Detailed Lesson Plan (DLP) Format

DATE: Learning Area: Media and Information Literacy Grade Level: Quarter: 2
Grade 7

Learning Competency/ies: Describe the different levels of biological organization from cell to
(Taken from The Curriculum Guide) biosphere
Key Concepts/Understandings to be
Developed

1. Objectives

Knowledge Identify the parts that make up a human body.

Describe how the functioning of each part work
Skills Create an illustration showing the different levels of biological organization from cell to
biosphere
Attitude Work with his or her classmates with enthusiasm and cooperation.
Values Demonstrate help, respect, and unity among each dyad.
2. Content The different levels of biological organization
3. Learning Resources Science Learner Material, writing materials, posters and pictures of organisms, organ systems,
organs, tissues and cells
4. Procedures
Preparations Motivation/Introductory  Below are parts of 4 different ballpens.
- How will I make the learners Activity (5 mins.)
ready? This part introduces the lesson
- How do I prepare the learners for content.. it is serves as a warm-up
the new lesson? activity to give the learners zest for
(Motivation /Focusing /Establishing the incoming lesson and an idea Identify which part belongs to which ballpen.
Mind-set /Setting the Mood about what it to follow. One
/Quieting /Creating Interest -  A ballpen has parts like those in the pictures.
principle in learning is that learning
Building Background Experience – occurs when it is conducted in a
Activating Prior pleasurable and comfortable
Knowledge/Apperception - Review atmosphere.
– Drill)
- How will I connect my new lesson
with the past lesson?
Identify the function of each part.
1. What will happen if any part of the ballpen is missing?
How will you compare the work of a ballpen with complete parts
to the one with incomplete parts?
Presentation Activity (15 mins.)  Do the activity in LM pp 78-81 “What Makes up an
- (How will I present the This is an interactive strategy to Organism? Part I. Parts of a Human Body”
new lesson? elicit learner’s prior learning Procedure
experience. It serves as a Read the selection and answer the questions that
- What materials will I use?
springboard for new learning. It follow.
- What generalization illustrates the principle that learning
/concept /conclusion starts where the learners are.
Carefully structured activities such You are an organism just like the plants and animals
/abstraction should the
as individual or group reflective
learners arrive at?
exercises, group discussion, self-or
(Showing/ Demonstrating/
group assessment, dyadic or triadic
Engaging/ Doing /Experiencing
interactions, puzzles, simulations or
/Exploring /Observing
role-play, cybernetics exercise,
- Role-playing, dyads, dramatizing,
gallery walk and the like may be
brainstorming, reacting, interacting
created. Clear instructions should be
considered in this part of the lesson.
- Articulating observations, finding, Analysis (10 mins.)
conclusions, generalizations,
abstraction
Essential questions are included to  Discuss the answers in the activity given.
serve as a guide for the teacher in
- Giving suggestions, reactions  Analysis:
clarifying key understandings about
solutions recommendations) 1. What do you see in figure 2?
the topic at hand. Critical points are
organized to structure the 2. Can you identify the organ systems in figure 3?
discussions allowing the learners to 3. How do these organ systems work together?
maximize interactions and sharing of 4. What are the parts that make up a human heart?
ideas and opinions about expected 5. What will happen to the heart if any of these parts
issues. Affective questions are
included to elicit the feelings of the
is/are injured?
learners about the activity or the 6. What will happen to the organism?
topic. The last questions or points 7. What parts make up the kidneys?
taken should lead the learners to 8. What will happen to the kidneys if any of these parts
understand the new concepts or is/are injured?
skills that are to be presented in the
9. What will happen to the organism?
next part of the lesson.
10. What will happen to the organs if tissues are injured?
11. What will happen to the organ systems?
12. What will happen to the organism?
Abstraction (20 mins.)  The atom is the smallest and most fundamental
This outlines the key concepts,
important skills that should be unit of matter. The bonding of at least two atoms
enhanced, and the proper attitude or more form molecules.
that should be emphasized. This is
organized as a lecturette that  The simplest level of organization for living things
summarizes the learning emphasized
from the activity, analysis and new
is a single organelle, which is composed of
inputs in this part of the lesson. aggregates of macromolecules.
 The highest level of organization for living things is
the biosphere; it encompasses all other levels.
 The biological levels of organization of living
things arranged from the simplest to most
complex are: organelle, cells, tissues, organs,
organ systems, organisms, populations,
communities, ecosystem, and biosphere.

