Lesson Guide G7 Q2 On Template PDF

Lesson Guide in Science Grade 7
Quarter II Living Things and Their Environment 1

Second Quarter

Lesson 1
COMPETENCY
S7LT-IIc-3. Describe the levels of biological organization from cell to
biosphere.
I. Objectives:
1. Identify the parts that make up a human body.
2. Describe how the functioning of each part work together in an
organism.
3. Describe how these parts work together in an organism.
II. Topic:
Parts of Human Body
III. Resources Needed:

writing materials
posters and pictures of organisms, organ systems, organs, tissues and
cells
IV. References:
Grade 7 Learners Module pp. 77- 81
Grade 7 Teacher’s Guide pp 64 - 69
V. Preliminary Activities/Priming:
1. Below are parts of 4 different ballpens.
Identify which part belongs to which ballpen.
2. A ballpen has parts like those in the pictures.
Identify the function of each part.

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?
VI. Activity: What Makes Up an Organism?

Part I. Parts of a Human Body

VII. Analysis:
1. What do you see in figure 2?
2. Can you identify the organ systems in figure 3?
3. How do these organ systems work together?
4. What are the parts that make up a human heart?
5. What will happen to the heart if any of these parts is/are
injured?
6. What will happen to the organism?
7. What parts make up the kidneys?
8. What will happen to the kidneys if any of these parts is/are
injured?
10. What will happen to the organs if tissues are injured?
11. What will happen to the organ systems?
VIII. Abstraction:
What makes up human body?
How does each part work together?
Human body is made up of organ systems that work together.

These organ systems are made up of different organs whose functions
are related with each other. The organs are made up of smaller
structures: the tissues and cells.
Whatever happens to the smaller structures will affect the bigger
parts and eventually the whole organism.
IX. Application:
Directions: Read this short story to the students then let them
realize the importance of each part. (You can ask questions written
below).
Ouch! Ouch! Ouch! That was the sound heard from the
bedroom on the second floor. Victoria hurriedly runs as fast as she can.
She used the stairs going to the next floor. She was shocked when she
found out where it came from. It is Marteena’s bedroom, what is
happening? Victoria said to herself. Then she…tok tok tok…the sound
became louder…Ouchhhh…..Ouch…… Marteena…Marteena…my
daughter open the door. Nobody responded to her, except the sounds
that she heard. Victoria pushed the door so hard then it opened. She
saw her daughter lying on the floor crying and was holding her wai st.
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?
4.) How will you maintain good functioning of your kidney?
X. Assessment:
Directions: Read each item carefully. Choose the letter of the correct
answer.
1. The heart pumps blood that carries oxygen and nutrients to

the different parts of the body. To which organ system does
the heart 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
Answer:
1. A 2. D 3. B 4. D 5. D
XI. Agreement:
What are the different parts of a plant?
Activity 1
What Makes Up an Organism?
Part I. Parts of the Human Body
Materials:
writing materials
posters and pictures of organisms, organ systems, organs,
tissues and cells
The teacher may use a model or a poster of a human torso.

He/She can show it to the class and ask the students to check each
part closely. If the said materials are not available, he/she can use the
selection below.
Procedure:
Read the selection below and answer the questions that follow.
You are an organism just like the plants and animals.
Figure 1. Pictures of a human being, plant, and an animal

Figure 2. A model of a human Figure 3. Some Organ Systems

torso
The circulatory system is one of the organ systems that make up

an organism. It is made up of the heart, blood vessels, and blood.
Figure 4 shows a model of a human heart. Your heart is about
the size of your fist. It pumps and circulates blood to the different parts
of the body through the blood vessels.
Figure 4. A model of a human heart
The excretory system is another organ system that makes up an

organism. It is made up of different organs that help the body eliminate
metabolic wastes and maintain internal balance. These organs include
a pair of kidneys.

