K TO 12 School MUNAI NATIONAL HIGH SCHOOL Grade Level Grade 7

DAILY
LESSON LOG Teacher SITTIE AINIE D. MUSTAPHA Learning Area Science
Teaching Dates and Time August 29- September 1, 2023 Quarter First

I. OBJECTIVES Monday Tuesday Wednesday Thursday Friday

A. Content Standards The learners demonstrate an understanding of scientific ways of acquiring knowledge
NATIONA PSYCHOLOGICAL and solving problems.
B. Performance Standard ACTIVITY The learners shall be able to perform in groups the guided investigations involving

C. Learning Competencies /
Write the LC code for each
Objectives:
II. CONTENT
L HEROES community based problems using locally available material.
The learners should be able to describe the components of a scientific investigation.
S7MT-Ia-1
DAY  Utilize the scientific
process to determine
 Explain what science
is and how it is related
 Name and identify
important equipment
the effect of fertilizer to technology. used in a science
on the growth of tomato  Explain how science laboratory.
plants and technology may  Describe and
 Identify different improve or degrade demonstrate the proper
variables in an our way of life. use of given lab
experiments equipment.
 Construct and compare
data results and draw
conclusion from the
result of the
investigation
Doing Scientific Investigations
1. Ways of acquiring knowledge and solving problems

III. LEARNING
RESOURCES
A. References

1. Teacher’s Guide pages Module 1 Module 1 Module 1

2. Learner’s Material pages Module 1 Module 1 Module 1
3. Textbook pages
4. Additional Materials from
Learning Resource (LR) portal
B. Other Learning Resources
IV. PROCEDURES
A. Reviewing previous lesson or
presenting the new lesson
B. Establishing a purpose for
the lesson
C. Presenting
examples/instances for the new
lesson
Ask learners on what they
remember about grade 6
science?
Ask the learners:
How do you conduct an
investigation?
One of the distinct traits that
separate man from animals is
his/her ability to answer
questions and solve problems
that are present in his/her
environment. The same trait is
also contributory factor for
his/her survival and evolution
through a period of time.
How do we solve problems?
Recall some scientific
methods
Teacher ask the question:
“What is science and what
does it do?
Explain what science is and
what does it do?
Compare the life during the
19th century and the 20th
century.
Ask learners about the recent
developments in the
technology.
Review on science technology
and society.
Name a hobby or something
you enjoy doing (sports,
cooking, school work,
carpentry, etc.) What
equipment or tools are
necessary for you to do this?
List as many as possible.
(5 minutes)
Science is also something that
requires lots of tools and
equipment, and you have to
know what they are and how
they’re used. You are
constantly observing things
and measuring things in
science, and the equipment we
use makes us more effective.
Today you’ll learn several
different pieces of equipment,

D. Discussing new concepts and
practicing new skills # 1
E. Discussing new concepts and
practicing new skills # 2
F. Developing mastery
(Leads to Formative
Assessment 3)
G. Finding practical
applications of concepts and
skills in daily living
Learners Perform Activity 1
– Growing Tomatoes Using
Nitrogen Fertilizers
Ref: Valdoz, Meliza P.,
et’al .Science Links - Worktext
in Science and Technology
(2013) .Rex Book Store. pages
3-6
Enumerate the steps in
conducting scientific
investigation.
Identify the variables in the
experiments.
Relate scientific process in
solving real life situation.
Group Activity
“Collage Making” different
pictures of positive effect of
technology in the society.
Group Activity
“Collage Making” different
pictures of negative effect of
technology in the society.
Presentation of Collage
Cite other examples of
benefits of technology to the
society.
and you’ll describe how
certain things are used.
(5 minutes)
Group Activity
Learners will be asked to
classify the lab apparatus
G1: Measuring Volume
G2: Measuring Mass
G3: Measuring temperature
G4: Lab equipment
.
Learners present the functions
and demonstrate the proper
handling of apparatus while
guided by the teacher.
Integrate some safety rules in
the laboratory.
Have a game on use and
function of lab apparatus.
H. Making generalizations and
abstractions about the lesson
Teacher will emphasize the How do science improve and Naming and giving the uses of
utilization of scientific process degrade our way of life? Laboratory apparatus.
to determine the effect of
fertilizer on the growth of
tomato plants.

