Their Interactions - https://lrmds.deped.gov.ph/detail/6407
 Ecological Relationships PowerPoint by Armand Anthony 2015 -
https://www.slideshare.net/almandix/ecological-relationships-54894315
 Instructional Plan in Science 7 by Maria Jesusa C. Despojo 2015 -
http://depedbohol.org/v2/wp-content/uploads/2015/07/Instructional-Plan-in-Science-
Grade-7-Qtr.-2.pdf
Answer Key
ACTIVITY 1: ACTIVITY 2:

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ACTIVITY 3:
PICTURE Participating organisms Type of

Benefited Harmed Unharmed relationship
organism organism organism
A Carabao & Mutualism
egret
B Butterfly Flower Commensalism
C Cat Rat Predation
D Golden snail Leaf Parasitism
ACTIVITY 4: Answers may vary
ACTIVITY 5
1. T 2. F 3. T 4. F 5. T
Prepared by:
RAVELO D. DE VENECIA, RN, LPT

Writer

times.
Date Returned::________________
SCIENCE 7 Remarks:__________________
Name of Learner: Grade Level:

Section: Date:

Energy Transfer in the Ecosystem
Energy is needed to sustain different life processes. Among organisms in an

ecosystem, only green plants and other photosynthetic organisms can make their own food
using the sun’s energy to manufacture food. Since plants produce their own food, they are
called producers or autotrophs. Producers occupy the first trophic level.
Energy flow in an ecosystem begins with the producers. The primary consumers feed
on the producers and change the energy from the plant into energy that they can use.
Subsequently, the secondary consumers feed on the primary consumers and other consumers
feed on the secondary consumers. The transfer of energy from one organism to another is
called a food chain.
In each case, as energy is passed on from one trophic level to the next trophic level,
some energy is lost as heat into the environment. If plants and animals die, decomposers like
bacteria and fungi feed on their wastes. Decomposers break down wastes into nutrients which
are returned to the soil for plants and animals to use. Without decomposers, the producers
cannot produce raw materials for building new organic matter .

Predict the effect of changes in abiotic factors on the ecosystem ( S7LT-IIj-12 ).
ACTIVITY 1. WHAT AM I?
DIRECTIONS: Read and analyze each riddle carefully. Identify the plant or animal being
described in each box. Write the name of the organism on the space provided.
1. I am an insect that hop more than the

length of my body. I hang out in _ _ _ S _ _ _ _ _ _ _
green grasses and leaves to escape
from enemies.
2. I love eating rice grains and
leftovers in your home. I bite your
toes while sleeping at night. I climb, _ A _
jump, and hide in strangest places.
3. I am a type of bird that feed on

snakes, frogs, and lizards. I do not __ W _
eat monkeys. I build my nest high in

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trees. I migrate after breeding season
ends.
4. I am something on the ground that
can be seen and gets cut. My color _ R _ _ _
refreshes your eyes.
5. I am a creature with no legs. My skin
has a lot of scales. I can have a __ _ K _
deadly venomous bite.
6. I am a common pet that rub up
against you. I love to play with you __ T
and help you catch a mouse.
7. I am a tasty food that grows in the
field. I have yellow grains that can C _ _ _
be eaten piece by piece.
8. I can be found in the farm. I have
legs, wings, and breast. I am one of _ _ _ _ _ _ N
your favorite foods when grilled,
roasted, and fried.
9. I am part of your everyday meal that
gives you energy. I grew in a paddy R _ _ _
field before it reaches your plate.
10. I am an amphibian that croaks and
loves to hop around. I have a long __ O _
tongue that catches flies.
ACTIVITY 2. CHOOSE BETWEEN US!

DIRECTIONS: Based from your answers in Activity 1, identify whether the organism is a
producer or consumer. Write the name of the organism on the spaces provided.
Producer Consumer
Guide Questions:
1. Which organisms are the producers? consumers?
2. Why are plants considered as producers?
3. Why are animals considered as consumers?
4. How will you differentiate a producer from a consumer?

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5. What other organisms in your community eat plants only? animals only?
ACTIVITY 3. IT’S EATING TIME!

DIRECTIONS: List down five examples of producers and five examples of consumers that
you see in your own backyard. Observe which organisms eat the producers and consumers.
Based from your list, choose four organisms and trace the flow of energy in the boxes below.
EXAMPLES OF PRODUCERS EXAMPLES OF CONSUMERS
SunSu
n
ACTIVITY 4. CLASSIFY ME
DIRECTIONS: The picture in each item shows an interaction between two organisms. Every
organism belongs to a particular category. Identify and write the name of the organism in the
box. Provide and underline the possible producer or consumer in the empty box left in each
item. Refer to the example below.
Organism Producer 1st Order Consumer 2nd Order Consumer
Apple Worm Bird
Start here:
Organisms Producer 1st Order Consumer 2nd Order Consumer

