School: Grade Level: 7

GRADES 1 to 12 Teacher: . Learning Area: SCIENCE

DAILY LESSON LOG Teaching Dates and
MELC BASED Time: Quarter: Q2 WEEK 3

MONDAY TUESDAY WEDNESDAY THURSDAY FRIDAY

Pamantayang the different levels of biological organization
Pangnilalaman
(Content Standards)
Pamantayan sa employ appropriate techniques using the compound microscope to gather data about very small objects
Pagganap
(Perfomance Standards)
Pamantayan sa Describe the different levels of biological organization from cell to biosphere S7LT -IIc - 3
Pagkatuto
(Learning Competencies)
Layunin
Lesson Objective
Identify the parts that
Identify the different levels Observe and distinguish make an organism
Distinguish the correct the six major organs of a
of biological organization ICL
level of organization in plant.
human.

Paksang Aralin Levels of Biological Levels of Biological Levels of Biological

Levels of Biological
(Subject Matter) Organization Organization Organization What Makes
Organization
Up an Organism?
Levels of Organization in
Introduction on Levels of Complex Organization of a
Human Body
Biological Organization Plant
Kagamitang Panturo Teacher’s Guide Pages: Teacher’s Guide Teacher’s Guide Pages: Teacher’s Guide Pages:
(Learning Resources) Quarter 2 Module 1 pp1-11 Pages: Quarter 2 Quarter 2 Module 1 pp1- Quarter 2 Module 1 pp1-11
Module 1 pp1-11 11
Learner’s Material Pages: Learner’s Material Pages:
Quarter 2 Module 1 pp.1-9 Learner’s Material Learner’s Material Quarter 2 Module 1 pp.2-7
Pages: Quarter 2 Pages: Quarter 2
Textbook Pages Module 1 pp.1-9 Module 1 pp.1-9
Science Blast 7 pp.79-87;

Science Grd. 7 pp.130-139
Science Links 7 pp. 120
Pamamaraan
(Procedure)
a. Reviewing
Previous Lesson
or Presenting the
New Lesson
Review the learners by
showing pictures of cell,
organs, organism, population,
and ecosystem. And let them
identify the answer..
Textbook Pages Textbook Pages
Science Blast 7 Science Blast 7 pp.79-87;
pp.79-87; Science Science Grade 7 pp.130-
Grade 7 pp.130- 139 139
Exploring Life Trough
Science Grade 7 pp.116-
119
Review on lessons learned Let the learners share their Review on lessons learned
about humans ideas about plant structure biological organization of
and animals by asking the by asking questions for plants and humans.
following questions. them to brainstorm
Q1. List the level of
Q1. If the family is the organization in plants. Q2.
basic unit of society, what List the level of
is the basic unit of life? organization in human
Q2. A non-living thing
like a computer has its
CPU (Central Processing
Unit) which controls the
function of the computer,
in humans, which organ
controls our body
processes then? Q3.
During lockdown
situation, we
cannot go out of our home
so, we tend to eat more
meals in a day just to fight
boredom. Do you know
the organ responsible for
digesting our eaten food?