Figure 5. A model of a human kidney
Organs are made up of tissues. The heart, kidneys, and the

parts that make them up are made up of tissues. Figure 6 shows a
picture of a muscle tissue. This tissue is made up of cells - the basic
units of structure and function in organisms.
The kidneys are made up of even smaller parts. Some parts
eliminate wastes that are no longer needed by the body; other parts
function in the reabsorption of water and nutrients.
Figure 6. Muscle tissues
VII. Analysis:
1. What do you see in figure 2?
2. Can you identify the organ systems in figure 3?
3. How do these organ systems work together?
4. What are the parts that make up a human heart?
5. What will happen to the heart if any of these parts is/are
injured?
7. What parts make up the kidneys?
8. What will happen to the kidneys if any of these parts is/are
injured?
10. What will happen to the organs if tissues are injured?
11. What will happen to the organ systems?
Lesson 2
COMPETENCY:
S7LT-IIc-3. Describe the different levels of biological organization from cell

to biosphere.
I. Objectives:
1. Identify the parts that make up a plant.
organism.
II. Topic:
Parts of a Plant

writing materials
cells
IV. References:
Grade 7 Learners Module pp. 81- 83
Grade 7 Teacher’s Guide pp. 69 - 71
V. Preliminary Activities/Priming
Ask the students to give a plant that has many benefits.
2. How do they give those benefits?
3. Can these plants still give those benefits in the absence of one
part? What made you say so?
VI. Activity
Part 2: Parts of a Plant
VII. Analysis:
1. What makes up the organ systems of plant?
2. In what ways are the functions of the organ systems of plants
similar to those of animals?
3. In what ways are they different?
4. How are flowers similar to the reproductive organs of animals?
5. What do you think makes up the root tip in figure 9?
6. What is the function of the roots?
7. What will happen to the roots if the tissues were damaged?
8. What will happen to the plant if the tissues are damaged?
9. What happens to the tissues, organs, and organ systems if the cells
are damaged or diseased?
10. What happens to the organism if the cells, tissues, organs, and
organ systems are damaged or diseased?
VIII. Abstraction:
What are the parts of the plant?
How do these parts work together?
Plants are made up of root and shoot systems. The shoot

system is composed of the stem, leaves, and flowers. Anything that
happens to any of the parts that make up the shoot and root systems
of plants will certainly affect the plant as well.
IX. Application:
While walking in your backyard, you observe that the leaves of
the tomato plant planted by your father are turning yellow and some
are dried toward the bottom of the plant. What is the possible reason
for this? What will happen to the plant if you just ignore it? What can
you do to save the plant?
X. Assessment:
Multiple Choice. Read each statement carefully and write only the
letter of the correct answer.
1. Some plants bear flowers during the summer season. How are
flowers different from the reproductive organs of animals?
A. Flowers need pollinators like bees to reproduce; animals do not.
B. Flowers are shed from time to time; nothing is shed from
animals.
C. Flowers have male and female parts; animals have either male
or female parts.
D. There is no difference between flowers and the reproductive
organs of animals.
2. The organ systems of plants consist of the root and shoot systems.
Why is it important for these organ systems to work together?
A. To grow and survive
B. To avoid pests and other animals
C. To survive floods and strong winds
D. To survive droughts and earthquakes
3. Which is the reproductive organ of a plant?

A. flower B. leaf C. root D. stem
4. The part that provides anchorage to the plant is the ________.

A. flower B. leaf C. root D. stem
5. Which of the following is a function of a leaf?

A. To reproduce
B. To transport water
C. To absorb nutrients
D. To manufacture food
Answer:
1. C 2. A 3. A 4. C 5. D
XI. Agreement:
Make an interview or research for articles about certain diseases
that affect the heart, kidneys and other parts of the body. Bring also
pictures that come to the articles.