Practice Application (5 mins.) Directions: Read this short story to the students then let them
- What practice This part is structured to ensure the realize the importance of each part. (You can ask questions
exercises/application commitment of the learners to do written below).
something to apply their new Ouch! Ouch! Ouch! That was the sound heard from the
activities will I give to the learning in their own environment. bedroom on the second floor. Victoria hurriedly runs as fast as
learners?
(Answering practice exercise
she can. She used the stairs going to the next floor. She was
- Applying learning in other shocked when she found out where it came from. It is
situations/actual situations/real-life Marteena’s bedroom, what is happening? Victoria said to
situations herself. Then she…tok tok tok…the sound became louder…
- Expressing one’s thoughts, Ouchhhh…..Ouch…… Marteena…Marteena…my daughter
feelings, opinions, beliefs through
open the door. Nobody responded to her, except the sounds
artwork, songs, dances, sports
- Performing musical that she heard. Victoria pushed the door so hard then it
numbers/dances, manipulative opened. She saw her daughter lying on the floor crying and
activities, etc.) was holding her waist. Victoria asked her daughter, what’s
happening? Why are you in pain? Where is the pain? Marteena
answered her mother in her moaning voice. I’m in pain, here at
my lower back and during my urination it was so painful.
Victoria ran her daughter to the hospital and it was found out
that she is suffering from ____________.
(Acute Urinary Tract Infection).
 Questions:
1. What do you think is the doctor’s diagnosis to
Marteena?
2. What organ is affected in that diagnosis?
3. Do you think it can function as it is?
How will you maintain good functioning of your kidney?

Generalization:
What makes up human body?
How does each part work together?
Assessment (___6_minutes): For the teacher to: a) Assess Directions: Read each item carefully. Choose the letter of the
whether the learning objectives have been met for a specific duration, b) correct answer.
Remediate and/or enrich with appropriate strategies as needed, and c) A
Evaluate learning intentions and success criteria have been met. 1. The heart pumps blood that carries oxygen and nutrients to the
(Reminder: Formative Assessment may be given before, during, or after different parts of the body. To which organ system does the heart
the lesson.) Choose any from the Assessment Methods below:
belong?
A. Circulatory B. Digestive C. Excretory D. Reproductive
2. Cancer starts from cells that start to grow uncontrollably fast.
They destroy tissues and organs. What does this say about the
effects of diseased cells on the higher levels of organization in an
organism?
A. Diseased cells do not affect the other parts of an organism.
B. Cancer involves only certain kinds of cells and does not affect
any other kind of cell.
C. Diseased cells affect only the next higher levels of organization
that they make up – the tissues.
D. Diseased cells damage the higher levels of organization they
make up: tissues, organs, organ systems, and eventually, the
whole organism.
3. Each part of an organ system plays a specific function. Which of
the following structures does not match its function?
A. Eyes : Sight B. Kidneys : Respiration
C. Heart : Circulation D. Stomach : Digestion
4. Which of the following organs is NOT part of the circulatory
system?
A. blood B. blood vessels
C. heart D. kidney
5. Which of the following activities does NOT describe a normal
function of the kidneys?
A. filter blood B. excrete water
C. reabsorb water D. produce urea and water

B. Create an illustration showing the correct order of the

different levels of biological organization from cell to
biosphere. (10 points)

Assessment Method Possible Activities

a) Observation
(formal and informal observations of learners’
performance or behaviors are recorded, based on
assessment criteria)
b) Talking to Learners/Conferencing
(Teachers talk to and question learners about their
learning to gain insights on their understanding and to
progress and clarify their thinking)

c) Analysis of Learners’ Products

(Teachers judge the quality of products produced by
learners according to agreed criteria)
d) Tests
(
Assign- Reinforcing the day’s
ment lesson
Enriching the day’s lesson
Enhancing the day’s lesson
Preparing for the new Research about the difference between plant and animal cell
lesson
Concluding Activity: (2 mins.)
(This is usually a brief but effective activity such as a
strong quotation, a short paragraph, a short song, an
anecdote, parable or a letter that inspires the learners
to do something to practice their new learning.)

Remarks:

Reflection:

A. No. of learners who earned 80% in the evolution

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 learning 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?