School: ASUNCION NATIONAL HIGH SCHOOL Grade Level: 7

GRADES 1 to 12 Teacher: ELIZZA A. GUERRA Learning Area: SCIENCE

DAILY LESSON LOG Teaching Dates and Time: January 9 – 13, 2023 Quarter: 2

DAY 1 DAY 2 DAY 3 DAY 4

1. Identify the components of 1. Explain the differences between 1. Describe the ecological relationship between species that exist in
an ecosystem. biotic and abiotic components. an ecosystem.
2. Name examples of biotic 2. Classify biotic components of 2. Create a presentation showing the different types of symbiotic
I. OBJECTIVES and abiotic components of an ecosystem. relationships.
ecosystem. 3. Cite the important role of biotic 3. Develop awareness on the importance of interaction and
and abiotic components in an connection of each organism in an ecosystem.
ecosystem.
A. Content Standards: The learner demonstrates understanding of organisms interacting with each other and with their environment to survive.

B. Performance Standards: The learner should be able to employ appropriate techniques using the compound microscope to gather data about very small objects.

C. Learning
Competencies/Objectives:
he learner is able to:
Write the LC Code for each
describe adequately quantitative
research designs, sample,
instrument used, intervention (if
applicable),
II. CONTENT
III. LEARNING
RESOURCES
A. References
1. Teacher’s Guide Pages
2. Learner’s Materials
Pages
3. Additional Materials
from Learning Resource
(LR) portal
B. Other Learning Resources
Differentiate biotic from
abiotic components of an
ecosystem.
Content is what the lesson is all about. It pertains to the subject matter that the teacher aims to teach. In the CG, the content can be
tackled in a week or two.
Biotic and Abiotic
Components of Ecosystem
Science- Grade 7 Teacher’s
Guide First Edition, 2017 p.
100
Science- Grade 7 Learner’s
Material First Edition, 2017
pp. 112-118
Self-Learning Module
Science 7, Quarter 2 Module
6 pp. 2-11
Manila paper, ballpen,
Differentiate biotic from abiotic
components of an ecosystem.
Biotic and Abiotic Components of
Ecosystem
Science- Grade 7 Teacher’s Guide
First Edition, 2017 p. 100
Science- Grade 7 Learner’s
Material First Edition, 2017 pp. 112-
118
Self-Learning Module Science 7,
Quarter 2 Module 6 pp. 2-11
Manila paper, ballpen, marker,
Describe the different ecological relationships found in an
ecosystem.
Ecological Relationships
Science- Grade 7 Teacher’s Guide First Edition, 2017 p. 327-330
Science- Grade 7 Learner’s Material First Edition, 2017 pp. 345-349
ADM Self Learning Module Science 7, Quarter 2 Module 7 pp. 8,
10-11
Laptop, projector, chalk, ppt presentation
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 marker, intermediate paper intermediate paper, videos
DAY 1 DAY 2 DAY 3 DAY 4
These steps should be done across the week. Spread out the activities appropriately so that students will learn well. Always be guided by
IV. PROCEDURES demonstration of learning by the students which you can infer from formative assessment activities. Sustain learning systematically by providing
students with multiple ways to learn new things, practice their learning, question their learning processes, and draw conclusions about what they
learned in relation to their life experiences and previous knowledge.
A. Reviewing ELICIT ELICIT ELICIT
Previous Teacher will show a picture of a pond Students will answer What’s In:  The teacher will present or show to the class a set of random
Lesson or ecosystem to the class and let the Activity 1: Fit Me in their Science objects
Presenting the students identify and name the things Module Quarter 2 Module 7 pp. 5-6. from the school garden (man-made ecosystem). (stone,
New Lesson found in ponds. pondwater, flower, mushroom, and humus soil)
 The students will classify the objects as biotic or abiotic
component.
 After showing an object to the class, the teacher will let the
students will do the “heart hand” pose if they pick
BIOTIC as their answer and do the “Grace face” pose if
it’s ABIOTIC.
 The teacher will sum up by asking the following questions:
 Which objects refers to the biotic components of the
ecosystem?
 Which objects refers to the abiotic components of the
ecosystem?
B. Establishing a ENGAGE ENGAGE ENGAGE
Purpose for Teacher will list down all the things that Student will do the Activity: Is It
the Lesson were mentioned by the students and let Living?. They will identify the pictures Activity: You Hurt Me or You Hurt Me Not!
them classify it as living or non-living. shown as living or non-living. They
C. Presenting will answer YES or NO based on the Directions: Find a partner. Identify which organism is benefitted,
Examples/ characteristics: harmed or unaffected. Use the symbol (+) if the organism is
Instances of a. Does it move all by itself? benefitted, symbol (-) if it is harmed, and symbol (0) if the organism
the Lesson b. Does it grow and change? is unaffected from the interaction. Write these symbols in Columns
c. Does it breathe? 2 and 3. In Column 4, write the ecological relationship that is
d. Does it respond to stimuli? depicted by the two interacting organisms.
e. Does it reproduce?