Activity 2
Part 2: Parts of a Plant
Objectives:
1. Identify the parts that make up a plant.
organism.
Materials:
writing materials
cells
Procedure:
Read the selection and study the figures below.
Plants are also made up of organ systems: the root and shoot
systems. The root system absorbs water and nutrients; the shoot
system moves them to the different parts of the plant.
Figure 7. An orchid showing shoot and

root systems
Figure 8 shows a picture of a flower. Flowers are the

reproductive organs of plants. Together with the leaves and the stems,
they make up the shoot system.
Figure 8. A Gumamela (Hibiscus) flower

Figure 9 shows a picture of a root tip of an orchid.
Figure 9. A root tip of an orchid
Figure 10 shows a model of a section of a root tip. When you get

a small section of the root tip shown above and view it under a
microscope, you will see that it is made up of many layers of tissues.
You will also see that these tissues are composed of similar cells that
are arranged and grouped together to perform specific functions.
Figure 10. A model of a section of a root tip showing different plant tissues
Take a closer look at the models of animal and plant cells in

Figure 11. Cells are the basic units of structure and function of all
organisms. These cells are grouped together to form more complex
structures: tissues, organs, and organs systems. Animals and plants
are very different organisms; and yet, they are both made up of cells.

Figure 11. Models of animal and plant cells
Analysis:
1. What makes up the organ systems of plant?
2. In what ways are the functions of the organ systems of plants
similar to those of animals?
3. In what ways are they different?
4. How are flowers similar to the reproductive organs of
animals?
5. What do you think makes up the root tip in figure 9?
6. What are the functions of the roots?
7. What will happen to the roots if the tissues were damaged?
8. What will happen to the plant if the tissues are damaged?
9. What happens to the tissues, organs, and organ systems if
the cells are damaged or diseased?
10. What happens to the plant if the cells, tissues, organs, and
organ systems are damaged or diseased?

Lesson 3
COMPETENCY:
S7LT-IIc-3. Describe the different levels of biological organization from

cell to biosphere.
I. Objectives:
1. Identify the different levels of orga nization in an organism
2. Describe the parts that make up each level of organization
and their functions
3. Describe how the parts that make up a level of organization
affect the higher levels of organization and the entire
organism.
II. Topic:
Levels of Organization in an Organism

writing materials, posters and pictures of organisms, organ
system, organs, tissues and cells.
IV. References:
Grade 7 Learner’s Module; pp. 83-85
Teacher’s Guide; pp. 71 - 72
A. Make a review on how the body parts work together. Ask them
to explain on how the body work if one part is injured?
B. You may ask someone (student) to make a sole role playing in
front of the classroom and one student who will narrate the
story.
It was a sunny morning and Lucas was playing basketball with
his friends. He played the ball well and made many three points.
However, when one of his friends passed the ball to him forcefully there
was something happened to his finger that made him to quit. After a
few minutes he noticed that it became swollen and even more in pain.
As a result, he can’t play basketball for 1 week.
Questions:
1. What happened to Lucas?
2. Do you think if he plays basketball with his hand condition, he
can play well? Why?

VI. Activity
Levels of organization in an organism
VII. Analysis:
1. What are the different levels of organization?
2. What is the smallest unit that composed an organism?
3. Which makes up the tissue?
4. What is formed when tissues of the same functions are
grouped together?
5. What makes up an organ?
6. What is formed when organs of the same functions are
grouped together?
7. How does an organism formed?
8. How do the parts that make up the cells affect the tissue? The
organ? The organ system? And the organism?
VIII. Abstraction:
What are the levels of organization in an organism?
IX. Application:
Arrange the following pictures from simplest to most
complex level. Write only the letter.
A. B. C. D. E.

X. Assessment:
Choose the letter of the correct answer.
1. Which of the following differentiates organs from tissues?

A. Organs and tissues are made up of cells.
B. Organs and tissues make up an organ system.
C. Tissues make up organs; cells make up tissues.
D. Organs make up tissues; tissues make up organs.
2. At which smallest level of organization in an organism can

the characteristics of life be carried out?
A. Cell B. Organ C. Organ system D. Tissue
3. Which is the correct sequence of the levels of organization in

an organism from biggest to smallest?
A. Cell – Organ – Organ System – Tissue
B. Organ – Organ System – Tissue – Cell
C. Tissue – Cell – Organ – Organ system
D. Organ System – Organ – Tissue – Cell
4. Human heart is an example of ________

A. Cell B. Organ C. Organ System D. Tissue
5. It is composed of different tissues grouped together into a

structural and functional unit.
A. Cell B. Organ C. Organ System D. Tissue
Answer:
1. C 2. A 3. D 4.D 5. B
XI. Agreement:
Make a research on levels of organization that are bigger than
the organism.

