SCHOOL: BANTAY WEST INTEGRATED SCHOOL GRADE LEVEL: GRADE 7

GRADES 1 TO 12
DAILY LESSON LOG TEACHER: KATHLEEN D. ASLOR LEARNING SCIENCE
AREA:
TEACHING DATES & November 13-17,2023; 2:00-3:00 PM QUARTER: 2nd QUARTER
TIME:

I.OBJECTIVES MONDAY TUESDAY WEDNESDAY THURSDAY FRIDAY

Day 1 Day 2 Day 3 Day 4 Day 5

A. Content Standards:
B. Performance Standards:
C. Learning Competencies/
Objectives:
the parts and functions of the compound microscope
employ appropriate techniques using the compound microscope to gather data about very small objects.
Identify parts of the microscope and their functions. S7LT-IIa-1
Focus specimens using the compound microscope; S7LT-IIb-2
Describe the different levels of biological organization from cell to biosphere; S7LT-IIc-3
1. Identify the parts of the 1. compare the image of the 1. compare the image of the 1.identify the parts that make
microscope; object seen by the unaided eye object seen by the unaided eye up an organism, Administer weekly test
2.describe what parts of the and under the microscope; and and under the microscope; and 2.describe the function of each
microscope can do; 2..compute for the 2..compute for the part, and
magnification of objects magnification of objects 3.describe how these parts
observed under the observed under the work together in an organism
microscope. microscope.

II. CONTENT Microscopy: Parts and Proper Handling and Use of Focusing Specimens on the Levels of Biological WEEKLY TEST
Functions The Microscope Microscope Organization
III. LEARNING
RESOURCES
A. References
Teacher’s Guide Pages
Learner’s Materials Pages ADM ADM ADM ADM

Text book Pages
Additional Materials from
Learning resources(LR)Portal
B. Other Learning Resources
Department of Education.
(2009). Science and
Technology II textbook.
(Rev. ed.). Pasig City:
Instructional Materials
Development Corporation
White board, loptop,
Reyes, V.F., & Alfonso, L. G.
(1979). The microscope: Part
1. Manila: AlemarPhoenix
Publishing House
White board, loptop,
Reyes, V.F., & Alfonso, L. G.
(1979). The microscope: Part
1. Manila: AlemarPhoenix
Publishing House
White board, loptop,
Education. (2003). The
Pyramid of Life (Levels of
Biological Organization).
Biology Demystified: A
SelfTeaching Guide. Retrieved
January 16, 2012 from
http://www.educati on.com/
White board, loptop, test questions, answer sheets

IV PROCEDURES
Reviewing Previous Lesson or
Presenting New Lesson
Establishing a Purpose for the
Lesson
Presenting Examples/Instances
of the Lesson
powerpoint presentation
Ask the class what
instrument they use when
they need to see minute
objects more clearly.
How are these instruments
similar to one another?
Why the microscope is
considered a powerful tool?
How is it significant in our
lives.
Common types of
microscope.
powerpoint presentation
Ask the class what are the light
system and mechanical system
of the microscope.
What would happen if one
part is damage?
How important is the
microscope in the field of
biology?
Microscopes can provide
magnifications of 40x to
1000x, which are necessary to
see some species since they are
so minute. Microscopes
allowed scientists to
investigate cell structure,
observe the tiniest details of
plants, animals, and fungi, and
learn about the presence of
microbes.
powerpoint presentation
https://
www.bionetworkapps.com/
iet/microscope/
Recap on the Rules to observe
when handling or using the
microscope.
Application on the concepts
learned in Microscopy.
Microscopes are used in crime
detection, botonical field,
medical field, biological field
and for educational purposes.
powerpoint presentation
Recall the smallest identifiable Preparation of test materials
unit where we can detect
existence of life.
Life follows a hierarchy of Why should you get a high
increasing complexity. score in any given test?
Living things are highly Setting of standards in taking
organized and the test
structured, following a
hierarchy that can be
examined on a scale from
small to large.
Discussing New Concepts and
Practicing New Skill
Developing Mastery
(Leads To Formative
Assessment 3)
Parts and Functions of a
Compound light microscope
Draw ,Label and Identify
the parts and functions of a
compound light Microscope
Things to observe in Handling Preparing glass slides and Levels of Biological Distributes test materials to
and Using the microscope. Focusing the letter “e” Organization (Cells, Tissues, the students.
 Do not touch the glass Organs, Organ System,
part of the lenses with Organism)
your fingers. Use only
special lens paper to
clean the lenses.
 Always keep your
microscope covered
when not in use.
 Always carry a
microscope with both
hands. Grasp the arm
with one hand and
place the other hand
under the base for
support
Make a poster showcasing Answering of the Activity: Answering of the Activity 1: Answering of test items
proper microscope usage How to Use the Microscope What Makes up an Organism
What is the correct way of
carrying a microscope?