I. Evaluating Learning Output will serve as evaluation Collage Outputs will serve as Prepare a 15 item quiz
evaluation.

J. Additional activities for 1. Remind students to Research on laboratory

application for remediation check the plants every day and apparatus and their uses.
record all the observation on
the growth of the plants.

2. Bring pictures of
positive and negative effects of
technology
Learners will discuss the result of the activity after 10 days.
V. REMARKS

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

Prepared by: Checked by:

SITTIE AINIE D. MUSTAPHA MONALAWAN L. BALABAGAN

Teacher I School Principal

K TO 12 School MUNAI NATIONAL HIGH SCHOOL Grade Level Grade 7

DAILY
LESSON LOG Teacher SITTIE AINIE D. MUSTAPHA Learning Area Science
Teaching Dates and Time September 4-8, 2023 Quarter First

I. OBJECTIVES Monday Tuesday Wednesday Friday

Thursday

A. Content Standards The learners demonstrate an understanding of classifying substances as elements or compounds
B. Performance Standard The learners demonstrate an understanding of make a chart, poster, or multimedia presentation of common elements showing their names, symbols, and uses
C. Learning Competencies / Recognize that substances are classified into elements and compounds
Write the LC code for each S7MT-Ig-h-5
objectives:

ELEMENTS AND COMPOUNDS

II. CONTENT
III. LEARNING RESOURCES
A. References

1. Teacher’s Guide pages

TG Pages 29-40
2. Learner’s Material pages LM Pages 26-41

3. Textbook pages

4. Additional Materials from

Learning Resource (LR) portal

B. Other Learning Resources

IV. PROCEDURES

A. Reviewing previous lesson or -What is element and

presenting the new lesson -What is a compound? compound?
-What is an element?
-What are the components - What is element and compound? -Why do we need to study
-What are the components of
of certain simple them?
certain simple molecules?
molecules?
B. Establishing a purpose for
the lesson
- The student will be group
- They will be given activity
sheets and materials per
group to identify
- They will identify members
to present their findings
C. Presenting
examples/instances for the new
lesson
D. Discussing new concepts and
practicing new skills # 1
The students will proceed to
their groupings
They will now perform the
task given to them
Challenge the students to list
the elements on the
text/pictures they have
E. Discussing new concepts and
practicing new skills # 2
F. Developing mastery
-The students will be given
(Leads to Formative
question to challenge the
Assessment 3)
students
-What is an element?
-Are elements important?
-
-The students will now select
- The students will be group with their materials for the simple one representative to present
experimentation their output in front.
- Students will be group - Using their materials, they will perform the experiment given They will be given time to
- They will examine the by the teacher answer some questions from
video that will be After the experimentation the students will answer the guide their classmates and from the
presented by the teacher questions teacher
-The students will now proceed
- The student will proceed The students will now proceed to the groupings and perform the to the presentation of the output
to video analysis simple experimentation/task given by the teacher
- They will now perform the
task given to them
- Challenge the students by
asking them questions
related to the topic
-The student now will answer the guide question given by the - The students will now answer
-After the video presentation
teacher some question to be given by
the students will be given
- They will be given time to present their answer/findings to the the teacher
question
other group
- What are the elements
found in video?
G. Finding practical - The teacher will wrap-up
-The teacher will now discuss -The teacher will now
applications of concepts and - The teacher will wrap-up their activity. their activity.
on the topic discuss on the topic
skills in daily living - The teacher will correct some answer of the students if - The teacher will correct some
-The teacher will correct -The teacher will correct
applicable answer of the students if
some answer of the students some answer of the students
applicable
if applicable if applicable
H. Making generalizations and
abstractions about the lesson

I. Evaluating Learning Short Quiz Short Quiz Short Quiz

Short Quiz

J. Additional activities for

application for remediation

V. REMARKS

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

Prepared by: Checked by:

SITTIE AINIE D. MUSTAPHA MONALAWAN L. BALABAGAN

Teacher I School Head

K TO 12 School MUNAI NATIONAL HIGH SCHOOL Grade Level Grade 7

DAILY
LESSON LOG Teacher SITTIE AINIE D. MUSTAPHA Learning Area Science
Teaching Dates and Time December 4-8, 2023 Quarter Second

I. OBJECTIVES Monday Tuesday Wednesday Thursday Friday

A. Content Standards
B. Performance Standard
C. Learning Competencies /
Write the LC code for each
The different levels of biological organization The difference between
animal and plant cells
The learners should be able to: employ appropriate techniques using the compound microscope to gather data about very small objects
Describe the different levels of biological organization from cell to biosphere; S7LT-IIc-3 Differentiate plant and animal
cells according to presence or
absence of certain organelles;
S7LT-IId-4

Levels of Biological Organization Animal and Plant Cells

II. CONTENT

III. LEARNING RESOURCES

A. References http://www.education.com/

1. Teacher’s Guide pages Module 3 pp. 1-7 Module 3 pp. 1-11 Module 3 pp. 4-7 Module 3 pp 4-7 Module 4 pp. 1-6
2. Learner’s Material pages Module 3 pp. 1-6 Module 3 pp. 1-9 Module 3 page 7 Module 3 pp 4-7 Module 4 pp. 1-8

3. Textbook pages

4. Additional Materials from

Learning Resource (LR) portal

B. Other Learning Resources

IV. PROCEDURES

A. Reviewing previous lesson or
presenting the new lesson
Recall the smallest
identifiable unit where we
can detect existence of life
Recall that cell is the
basic unit of life and
when cells are grouped
together and performs the
same function it is then
called tissues
Let the class name the Show pictures of different Recall organisms may it be
different organ system that examples of population plants or animals is
composes the human composed of cells
organism
B. Establishing a purpose for
the lesson
Life follows a hierarchy of
increasing complexity
It is important to know An organism is composed of
that our organs are different organ systems.
composed of cells Any damaged to the lower
performing one function level of organization affects
the totality of the organism
No organism lives
independently. Several
different populations make
up a community. And the
communities interaction to
abiotic factors makes up an
ecosystem
Let students know that there
are things that plants are
capable of doing while
animals cannot. This is
because of certain biological
structures in their respective
cells

C. Presenting Show picture depicting the Presentation of the Show pictures of an Name the different Flash a picture of Plants and
examples/instances for the new levels of organization in an Human Torso model organism and group of populations that makes up Animals and let the students
lesson organism organisms of same kind your community and the site differences in their
living in the same place abiotic factors you need in function and capabilities
order to survive

D. Discussing new concepts and Levels of Biological Level of Organization Levels of Organization Levels of Organization Plants and Animal Cells
practicing new skills # 1 Organization (Cells, Tissues, ( Organs and Organ (Organism and Population) (Community, Ecosystem,
Organs, Organ System, System) and Biosphere)
Organism)

E. Discussing new concepts and

practicing new skills # 2
F. Developing mastery
(Leads to Formative
Assessment 3)
Answering of the Activity Name the Organs that Site different examples of Show a picture of an Perform Activity 1:
1: What Makes up an composes the Digestive, population in your vicinity ecosystem and let the Comparing Plant and Animal
Organism Respiratory, and students name the different cells
Circulatory System communities and abiotic
factors that are in it

G. Finding practical
applications of concepts and
skills in daily living
H. Making generalizations and
abstractions about the lesson
Any damage inflicted cells To take good care of our How organisms in a A change in one population Animals directly or
affects the tissue level organs, we need to take population share resources may cause changes in other indirectly depend on plants
good care of our cells populations. Living for food, due to the
organisms need the abiotic chloroplast that is present in
factors in order to survive. plant cells which is
responsible for
photosynthesis.