Activity 3
Levels of Organization in an Organism
Objectives:
1. Identify the different levels of organization in an organism
2. Describe the parts that make up each level of organization and their
functions
3. Describe how the parts that make up a level of organization affect
the higher levels of organization and the entire organism.
Materials:
writing materials, posters and pictures of organisms, organ system,
organs, tissues and cells.
Procedure:
1. From the interviews you have made and the articles you have read
about certain diseases that affect the heart, kidneys and other parts
of the body, complete the table below.
2. On the topmost row, write a disease, which you have read about or
learned from the previous activity that affects parts of human body
3. In each of the boxes that correspond to the levels of organi zation,
describe how the diseases affect the parts that make up each level.
4. Opposite each level of organization, cut and paste pictures (you may
use the pictures that come with the articles) that show how the
disease affects the parts that make up the different levels. (You may
show it through drawing if the pictures are not available).
Disease:
How does the disease affect Pictures/Drawings
each of the following levels
of organization?
Organism
Organ System
Organ
Tissue
Cell
Analysis:
1. What are the different levels of organization?
2. What is the smallest unit that composed an organism?
3. Which makes up the tissue?
4. What is formed when tissues of the same functions are
grouped together?
5. What makes up an organ?
6. What is formed when organs of the same functions are

grouped together?
7. How does an organism formed?
8. How do the parts that make up the cells affect the tissue?
The organ? The organ system? And the organism?

Lesson 4
COMPETENCY:
S7LT-IIc-3. Describe the different levels of biological organization from

cell to biosphere.
I. Objectives:
1. Identify the higher levels of biological organization.

2. Describe each level of biological organization.
II. Topic:
Levels of Biological Organization
(From Organism to Biosphere)

writing materials
posters and pictures
IV. References:
Are there other levels of organization that are bigger than
organisms?
VI. Activity:
Level Up!
VII. Analysis:
1. What are the higher levels of biological organization?
2. Based on the figure, which is the smallest unit in biological
organization?
3. How does population differ from organism?
4. How will you describe community?
5. What makes up an ecosystem?
6. Which is the highest level of biological organization?
7. Describe the biosphere.
VIII. Abstraction:
What are the higher levels of biological organization?
How will you describe each level?
IX. Application:
The following diagram is usually used to describe the
basic units of ecology.

BIOSPHERE
ECOSYSTEM
COMMUNITY
POPULATION
ORGANISM
What do the concentric circles in the diagram indicate?

How does it reflect the interactions between the different units
of ecology?
X. Assessment:
Arrange the following pictures from smaller to higher level
of biological organization. Write only the letter.
A. B. C.
D. E.
Answer: B, D, A, C, E
XI. Agreement:
Make your own Illustration of higher levels of biological
organization. Use pictures or drawings for the illustration.

Activity 4
Level Up!
I. Objectives:
1. Identify the higher levels of biological organization.
2. Describe each level of biological organization.
II. Materials:
writing materials
posters and pictures
III. Procedure:
1. Study the figure and answer the questions below.
Organism
XII. Analysis:
9. What are the levels of biological organization that are higher
than organism?
10. Based on the figure, which is the smallest unit in biological
organization?
11. Based on the figure, what is population?
12. How will you describe community?
13. What makes up an ecosystem?
14. Which is the highest level of biological organization?
15. Describe the biosphere.
Lesson 5
COMPETENCY:
S7LT-IIa. Identify parts of the microscope and their functions.
I. Objectives:
1. Identify the parts of the microscope.
2. Describe what parts of the microscope can do.
3. Handle the microscope properly.
II. Topic:
How to use Light Microscope