Finding Practical Application of
Concepts and Skills in Daily
Living
H. Making Generalization and
Abstractions about the lesson
I. Evaluating Learning
Recent biotechnologies
which allows us to live a
more comfortable life
Ask the students to
generalize the difference
between the early
microscope and modern
microscope and re-discuss
the different parts and
functions of a light
microscope
We cannot see the cells
using the naked eye because
they are too tiny. Have you
imagined how the structure
Microscopy is considered an
important field as it helps
scientists both as a tool and a
research method. It helps
gather information about
plants and animals.
Ask students how to store the
microscope in proper way and
how to take care of this tool
for an efficient and longer use
ACROSS
2- a tool which can help you
see tiny objects and living
organism
The benefits of being able to
observe things not seen with
the unaided eye
how useful is the microscope
in detecting the viruses? What
kind of microscope is being
used in studying this kind of
virus?
Which part supports the entire
weight of the microscope?
Any damage inflicted cells
affects the tissue level
Ask students what are
organisms and what makes
them up?
What is the correct sequence Checking and recording of
of the level of biological test results
organization in an organism?

J. Additional Activities for
Application or Remediation
V- REMARKS
of the cells appear when
they were discovered? It’s
even more difficult to
identify the smaller cell
organelles inside. What
other tools can we use to
make things appear bigger?
1. Look at the different parts
of a microscope below.
2. Name each part.
___ The Lesson was successfully
4- it supports the microscope
5- controls the amount of light
that passes through the
specimen
7- provides a space where the
slide can be examined
9- provides light for the
specimen
10- magnify the specimens
DOWN
1- focuses images under the
high- power and oil- A. Part B B. Part C C. Part D
immersion objectives D. Part E
3- holds the slide in place
6- used to carry the
microscope
8- part where the viewer views
the sample
Edgar needs to raise the stage The Corona virus pandemic
to focus the specimen he is currently affects all of us.
studying using the low power Make a poster/slogan showing
objective. Which part should how can we protect ourselves
he manipulate? from Covid-19, with special
emphasis on taking care of the
various body organs.
___ The Lesson was successfully ___ The Lesson was successfully ___ The Lesson was successfully ___ The Lesson was successfully
 done. done. done. done. done.
___ The lesson was not carried ___ The lesson was not carried due ___ The lesson was not carried due ___ The lesson was not carried due ___ The lesson was not carried due
due to; to; to; to; to;
___ a. suspension of class ___ a. suspension of class ___ a. suspension of class ___ a. suspension of class ___ a. suspension of class
___ b. special non-working ___ b. special non-working ___ b. special non-working ___ b. special non-working ___ b. special non-working
holiday holiday holiday holiday holiday
___ c. emergency meeting ___ c. emergency meeting ___ c. emergency meeting ___ c. emergency meeting ___ c. emergency meeting
___ d. the pupils need more ___ d. the pupils need more ___ d. the pupils need more
mastery mastery mastery
VIII. REFLECTION
No. of learners who earned 80% ___ of Learners who require ___ of Learners who require ___ of Learners who require ___ of Learners who require ___ of Learners who require
in the evaluation additional activities for additional activities for additional activities for additional activities for additional activities for
remediation remediation remediation remediation remediation
No. of learners who require ___Yes ___No ___Yes ___No ___Yes ___No ___Yes ___No ___Yes ___No
additional activities for
remediation
Did the remedial lessons work?
No. of learners who continue to
require remediation
What difficulties did I
encounter which my principal
or supervisor can help me
solve?
What innovations or localized ___Lesson carried. Move on ___Lesson carried. Move on to ___Lesson carried. Move on to ___Lesson carried. Move on to ___Lesson carried. Move on
materials did I use/discover to the next objective. the next objective. the next objective. the next objective. to the next objective.
which I wish to share with other ___Lesson not carried. ___Lesson not carried. ___Lesson not carried. ___Lesson not carried. ___Lesson not carried.
teachers?

Prepared by: KATHLEEN D. ASLOR Checked by: MARK LOVIS GALANGA Noted by: BENILDA R. CANONIZADO
Subject Teacher Junior High School Coordinator Principal IV