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D. Discussing EXPLORE EXPLORE EXPLORE
New Concepts  Students will work by group and Students will work by group and  The teacher will distribute the activity sheets and materials
and Practicing answer Activity: Match Making. The answer What’s New: Activity 1: Life to the five groups.
New Skills #1 groups will do brainstorming. They Within a Small World in their Science  Upon random selection, each group will perform
E. Discussing will be given different words to match Module Quarter 2 Module 7 p. 20. differentiated activities as instructed on their sheets
New Concepts according to their meaning. featuring a certain type of symbiotic relationship:
and Practicing  These are the words: Biotic, Abiotic, Commensalism, Mutualism, Predation, Parasitism, and
New Skills #2 Plants, Temperature, Oxygen, and Competition.
Sunlight.  Each group must collaborate and consolidate ideas to
come up with a 2–3 minutes presentation.
 Varied group tasks are Role playing, News reporting,
Poster slogan making, Poem recitation, Rap/song
composition.
 Group presentation or output will be assessed through a
rubric.
F. Developing EXPLAIN EXPLAIN EXPLAIN
Mastery Students will present and explain their Students will present and explain  Group output presentation.
(Leads to output. their output.  The rest of the class will be given peer rating sheets per group
Formative The teacher will ask the following guide The teacher will ask the following for evaluation on the other team’s performance.
Assessment 3) questions: guide questions:  After the presentation, the teacher will give feedbacks and
1. How were you able to match the 1. Do you think life is possible within inputs on the concepts missed by the students.
words with their correct meaning? the jar?
2. What is the difference between biotic 2. What do you think will happen to
and abiotic? the fish if plants are not present?
Why?
3. Are there factors outside the
aquarium that can influence the
growth of organisms inside it?
G. Finding ELABORATE ELABORATE ELABORATE
Practical Teacher will let the students watch a Students will answer What I Have
Applications short video about biotic and abiotic Learned in their Science Module “FOUR PICS ONE WORD”
of Concepts components of ecosystem. The Quarter 2 Module 7 p. 24.
and Skills in following questions will be asked after:  The teacher will present pictures of children or students in
Daily Living 1. Can you give examples of biotic school undertaking deworming activity.
H. Making components? Abiotic components?  The students will guess the word based on the collage of four
Generalization 2. How important are the biotic and pictures.
s and abiotic factors in an ecosystem?
Abstractions
about the
Lesson

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  The teacher will ask some students to share their personal
experiences on deworming by asking the following questions?
I. Evaluating EVALUATION EVALUATION EVALUATION
Learning Directions: List down 10 examples of Students will answer Assessment in Directions: The interaction below are examples of ecological
biotic and abiotic components that can their Science Module Quarter 2 relationship. Identify what type of relationship is shown in every
be found in your garden at home. Write Module 7 pp. 26-27. interaction. Choose your answer from the box.
your answer in a table.

J. Additional EXTEND EXTEND EXTEND

Activities for In a ¼ sheet of paper, answer and Students will answer What’s More in In your respective homes, observe and draw 1 pair of organisms that
Application or explain. their Science Module Quarter 2 shows a certain symbiotic relationship and write your description on the
Remediation Module 7 pp. 22-23. interaction below your drawing. Use a short bond paper for your output.
Do you think a penguin from south pole
will survive if it is brought to live in the
Philippines? Explain your answer.

Reflect on your teaching and assess yourself as a teacher. Think about your student’s progress this week. What works? What else needs to be
IV. REFLECTION done to help the students learn?
Identify what help your instructional supervisors can provide for you so when you meet them, you can ask them relevant questions.
A. No. of learners
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 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 work
well? Why did
these work?
F. What
difficulties did I
encounter
which my
principal or
supervisor can
help me solve?
G. What
innovations or
localized
materials did I
used/discover
which I wish to
share with
other
teachers?

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Prepared by: Checked by:
ELIZZA A. GUERRA MARIFE R. REMORIN
Science Teacher MT-I Science