Books, Microscope and video clips
IV. References:
Grade 7 Learner’s Material; pp. 95-98
Grade 7 Teacher’s Guide; 85-86
https://www.google.com.ph/search?q=zoom+in+picture
Showing illustrations that would give them the idea of

magnification.
Ask the students to bring out their cellphones and take some
pictures. Then, ask them to zoom in the picture. Facilitate that activity
through the following questions.
QUESTIONS:
1. What have you noticed to the pictures when zoomed in?
2. Does it help you see a better view?
3. Are you aware that there are also organisms that cannot be
seen by our naked eyes?
VI. Activity:
The Microscope, Its Parts and their Functions
VII. Analysis:
1.What are the functions of the base and the arm of the
microscope?
2. What have you observed about the objectives?
3. What is accomplished by turning the coarse adjustment

upwards? downwards?
4. What is the other function of the revolving nosepiece?
5. Which part connects the eyepiece to the revolving nosepiece
with the objectives?
6. What are the two functions of the eyepiece?
7. Describe the function of the mirror
8. What do you notice as you change the diaphragm openings?
9. What can you infer as to the function of the diaphragm?
10. What parts of the microscope are being connected by the
inclination joint?
11. What does this movement do?
VIII. Abstraction:
1. What are the different parts of the microscope?
2. What are the functions of each part?
IX. Application:
Select some students to demonstrate the proper ways of
using the microscope.
X. Assessment:
Directions: Name the parts of the microscope by choosing it
from the box.
-Eyepiece
-Arm
-Stage Clip
-Rack Stop
-Coarse Focus
-Fine Focus
-Revolving
-Nosepiece
4 -Objective Lens
-Stage
-Condenser
-Illuminator
XI. Agreement:
1. What part of the microscope will you move if you don’t see
the image clearly?
2. Bring newspaper and pair of scissors tomorrow.

Activity No. 5
How to Use Light Microscope
I. Objectives:
1. Identify the parts of the microscope.
2. Describe what parts of the microscope can do
II. Materials:
Light Microscope
Divide the students into five (5) groups or depending on

the number of the students , ask them to sit according to
their group.
III.Procedure:
1. Get the microscope from its box or the cabinet. Do this by
grasping the curved arm with one hand and supporting the base
with the other hand.
2. Carry it to your table or working place. Remember to always use
both hands when carrying the microscope.
3. Put the microscope down gently on the laboratory table with its
arm facing you. Place it about 7 centimeters away from the edge
of the table.
4. Wipe with tissue paper or old cotton t-shirt the metal parts of the
microscope.
5. Figure 1 shows a light microscope that most schools have.
Study and use this to locate different parts of the microscope.
Figure 1. The light microscopes and its parts

6. Look for the revolving nosepiece. Note that objectives are

attached to it. You should know that there are lenses inside the
objectives.
7. Find the coarse adjustment. Slowly turn it upwards, then
downwards.
8. Looking from the side of the microscope, raise the body tube.
Then, turn the revolving nosepiece in any direction until the LPO
is back in position. You will know an objective is in position when
it clicks. Note that the revolving nosepiece makes possible the
changing from one objective to another.
9. Locate the eyepiece. Notice also that it is marked with a number
and an x. Know that the eyepiece further
magnifies the image of the object that has
been magnified by the objective. If the
eyepiece is cloudy or dusty, wipe it gently with
a piece of lens paper.
10. Look through the eyepiece. Do you see anything?
11. Now, locate the mirror. Then, position the microscope towards
diffused light from the windows or ceiling light.
Look through the eyepiece and with the
concave mirror (with depression) facing up,
move it until you see a bright circle of light.
12. Locate the diaphragm. While looking into the eyepiece, rotate
the diaphragm to the next opening. Continue to do so until the
original opening you used is back under the hole in the stage
13. Find the inclination joint
14. Grasp the arm and slowly pull it towards
you. Sit down and try looking through the
eyepiece
IV. Analysis:
1. What are the functions of the base and the arm of the microscope?
2. What have you observed about the objectives?
3. What is accomplished by turning the coarse adjustment upward?
downward?
4. What is the other function of the revolving nosepiece?
5. Which part connects the eyepiece to the revolving nosepiece with
the objectives?
6. What are the two functions of the eyepiece?
7. Describe the function of the mirror.
8. What do you notice as you change the diaphragm openings?
9. What can you infer as to the function of the diaphragm?
10. What parts of the microscope are being connected by the inclination
joint?
11. What does this movement do?