b. Establishing Using our KWHL Chart, Complete the sentences What is an organism?
purpose for the Given the pictures on the learners will write what below showing your
 lesson board, arrange the correct
level of biological
organization from simplest to
complex. (Show the pictures
on tv screen/ laptop and
prepare individual cut outs
for the learners to paste on
the board according to their
level from simplest to
complex).
c. Presenting
example/instances
of the new lesson Present the lesson through
video presentation
downloaded from YouTube.
http://youtube.com/watch?
v=_MgWRg20HW0
-.
d. Discussing new Discuss the lesson through art Let the learners watch the
concepts of questioning as a form of
recitation.
they know about how our
human body is organized,
what they want to learn,
how will they going to
learn. At the end of the
lesson, they will write
what they have learned
about the lesson. The
teacher can ask the
learners to use colored
paper and make it as
artistic as possible. Paste
them on their interactive
notebook.
Show the pictures to the
class.
TELL ME WHAT YOU
SEE?
The pictures shown are
cells, tissues,
organs, and systems of the
human body
video lesson on
the link provided below.
https://www.youtube.com/
knowledge about plants.
Based from what you have
brainstormed, plants are
considered to be
__________, meaning they
make their own food with
the use of water, sunlight,
nutrients and carbon
dioxide, in the process
called _____________.
Look around you, we are
surrounded by plants
because they provide the
most important gas that
humans and animals need
to survive, which is
__________. Now you
know why do we need to
study plants.
Present to the class a
prepared vegetable salad or
meal. Let them observe and
identify the organs of a
plant.
Using Power point Let the learners perform
presentation discusses the Activity 1 on Science Unit 2
complex organization of Module 1 pp. 2-7 Guide
plants from plant system them in answering the
 Q: It is the smallest unit of
matter and the simplest level
of biological organization?
Q: What do you call the
multicellular living thing with
different organ systems that
work together to maintain
life? Cite some examples.
Q: Which is the highest level
of organization, where all
organisms exist everywhere
above the earth’s surface?
Q: Explain what will happen
to the lower levels of
biological organization if the
biosphere will be
contaminated with polluted
air and water or even deadly
virus Covid-19 like we have
today?:
e. Continuation of Based from what you have
the discussion of learned, make a conceptual
new concepts nested hierarchy of biological
organization. Show your
creativity.
Complete the Activity.
organs, tissues and cells. activity.
Or, let the learners watch
the video lesson on
http://youtube.com/watch?
v=18amLZ9vfG8
watch?v=SzKKY YIlJ-c Guide questions:
1. Enumerate the two
Guide Questions: systems of a plant and give
1. Determine the the organs present.
level of 2. Photosynthesis happens
organization in mainly in what organ
human body from of the plant?
3. Reproductive organs of
simplest to
plants include flowers,
complex. fruits and seeds, can you
think of other ways to
2. What are living
reproduce plants?
organisms made of?
3. Name some
systems of the body with
their organs and give their
major function.
READ, WRITE, PAIR, Read the summary of the LET’S EXPLORE AT
SHARE article taken from HOME
Read and summarize an sciencedaily.com.
article or abstract about Date: March 23, 2020 LEVELS OF
our recent pandemic Source: Kumamoto ORGANIZATION
problem entitled “The University Summary:
origin, transmission and In Southeast Asia, the fruit, OBJECTIVES
clinical therapies on flowers, and leaves of • Name and describe
the different levels
 Identify the level of COVID-19 outbreak- an Indonesia's 'Melinjo' tree
biological organization. Fill update and status”. are traditional foods.
in the blanks with the correct Learners can follow the Researchers who study
answer. format below using word plants from around the
document. Article should world for useful medicinal
be provided by the teacher properties have found that
Melinjo seed extract
QUESTIONS: (MSE) stimulates the
Column 1: What is the production of adiponectin,
article all about? a beneficial hormone that
Column 2: Identify the improves obesity and
systems and organs diabetes. They also
involved in the article. discovered that individual
Column 3: Discuss with genotype differences were
your partner what are the responsible for variations
symptoms and mode of in its efficacy.
transmission of the
disease. Guide Questions:
Column 4: What can you 1. What specific organ of
share to the public about the plant is being used?
the disease prevention. 2. Explain the function
and importance of the
organ on plants.
3. Give the benefit or use
on biological
organization of life
Time to Explore
Learners are given 10
minutes to finish the task.
Observe silence and social
distancing.
Using your interactive
notebook, go out of your
class and look for a plant
which you can draw, label
the organs and write the
of organization.
• Recognize the
interdependence among
different levels of
organization.
LET’S EXPLORE
Living things are composed
of cells, the basic unit of
life. Now, cells come
together to build
increasingly complex
structures, which in turn
make up organisms.
Discover how living things
are organized in the activity
that follows.
WHAT YOU NEED
Small knife (be careful
when using it, be guided
with parents)
Apron
Old newspaper or scratch
paper Rubbing alcohol
Small plant with roots,
leaves, stem,
Flowers
Prepared slides and
microscope or pictures
(provided by the teacher)
Plastic plates
Magnifying glass
Fresh raw chicken wing
Detergent
WHAT TO DO
1. Line the working area
with old
function of each organ. At
the bottom of the drawing,
write the name of that plant
and its importance or use.
Make it colorful and
exciting!
newspaper or scratch paper.
2. Place the small plant in
one area.
3. Examine the plant and
its parts with
your magnifying glass.
4. Draw the plant and label
the shoot
system and root system.
5. Draw the individual
organs observed.
6. Sketch the prepared
slide or pictures.
7. Rinse the chicken wing
and place it on plastic plate.
Always wash your hands
and implement thoroughly
with soap and water after
touching the chicken wing.
Apply alcohol liberally to
disinfect all the parts that
came into contact with the
raw chicken wing.
8. Examine the wing and
its parts with
your magnifying glass.
9. Draw the wing and the
different organs
observed (skin, muscles,
bones).
10. Slit the skin of the
chicken wing with knife to
expose muscles underneath.
Observe.
11. Remove the muscles to
observe bones.
12. Draw the individual
structures
observed.

f. Developing Arrange the biological levels
Mastery of organization from the most
complex to its simplest form.
Place numbers 1-10 in the
box before each item
Organs Organism Tissues
Cell
Atom Ecosystem Organ
System Biosphere Population
Molecules
Based from the images
shown, identify the level of
biological organization
13. Dispose of the chicken
wing properly
for biological waste.
14. Sketch the images from
the prepared
slides or pictures.
VISUALIZING FINDINGS
LET’S ORGANIZE! NAMEPLANT
Using an interactive ANIMAL
Group the learners into 5 power point or tarp papel, Organism and organ
members. Using check the learner’s mastery systems (Draw the entire
a manila paper, complete of the lesson by labelling organism and label the
the graphic organizer the parts and functions of organ systems examined)
showing the organization plants. Organs
of human body from most (Focus on two organ
complex to simplest level. systems and draw the
Provide 5 minutes to organs observed) Tissues
finish the task. and Cells
(Draw details from the
prepared slides or pictures.)
Q: 1. What makes up an
organism?
Q: 2. Describe how each
level are connected
After the learners have
answered the activity,
discuss the correct answers
to check if they understood
the lesson.
Home Work
Make a graphic organizer at
home showing the levels of
Distinguish the biological organization in
Organization of the human body and plants.
Human Body and write
the answer before the
 number.