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Guide Questions:
1. Which provide energy to the spider and the cow?
2. To what order consumer does the caterpillar belong? How about the bird eating
worms?
3. What happens to the energy transferred as it reaches the second order consumer?
ACTIVITY 5. FOOD WASTE MATTERS

DIRECTIONS: Read and analyze the situation presented below and answer the questions that
follow. Write the letter of your choice on the space provided.
In a dynamic science class, a group of students performed a noteworthy experiment

regarding their food waste problems at home. They were guided with objectives and
procedures of the activity. The objectives were to create a compost with food wastes, infer
what happens to the food wastes after a couple of observations, construct a food chain, and
visualize the effect of composting wastes in the ecosystem.
With the assistance of their science teacher, they cut the 1.5 L bottle horizontally two
inches away from the cap and make holes all over the bottle .Starting from the bottom of the
bottle, the layering of one cup in each item were as follows: soil, dried leaves, soil, fruit
peelings, soil, vegetable peelings, and soil at the top. Using a transparent tape, they returned
the upper portion of the bottle with cap and exposed the bottle in direct sunlight. When the
times.
soil

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dries up, one to two cups of water was added and made sure that the water reaches the bottom
part of the bottle. Mixing the contents and recording their observations were done once a week.
After four weeks of observation, they removed the contents of the bottle and
examined the compost through their naked eyes. A small sample of the soil was observed
under the microscope. The students constructed a food chain based from their observations.
Guide Questions:
1. Which do you think are the organisms they see in the soil?
I. Bacteria II. Worms III. Rats IV. Bugs
a. I only b. I & II only c. I,II,III only d. I,II,III,& IV
2. What abiotic components are applied in the experiment?
a. soil and air c. water and air
b. soil and water d. soil, water, air, and sunlight
3. After examining the soil, what do you think happened to the food wastes?
a. The organic wastes are totally decomposed.
b. All the organic wastes are completely visible.
c. Some started to decomposed and unrecognizable.
d. Large amount of water droplets on wastes is highly evident.
4. Which of the following is NOT a good way of reducing food waste?
a. Plan your meals. c. Throw leftovers.
b. Store food correctly. d. Learn to preserve.
5. All of the following are benefits of making food wastes into compost EXCEPT
a. It increases methane gas emissions.
b. It limits the amount of garbage in landfills.
c. It returns essential nutrients back into the soil to nourish the plants.
d. Is a great way to create a healthier world while decreasing our carbon foot prints.
ACTIVITY 6. CRACK THE CODE!

DIRECTIONS: Each number in the code stands for a letter. Use the code to fill in the words
below. Numbers are used more than once but always equal to the same letter.
1 2 3 4 5 6 7 8 9 10 11 12 13
L P J Z D T X E M Y H B Q
14 15 16 17 18 19 20 21 22 23 24 25 26
V C S O I W A K U F N R G
Example: C A R N I V O R E S
15 20 25 24 18 14 17 25 8 16
These are animals that eat other animals.
1.
5 8 15 17 9 2 17
16 8 25 16
Organisms that breakdown dead bodies of plants and animals into simple nutrients
needed again by plants.
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2.
8 24 8 25 26 10 23 1
17 19
It is the passage of energy from one organism to another.
3.
23 17 17 5 15 11 20 18
24
A series of feeding relationships among the organisms in an ecosystem.
4.
2 25 17 5 22 15 8 25 16
Organisms that are capable of utilizing the sun’s energy to manufacture food.
5.
6 25 17 2 11 18 15 1 8 14
8 1
It is the position an organism occupies in a food chain.
6.
2 25 18 9 20 25 10 15 17 24 16 22 9
8 25 16
They eat the producers.
7.
11 8 6 8 25 17 6 25 17 2 11 16
These are organisms that feed on other organisms to survive.
8.
12 20 15 6 8 25
18 20
Microorganisms that help in the decomposition of wastes.
9.
23 25 22 18 6 2 8 8 1 18 24 26 16
Organic materials that can be used in composting.
10.
15 17 9 2 17
16 6
A soil conditioner that help plants stay healthy and reduce the contribution of wastes
in landfills.
References
A. Books

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Allas I.F., Espinosa A.A., Lorenzo A.D., Navarette B.V., and Bonifacio V. Navarette.
(2005). Discover Science K to 12 Edition. DIWA Learning Systems, Inc.
Domingo R.C., Aquino J.R., Aquino L.P., Revilla A.V., and Sheila M. Wenceslao.
(2005). Biology. St. Augustine Publications, Inc.