Lesson 6
Competency:
S7LT-IIb-2 Focus specimens using the compound microscope
I. Objectives:
1. Manipulate the microscope properly
2. Focus the specimen using the compound microscope
3. Compare the image of the object seen by the unaided eye and seen
under the microscope
II. Topic:
How To Use the Light Microscope
Sub topic: Making a Wet Mount and Observing Specimens

microscope, newspaper, scissors, forceps/tweezers, glass slide,
medicine dropper, tap water, cover slip
IV. References:
Science Grade 7 Learner’s Material pp. 99-100
Science Grade 7 Teacher’s Guide pp. 87 - 88
http://bioserv.fiu.edu/~walterm/human_online/microscope_index/micro_
text/microscopy
V. Preliminary Activity/Priming:
The students will be asked to describe the

picture. They will be informed that it is not easy to view specimens in a
microscope and there are proper steps to be followed in focusing the
specimens.
VI. Activity:
Making a Wet Mount and Observing Specimens
VII. Analysis:
1. What makes the letter “e” suitable for observation under the
microscope?
2. How will you describe the position of letter “e” as seen in the
microscope?
3. Compare the image of the letter “e” that you see using your
unaided
Quarter II Living Thingseye
and with
Theirthat you see through the microscope.
Environment 27
4. To which direction does the image move after you moved the
slide to the right? To the left?
5. Why do you have to watch from the side when changing
objectives?
6. Why should the fine adjustment knob be used only with the
HPO?
7. In which objective/s can you see the whole letter “e”?
8. What are the advantages and disadvantages of using the HPO?
9. In which of the objective is the light darker? Brighter?
VIII. Abstraction:
How will you describe the image of specimen observed under
the microscope?
An object which is studied under the microscope appears

inverted. Its image is larger or is enlarged as compared to the
one using the eyes only.
The image of the specimen moves toward the opposite
direction of the movement of the slide.
When changing objectives, the viewer should watch from
the side of microscope to prevent accidental crashing of the
objectives into the slide and breakage of objective lens, slide or
cover slip, since objectives have different lengths. This is the
reason why fine adjustment knob is used only with HPO. HPO is
longer and can easily crash into the cover slip and slide.
The advantages of using the HPO are: the image is
greatly magnified, details of the letter or cell structure can be
observed. Disadvantages include: reduced field of view and the
whole letter or structure cannot be observed.
IX. Application:
The students will be given some prepared slides for them
to observe. They will be asked to operate the microscope
properly to view the image clearly.
X. Assessment:
Directions: Choose the letter of the best answer.
1. Which of the following can be observed using the light microscope?
A. acacia bark C. piece of stone
B. five peso coin D. tip of a plant leaf

2. An animal cell being observed is seen at the topmost part of the field
of view under the LPO. If you want to center the specimen, which
direction should you move the slide?
A. left side C. right side
B. towards the user D. away from the user
3. Refer to the pictures below:
A. B. C. D.
Which of the two above shows letter “e” seen under the
microscope?
4. All of the following will be observed in the image of an object

studied under the microscope, EXCEPT
A. inverted C. magnified
B. moves in opposite direction D. moves in the same
direction
5. When using the high power objective, you should not adjust the:
A. Diaphragm C. Coarse adjustment
B. Fine adjustment D. Stage clips
Answer:
1. D 2.D 3. B 4. D 5. C
XI. Agreement:
Suggest ways on how microscope contributes to the study of
different objects and organisms.

