DIFFUN NATIONAL HIGH GRADE

SCHOOL: 7
SCHOOL LEVEL:

MERLINDA S. PARIŇAS
Teacher I, JHS Science LEARNIN
TEACHER: GRADE 7 SCIENCE
G AREA:
CHERIWIN A. ROMERO
DAILY Teacher I, JHS Science
LESSON LOG
CHECKED QUARTER
MALORIE M. DELA CRUZ SECOND
BY: :
Master Teacher I

APPROVED: MAGDALENA P. LAYUGAN DATE: JANUARY 12, 2022

School Principal III
AMBER, EMERALD, PEARL,
Section: Time: 7:30-8:30
TURQUIOSE
TOPIC COMPONENTS OF ECOSYSTEM
TITLE
TIME ALLOTMENT 60 minutes
I. LEARNING
GOALS/STANDARDS:
The learners demonstrate an understanding of:
1. organisms interacting with each other and with their environment to
A. CONTENT STANDARDS:
survive

B. PERFORMANCE
STANDARDS:
C. LEARNING
The learners should be able to…
COMPETENCIES/ OBJECTIVES
1. Differentiate biotic from abiotic components of an ecosystem S7LT-IIh9
Write The LC code for each:

II. CONTENT ECOLOGY

III. LEARNING RESOURCES
A. References
1. Teacher’s Guide pages Most Essential Learning Competencies (Quarter 2)
2. Learner’s Materials pages Learner’s Activity Sheet (pages 50-58)
3. Textbook pages
4. Additional Materials from
Learning Resource (LR)
portal

B. Other Learning Resources

IV. PROCEDURES Remarks

Preliminaries
1. Prayer
2. Greetings
Elicit (5 mins) Students will have an
Ask the students to answer 5 multiple choice online race by answering
questions online via quizwhizzer.com 5 multiple choice
questions correctly then
A. Reviewing previous
1. Ecosystem let them spell it correctly.
lesson or presenting the
2. Abiotic (English)
new lesson
3. Heterotrophs
4. Autotrophs Diagnostic test will test
5. Biotic the students
understanding and what
 they know about the topic
to be discussed before the
formal lesson.
Present todays lesson objectives:

B. Establishing a purpose for At the end of the period the students are expected to:
the lesson
* identify different components of ecosystem.

The students will develop

their self-confidence in
spelling (English) by
ENGAGE (5 mins)
reasoning out (Answering
Questions using the W-H).
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
The students visual
Climate Ability to grow Air imagery (ARTS) will be
Biotic developed including their
curiosity (SCIENCE-
Possible answers:
C. Presenting critical thinking)
examples/instances of the
new lesson

From this point, students

were given time to
perform the activity
following the directions
on the LAS. The students
EXPLORE (5 mins) develop their sense of
responsibility,
IS IT LIVING? cooperation, critical
DIRECTIONS: Fill in the columns with YES or NO thinking, analysis and
based on the characteristics of the given pictures in the curiosity (Science and
first column of the table then answer the questions that Values Education)
follows.
 Working individually.

The teacher will give instruction for the students to

do.

While the students are doing the activity #2- Is It

Living pages 53-54 (LAS), the teacher will monitor
and answer queries by the students.

EXPLAIN (10 mins)

Answer the guide question: During the post discussion

Guide Questions: activity, the students were
1. What are the similarities of the things that asked to answer the
you answered with “Yes”? ____________. questions in a complete
D. Discussing new concepts sentence. (English)
and practicing new skills
How about their differences? ______________.
Formative assessment
helps the teacher to assess
2. What are the similarities of the things that the students’ knowledge
you answered with “No”? ______________. as the lesson progresses

How about their differences?________________.

Elaborate (25mins)
E. Developing mastery
The teacher will discuss the different components of
an ecosystem.

Sentence construction
F. Making generalizations
Let the students answer the following questions: enhances their speaking
and abstractions about the
and writing skills.
lesson
1. Describe the different components of an (English)
 ecosystem.

G. Finding practical Integration to content in

Why do we need to know whether a thing is abiotic
applications of concepts EsP and Logic- reflective
or biotic?
and skills in daily living question was given.

Evaluate (5 mins)

Answer the given activity:

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

Summative test is used to

test the students
understanding about the
topic being discussed.
H. Evaluating learning
For this activity students
can be developed their
higher order thinking
skills (HOTS).

Possible answer:

Living Things Nonliving Things

Bacteria Pot
Mushroom Soil
Molds Garden Pebbles
Frog Twigs
Mist
SIMILARITIES
DIFFERENCES DIFFERENCES

I. Additional activities for EXTEND

 ICT integration was used
to develop skills of the
student in multimedia
application (TLE-ICT,
application or remediation
Research about the different ecological relationships reading comprehension
(Assignment)
found in an ecosystem. (English), critical thinking
and logical reasoning.

V. REMARKS
VI. REFLECTION
A. No. of learners who
earned 80% in the
evaluation
B. No. of learners who
require additional
activities for remediation
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?