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B. Websites
https://pixnio.com/fauna-animals/insects-and-bugs/butterflies-and-moths-
pictures/butterfly-larvae-hang-leaf-eat
https://www.needpix.com/photo/1630657/insects-macro-eat-nature-spider-free-pictures-
free-photos-free-images-royalty-free
https://en.wikipedia.org/wiki/List_of_feeding_behaviours#/media/File:Colibri-
thalassinus-001-edit.jpg
https://www.clearwaycommunitysolar.com/blog/science-center-home-experiments-for-
kids/composting-and-food-waste-experiment/
Answer Key
Activity 1
1. Grasshopper 6. Cat
2. Rat 7. Corn
3. Hawk 8. Chicken
4. Grass 9. Rice
5. Snake 10. Frog
Activity 2
Producer Consumer
Grass Grasshoper
Corn Rat
Rice Hawk
Snake
Cat
Chicken
Frog
Guide Questions:
1. The producer is the grass and the consumers are the grasshoppers,
rat, hawk, snake, and cat
2. Plants are considered producers because they are capable of
producing their own food by converting light energy from the sun into
chemical energy.
3. Animals depend on other organisms to nourish themselves.
4. Producers are organisms that can produce their own food while
consumers depend on other organisms to survive.
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5. Organisms in our community that eat plants only are cows, carabaos,
and goat. The frogs and house lizards eat animals like mosquitoes.
Activity 3
Answers may vary.

Examples of producers: grasses, bougainvillea, pechay, riceplant, corn
Examples of consumers: frog, worm , dragonfly, chicken, man
Sun
Sun
grass worm chicken man
Activity 4
Organisms Producer 1st Order Consumer 2nd Order Consumer
Corn Worm bird
Grass Cow man
Leaf Worm spider

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insect dragonfly bird
Leaf caterpillar chicken
Note: The underlined organisms are not found in the pictures. It will be
provided by the students, Answers may vary.
Guide Questions:
1. The worm provides energy to the spider . Grasses give energy to the cow.
2. The caterpillar belongs to the primary consumer or the first order cosumer while the
bird eating the worms belongs to the secondary consumer or second order consumer.
3. The amount of energy that is transferred to the secondary consumer up to the
top consumer gets lesser and lesser.
Activity 5
1. b
2. d
3. c
4. c
5. a
Activity 6
1. Decomposers
2. Energy Flow
3. Food Chain
4. Producers
5. Trophic Level
6. Primary Consumers
7. Heterotrophs
8. Bacteria
9. Fruit Peelings
10. Compost
Prepared by:
MARIE GRACE A. BARTOLOME

Writer

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7

LEARNING ACTIVITY SHEET

Practice Personal Hygiene protocols at all i

Printed by: Curriculum and Learning Management

Practice Personal Hygiene protocols at all ii

Competency Page Number

Describe the different levels of biological

Differentiate asexual from sexual

Differentiate biotic from abiotic components ----- 47

Describe the different ecological

Predict the effect of changes in abiotic ----- 60

Practice Personal Hygiene protocols at all iii

Science 7 Date of Checking:_____________

Name: Grade Level:

LEARNING ACTIVITY SHEET

Background Information for Learners

2. BASE It acts as microscopes support. It also carriers the

5. EYEPIECE TUBE It is the eyepiece holder. It carries the eyepiece just

Practice Personal Hygiene protocols at all 1

8. FINE FOCUS/ FINE A knob used to fine-tune the focus of a specimen in

14. STAGE CLIP It holds the specimen slides in place.

Practice Personal Hygiene protocols at all 2

Revolving Nosepiece Stage Base

2. What have you observed about the objectives?

Practice Personal Hygiene protocols at all 3

Practice Personal Hygiene protocols at all 4

What I want to know

Practice Personal Hygiene protocols at all 5

Practice Personal Hygiene protocols at all 6

Practice Personal Hygiene protocols at all 7

Practice Personal Hygiene protocols at all 8

Practice Personal Hygiene protocols at all 9

Name of Learner: Grade Level:

LEARNING ACTIVITY SHEETS

Background Information for Learners

Practice Personal Hygiene protocols at all 10

ACTIVITY 1. WORD HUNT!

Practice Personal Hygiene protocols at all 11

ACTIVITY 2. GUESS WHAT?

1. The basic unit of life

2. An individual animal, plant or single-celled life form

4. A group of organs that work together to perform specific bodily functions

5. All of the ecosystem on Earth added together

6. It is made up of all the communities in a certain area

7. It is made up of cells that work together to perform a certain task

8. The study of life

Practice Personal Hygiene protocols at all 12

Characteristics Jumbled letters Answer

1. Smallest functional unit of LLCE

2. Made up of cells that are

3. Made up of tissues that work NGORA

4. An individual living thing. GANSMIOR

5. Group of organisms of one PNOULAITPON

6. All of the organisms living in

7. The part of earth that BSPIOHEER

8. Populations that live together OCUMTNIYM

ACTIVITY 4. AT THE BANK PIE!

Practice Personal Hygiene protocols at all 13

ACTIVITY 5. FILL ME UP!

Practice Personal Hygiene protocols at all 14

1. What is the difference between organism, population, community, ecosystem,

Practice Personal Hygiene protocols at all 15

I have learned that

For you as an individual/organism, how important each levels of biological organization in