Activity 6
Making a Wet Mount and Observing Specimens
I. Objectives:
1. Manipulate the microscope properly
2. Focus the specimen using the compound microscope
3. Compare the image of the object seen by the unaided
eye and seen under the microscope
II. Materials:
microscope, newspaper, scissors, forceps/tweezers, glass
slide, medicine dropper, tap water, cover slip
III. Procedure:
A. Making a Wet mount

1. Cut out a small letter “e” from a newspaper page.
2. Using forceps or tweezers place it in the center of a glass
slide in an upright position
3. Add a drop of tap water over the cut letter
4. Position the cover slip at 45˚ with one side touching one edge
of the water on the slide as shown in the figure.
5. Slowly lower the other edge of the cover slip until it rests on
the water and the printed letter.
6. If bubbles become present (the perfect circles you see on
your preparation), remove or minimize it by gently tapping
the cover slip with the eraser-end of a pencil. Make the
bubble move towards the edge of the cover slip.
B. Observing Specimens
1. Put the slide on the stage. Make sure that the letter is in the
center of the hole in the stage and under the LPO.
2. Watching from the side, carefully lower the body tube until the
end of the LPO almost touches the cover slip.
3. Look through the eyepiece. Slowly turn the coarse adjustment
upwards to raise the objective until the letter “e” appears.
Continue until you see the letter clearly. This would indicate
that you have focused it already.
4. Hold it firmly with the stage clips.
5. Look through the microscope again. Slowly move the slide to
the right, then to the left.
6. Move the slide to the center. To shift to the HPO, raise the
body tube first. Looking from the side, turn the revolving
nosepiece to put the HPO in place. Then, using the fine
adjustment slowly lower the objective till it almost touches the
cover slip. Looking through the eyepiece, turn the fine
adjustment until you see the clearest image.
Current microscope models are said to be parfocal. This

means the image in clear focus under the low power
objective, remains focused after shifting to HPO. If the
microscope you are using is not parfocal, slightly turn the
fine adjustment knob in either direction to get a clear
picture.
7. Look through the eyepiece again. Then, shift to the LPO, and
scanner carefully observing the image of the letter.
IV. Analysis
1. What makes the letter “e” suitable for observation under the
microscope?
2. How will you describe the position of letter “e” as seen in the
microscope?
3. Compare the image of the letter “e” that you see using your unaided
eye with that you see through the microscope.
4. To which direction does the image move after you moved the slide
to the right? To the left?
5. Why do you have to watch from the side when changing objectives?
6. Why should the fine adjustment knob be used only with the HPO?
7. In which objective/s can you see the whole letter “e”?
8. What are the advantages and disadvantages of using the HPO?
9. In which of the objective is the light darker? Brighter?

Lesson 7
Competency:
S7LT-IIb-2. Focus specimens using the compound microscope
I. Objective:
Calculate the magnification of a specimen studied under the
microscope.
II. Topic:
Magnifying Power of the Light Microscope

microscope, prepared slide, pen and paper
IV. References
Science Grade 7 Learner’s Material; p.100
Science Grade 7 Teacher’s Guide p.88
The teacher will ask the students: “What are the functions of the
objectives and the eyepiece of a microscope?”
VI. Activity:
Magnifying Power of the Light Microscope
VII. Analysis:
1. Describe the image of a specimen under the microscope?
2. Does it magnified?
3. Which part/s of the microscope made the specimen looks
bigger?
4. The magnification of a specimen can be calculated by
multiplying the number found in the eyepiece with the
number found on the objective being used.
5. What is the number found in the eyepiece that you used?
6. What is the number found in the objective that you used?
7. How much is the specimen you are now viewing magnified?
VIII. Abstraction:
The magnification of a specimen can be calculated by
multiplying the number found in the eyepiece with the number
found on the objective being used. For example, if a specimen is
viewed using a 10x objective and a 10x eyepiece it will be
magnified 100 times.
IX. Application:
If a cell being observed has been magnified 200x under
the HPO, what is the magnifying power of the eyepiece used?
X. Assessment:
Directions: Choose the letter of the correct answer.
1. Which two parts of the light microscope magnify the image of

an object?
A. eyepiece and mirror
B. eyepiece and objectives
C. objectives and mirror
D. objectives and diaphragm
2. A plant cell is viewed using a 10X eyepiece and a 43x HPO.