I. Evaluating Learning Summative Test Summative Test Summative Test Formative Test Summative Test

J. Additional activities for

application for remediation

V. REMARKS

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

Prepared by: Checked by:

SITTIE AINIE D. MUSTAPHA MONALAWAN L. BALABAGAN

Teacher I School Principal

K TO 12 School MUNAI NATIONAL HIGH SCHOOL Grade Level Grade 7

DAILY
LESSON LOG Teacher SITTIE AINIE D. MUSTAPHA Learning Area Science
Teaching Dates and Time January 3-5, 2024 Quarter Second
I. OBJECTIVES
A. Content Standards
B. Performance Standard
HOLIDAY
C. Learning Competencies /
Write the LC code for each
II. CONTENT
III. LEARNING
RESOURCES
A. References
1. Teacher’s Guide pages
2. Learner’s Material pages
3. Textbook pages
4. Additional Materials from
Learning Resource (LR) portal
Monday Tuesday Wednesday
the difference between
animal and plant cells
The Learners should be
able to:
employ appropriate
techniques using the
compound microscope
to gather data about
very small objects
differentiate plant and animal cells according to presence or
absence of certain organelles;
S7LT-IId-4
Plant Cells
Module 4 pp. 5-6
Module 4 pp. 5-8
Thursday
the difference between
animal and plant cells
The Learners should be
able to:
employ appropriate
techniques using the
compound microscope
to gather data about
very small objects
Animal Cells
Module 4 pp. 1-6
Module 4 pp. 1-8
Friday
the difference between
animal and plant cells
The Learners should be
able to:
employ appropriate
techniques using the
compound microscope
to gather data about
very small objects
explain why the cell is
considered the basic structural
and functional unit of all
organisms;
S7LT-IIe-5
Animal and Plant Cells
Module 4 pp 4-7
Module 4 pp 4-7
B. Other Learning Resources
IV. PROCEDURES
A. Reviewing previous lesson or
presenting the new lesson
B. Establishing a purpose for
the lesson
C. Presenting
examples/instances for the new
lesson
D. Discussing new concepts and
practicing new skills # 1
E. Discussing new concepts and
practicing new skills # 2
F. Developing mastery
(Leads to Formative
Assessment 3)
Recall on cellular organelles Recall on cellular Recap on past lesson on
unique to plant cells organelles unique to animal Level of Biological
cells Organization
Ask students if all plant cells Ask students if animals are How essential are cells in
contain chloroplast? able to make their own life?
food.
Ask students if they have
Let the students prepare Let students prepare cheek any idea how the organelles
onion scale for microscopy cells specimen for work together for the cell to
study microscopy function
Plant cells parts and Animal Cells Parts and Portray the different
functions Functions functions of certain cell
structures
Perform Activity 2: Make a Venn Diagram on Create a comic strip having
Investigating plant cells the Parts of Plant and the cellular organelles as the
Animal cells characters. The theme would
be about their function
G. Finding practical
applications of concepts and
skills in daily living
H. Making generalizations and
abstractions about the lesson
Not all plant cells contains Cells have various Cells interact with each other
chloroplast, take for example structures and perform to produce a well
root cells. The major site of different functions. coordinated cell.
food production in plants are
the leaves, so it is expected
that chloroplast is prevalent
in leaf cells

I. Evaluating Learning Answering of Activity Sheet Summative Test Comic strip making

J. Additional activities for

application for remediation

V. REMARKS

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

Prepared by: Checked by:

SITTIE AINIE D. MUSTAPHA MONALAWAN L. BALABAGAN

Teacher I School Principal

K TO 12 School MUNAI NATIONAL HIGH SCHOOL Grade Level Grade 7

DAILY
Teacher SITTIE AINIE D. MUSTAPHA Learning Area Science
LESSON LOG
I. OBJECTIVES
A. Content Standards
B. Performance Standard
C. Learning Competencies /
Write the LC code for each
objectives.
II. CONTENT
III. LEARNING RESOURCES
A. References
1. Teacher’s Guide pages
2. Learner’s Material pages
Teaching Dates and Time
Monday
reproduction being both
asexual or sexual
The Learners should be
able to: employ appropriate
techniques using the
compound microscope
to gather data about
very small objects
differentiate asexual from sexual
reproduction in terms of:
*number of individuals
involved;
*similarities of offspring to
parents;
S7LT-IIg-7
Asexual reproduction
Sexual reproduction
Module 5 pp. 1-4
Module 5 pp. 1-7
January 8-12, 2024
Tuesday
reproduction being both
asexual or sexual
The Learners should be
able to: employ appropriate
techniques using the
compound microscope
to gather data about
very small objects
differentiate asexual from
sexual
reproduction in terms of:
*number of individuals
involved;
*similarities of offspring to
parents;
S7LT-IIg-7
Asexual reproduction
Sexual reproduction
Module 5 pp. 1-4
Module 5 pp. 1-7
Quarter Second
Wednesday Thursday Friday
organisms interacting organisms interacting
with each other and with each other and
with their environment with their environment
to survive to survive DROP
The Learners should be The Learners should be
able to:
conduct a collaborative
able to:
conduct a collaborative
EVERYTHING
action to preserve the
ecosystem in the locality
action to preserve the
ecosystem in the locality
AND READ
differentiate biotic from abiotic differentiate biotic from abiotic (DEAR)
components of an ecosystem; components of an ecosystem;
S7LT-IIh-9 S7LT-IIh-9
1. Components of an 1. Components of an
ecosystem ecosystem
2. Ecological relationships 2. Ecological relationships
2.1 Symbiotic relationships 2.1 Symbiotic relationships
2.2 Non symbiotic 2.2 Non symbiotic
relationships relationships
3. Transfer of energy 3. Transfer of energy
through trophic levels through trophic levels
Module 6 Module 6
Module 6 Module 6
3. Textbook pages
4. Additional Materials from
Learning Resource (LR) portal
B. Other Learning Resources
IV. PROCEDURES
A. Reviewing previous lesson or
presenting the new lesson
B. Establishing a purpose for
the lesson
C. Presenting
examples/instances for the new
lesson
D. Discussing new concepts and
practicing new skills # 1
E. Discussing new concepts and
practicing new skills # 2
Recall that vegetative Recall that when an Remember that in an Recall that the environment
propagation and spore organism reproduce ecosystem, both living and is composed of the living
formation type of asexually then it is an nonliving components are and non-living components
reproduction can happen exact copy of the parent involved
without a mate
Give other means on how Ask students what will How important are the How do living organisms
to reproduce asexually happen if a sea star lost abiotic factors in the make use of abiotic
or injured its arm environment for our components in order to
survival? survive?
An individual splitting into Show a picture or video
two or arises from the of a regenerating sea star
outgrowth of existing ones
Fission and Budding Fragmentation and Biotic and Abiotic Infer what happens to
Regeneration Components in the organisms if their
Environment environment is not able to
provide them with their basic
needs.
F. Developing mastery Perform Activity 2: Can Video Clip on Perform Activity 1: What Perform Activity 2:
(Leads to Formative One become Two? regenerating sea star does it mean to be Alive? Housemates? Ecomates
Assessment 3)

G. Finding practical
applications of concepts and
skills in daily living
H. Making generalizations and
abstractions about the lesson
Organisms that can reproduce
asexually are particularly well
suited to colonize new habitats
because a single individual
can establish an entire new
population
The term regeneration
normally refers to regrowth
of missing or damaged body
parts in higher organisms,
but whole body regeneration
occurs in starfish, and many
plants
Living organisms cannot
survive without the nonliving
components of the
environment.
There is interdependence
among the components of
the environment; organisms
interact with their
environment to survive.

I. Evaluating Learning Answering of Activity Summative Test Answering the Activity Answering the Activity
Sheets Sheets Sheets

J. Additional activities for

application for remediation

V. REMARKS

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

Prepared by: Checked by:

SITTIE AINIE D. MUSTAPHA MONALAWAN L. BALABAGAN

Teacher I School Principal
K TO 12 School MUNAI NATIONAL HIGH SCHOOL Grade Level Grade 7
DAILY
LESSON LOG Teacher SITTIE AINIE D. MUSTAPHA Learning Area Science
Teaching Dates and Time January 15-19, 2024 Quarter Second