g. Finding practical Application Questions Answer the questions Answer the following . Match the organ system
applications of briefly. questions. with their function.
concepts and skills Q: Why it is important to
in daily living understand each level of 1. Explain the role of 1. Name four seeds FUNCTION SYSTEM
biological organization? each level of found in your area
Should we take responsibility organization in which The framework of
in taking care of it? Why? Digestive System
homeostasis of the 2. people eat that are
the human body
Q: If an organism lives in a human body. very nutritious?
place alone, without an 3. Explain the Involves in Skeletal
2. Why it is important to function of leaves. System
ecosystem to get what he
take good care photosynthesis
needs, will he survive? 4. Give three plants
of each level?
Explain your answer where leaves are
Absorb nutrients
3. Give some ways to being eaten. Respiratory System
take care or maintain good from soil
functioning of our body. 4. The plant Moringa
oleifera known as
Gas Exchange in
“malunggay” is rich in
Circulatory System
vitamins like iron,
human
potassium and calcium,
what specific organ of Breaks down food Root
the plant is use to System
reproduce it?
Supplies nutrients to Shoot
System
human body

Answer the questions

briefly.
 4. Compare the function of
roots in plants with the
small intestines in humans.
If these organs are damaged
what will happen to the
organism?
5. What will happen if the
plants don’t have
roots? Humans don’t have
bones?

9. What are organisms?

What makes them
up?
10. If the basic or smallest
level is damaged, will the
organism function well?
Why?
h. Making Summarize the lesson. 1. List the correct level Answer the following
generalizations of organization in questions.
and abstractions Describe what is biological human body starting from
about the lesson organization the smallest unit. 4. What is the importance
2. Name the systems of of plants in life?
1. The hierarchy of life the body and 5. What are the two
known as biological give one organ present. systems of a plant?
organization exists as 3. How are these systems 6. Give the 6 organs of a
long as there is work together plant?
to perform activities?. 7. Where does
continuous interaction
photosynthesis happens?
among living things 8. Do you think the plant
themselves and their will survive if one of its
immediate organs is harmed or
environment. The damaged?
hierarchy begins in
the cell which is made
up of atoms and
 molecules.

2. Cells can be organized

into tissues; tissues into
organs; organs into organ
system; to a combination of
organ system to form
organism; which will further
be a part of complex
structures like populations,
communities, ecosystems and
biosphere.
i. Evaluating Let’s check your knowledge!
learning
A. Directions: Identify the
level of organization that
is being referred to in the
following examples.
___________1. Chlorine,
carbon, hydrogen, calcium,
argon
___________2. Epithelial,
cartilage, blood, fats, bones
___________3. Protons,
electrons, neutrons
___________4. Heart, lungs,
kidneys, liver, pancreas,
stomach
___________5. Water,
carbon, dioxide, glucose
___________6. Kidneys,
ureter, urinary bladder,
___________7. Pack of
wolves, colony of termites,
town of squirrels
___________8. Chloroplasts,
mitochondria, ribosomes,
centriole, vacuole
___________9. Ant, frog,
Fill in the blanks with the
needed information.
Let the learners answer the Given the function, write
activity. the organ involve in plant
and human.
Functions of Plant Organs Organ
Plant Human
Fill in the blanks with the Function Respiration
words given inside the box. Nutrition Support Excretion
Reproduction
Roots Stem Leaves Fruit Let’s Do It!
Seeds
4. Construct a model of
Flowers Make Food systems of the human body
Chlorophyll and organs of a plant. You
can refer the picture below
Photosynthesis as a guide. Make you own
Water and Minerals version as creative,
informative and colorful as
you can. Give your best
1. ____________support
shot!
plants to stand firmly
on the ground.
2. Roots absorb
______________from soil.
3. ___________gives
support to the plant which
makes the plant to stand
upright.
 4. ___________are
different shapes, sizes and
almost green.
5. Leaves have a green
substance
called__________.
5. Chlorophyll
absorbs sunlight
needed to
____________.
7. The process of
converting food to
be used by plants
with the help of
sunlight, nutrient,
earthworm, gorilla, crocodile,
water and carbon
snake, man
__________10. The totality dioxide is called
of all the ecosystems on 8.
earth. ___________are
used to grow new
plants.
9.
___________cover
s and protects
seeds.
10. ___________
are reproductive
parts of most plants
they have smell and
colors that attract
insects for helping
in pollination.

j. Additional
activities for
application or
remediation
REMARKS

REFLECTION

a. Number of
learners who
earned 80% of
the evaluation
b. Number of
learners who
require
additional
activities for
remediation
who scored
below 80%
c. Did the
remedial lesson
work?
d. Number of
learners who
have caught up
with the lesson
e. Number of
learners who
continue to
require
remediation
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?