I. OBJECTIVES Monday Tuesday Wednesday Thursday Friday

A. Content Standards
B. Performance Standard
C. Learning Competencies /
Write the LC code for each
objectives.
II. CONTENT
III. LEARNING RESOURCES
A. References
1. Teacher’s Guide pages
2. Learner’s Material pages
3. Textbook pages
4. Additional Materials from
Learning Resource (LR) portal
B. Other Learning Resources
Organisms interacting
with each other and with
their environment to survive
The Learners should be
able to: conduct a
collaborative action to
preserve the ecosystem in
the locality
describe the different
ecological relationships found
in an ecosystem;
S7LT-IIh-10
1. Components of an
ecosystem
2. Ecological relationships
2.1 Symbiotic relationships
2.2 Non symbiotic
relationships
3. Transfer of energy
through trophic levels
Module 6
Module 6
Organisms interacting
with each other and with
their environment to survive
The Learners should be
able to: conduct a
collaborative action to
preserve the ecosystem in
the locality
describe the different
ecological relationships
found in an ecosystem;
S7LT-IIh-10
1. Components of an
ecosystem
2. Ecological relationships
2.1 Symbiotic relationships
2.2 Non symbiotic
relationships
3. Transfer of energy
through trophic levels
Module 6
Module 6
Organisms interacting
with each other and with their
environment to survive to
survive
The Learners should be
able to: conduct a
collaborative action to
preserve the ecosystem in the
locality
predict the effect of changes
in factors on the ecosystem.
S7LT-IIj-12
1. Components of an
ecosystem
2. Ecological relationships
2.1 Symbiotic relationships
2.2 Non symbiotic
relationships
3. Transfer of energy
through trophic levels
Module 7 pp. 11-15
Module 7 pp. 11-17
Organisms interacting
with each other and with DROP
their environment to survive
EVERYTHING
The Learners should be
able to: conduct a AND READ
collaborative action to
preserve the ecosystem in (DEAR)
the locality
predict the effect of changes
in abiotic factors on the
ecosystem.
S7LT-IIj-12
1. Components of an
ecosystem
2. Ecological relationships
2.1 Symbiotic relationships
2.2 Non symbiotic
relationships
3. Transfer of energy
through trophic levels
Module 7 pp. 11-15
Module 7 pp. 11-17
IV. PROCEDURES

A. Reviewing previous lesson or
presenting the new lesson
B. Establishing a purpose for
the lesson
C. Presenting
examples/instances for the new
lesson
Let the student’s site
connection between living
and nonliving things in the
environment.
Let the students listen to
the song “Magkaugnay” by
Joey Ayala
Ask the students what
would happen if there is
scarcity of resource in the
environment?
Organisms need to
coexist with each other
and must adapt to the
environment in order to
survive
Food chains always starts
with plants or
photosynthesizing
organisms
Identification of the trophic
level of the organisms
involve in a food chain
Since plants can make their
own food then they are
termed as producers while
animals as consumers
Show a food chain and let
the students identify the
trophic level of each
organism
What to do with
biodegradable waste?
Flash the ff phrases on the
board:
 Nitrogen cycle
 Carbon-Oxygen
Cycle

D. Discussing new concepts and Ecological Relationships Ecological Relationships Producers, first Cycling of Nutrients
practicing new skills # 1 (Symbiotic Relationships) (Symbiotic Relationships) order/primary consumers, 2nd
order/secondary
consumers......

E. Discussing new concepts and

practicing new skills # 2
F. Developing mastery Activity 3: Which Eats Role Playing of Answer Energy Transfer In Perform Activity 4: What to
(Leads to Formative What? Symbiotic Relationships the Ecosystem do with Food Waste
Assessment 3)
G. Finding practical
applications of concepts and
skills in daily living
H. Making generalizations and
abstractions about the lesson
Values Integration – Relationships also exist in The food web can be Materials in the form of
Responsibility and the lower forms of viewed not only as a network nutrients needed by living
Relationships organism of chains but also as a series of things are cycled between
trophic (nutritional) levels. organisms and the
environment. Energy flows
and materials are cycled in
the ecosystem. Indeed, we
live in a dynamic world.

I. Evaluating Learning Answering the Activity Role playing Summative Test Summative Test
Sheets

J. Additional activities for

application for remediation

V. REMARKS

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

Prepared by: Checked by:

SITTIE AINIE D. MUSTAPHA MONALAWAN L. BALABAGAN

Teacher I School Principal