How much will the cell be magnified?
A. 4.3X B. 33X C. 53X D. 430X
3. A student examined an object under the microscope. The

eyepiece is 5x while the LPO is 10x. How many times was the
object magnified?
A. 5x B. 10x C. 50x D. 500x
4. A drawing of a cell indicates that it has been magnified 450x

under the HPO. If the HPO is 45x, what is the magnifying
power of the eyepiece?
A. 5x B. 10x C. 50x D. 100x
5. You were given a slide which contained a microorganism.

You were asked to examine the microorganism under the
HPO. Your eyepiece is 10x and the HPO is 45x. How many
times was the microorganism magnified?
A. 10x B. 45x C. 100x D. 450x
Answer:
1. B 2. D 3. C 4. B 5. D
XI. Agreement:
Suggest ways on how to take care the microscope.

Activity 7
Magnifying Power of a Light Microscope
I. Objectives:
Calculate the magnification of a specimen studied under the

microscope.
II. Materials:
microscope, prepared slide, pen and paper
III.Procedure:
The students will be grouped based on the number of available
microscope. Each group will be given a microscope and a prepared
slide.
1. Manipulate the microscope to focus the specimen clearly.

2. If you see the specimen clearly, examine the numbers indicated on
the eyepiece and objective that you used.
IV. Analysis:
10. Describe the image of a specimen under the microscope?
11. Does it magnified?
12. Which part/s of the microscope made the specimen looks bigger?
The magnification of a specimen can be calculated by

multiplying the number found in the eyepiece with the number found
on the objective being used.
13. What is the number found in the eyepiece that you used?
14. What is the number found in the objective that you used?
15. How much is the specimen you are now viewing magnified?

Lesson 8
Competency:
S7LT-IIb-2. Focus specimens using the compound microscope
I. Objectives:
2. Follow the proper steps in handling the microscope before and after
used.
II. Topic:
How to Take Care the Microscope

Microscope, Science books, Internet
IV. References:
Science Grade 7 Learner’s Material, p. 101
Science Grade 7 Teacher’s Guide, p.89
After every using the microscope, how will you store it?
Ask students to suggest on how to store microscope properly.
VI. Activity:
Handle with Care
VII. Analysis:
1. Why do you have to put the LPO in place and not the HPO?
2. Why is it needed to have at least 1cm distance between the
objective and stage?
3. Why do the stage clips should not extend beyond the sides of
the stage before storing the microscope?
4. What could be avoided if you let the mirror stand on its edge
with the concave side facing the user?
5. What is the proper way of handli ng the microscope?
6. Why is it important for us to know how to take care the
microscope?
VII. Abstraction:
What are the proper ways in handling and storing the
microscope?
Why do we need to take care the microscope?

VIII. Application:
Microscope is an important investigative tool in studying
objects and organisms around us. It is important for us to know
how to take care of this tool for an efficient and longer use.
Suggest ways and other practices that can help to take
care the microscope.
IX. Assessment:
Directions: Draw a smiley face ( ) if the statement shows a
proper way of taking care the microscope, and sad face ( ) if it
is not.
_____1. Check the microscope before and after use.
_____2. Store the microscope in a clean and dry place.
_____3. Before storing the microscope, lower down the body
tube until the objective touches the stage.
_____4. To carry the microscope, grasp the arm with one hand
and support the base with the other hand.
_____5. While observing wet mounts, you may use the
inclination joi nt to tilt the microscope.
Answer:
1. 2. 3. 4. 5.
X. Agreement:
What other objects or organisms are usually studied
under the microscope?

Activity
Handle with Care
Objectives:

2. Follow the proper steps in handling the microscope before and after
used.
Materials:
Compound Microscope
Note: Before the activity, the teacher will prepare the microscope in
each group’s working table as if it was already used.
Procedure:
Follow the instructions below.
1. Turn the revolving nosepiece until the LPO is in place.

2. Lower down the body tube so that the end of the objective is
approximately 1cm above the stage.
3. Position the clips so that they do not extend beyond the sides of the
stage.
4. Rotate the diaphragm until the smallest opening is in position.
5. Let the mirror stand on its edge with the concave side facing the
user.
6. Remove the eyepiece from the body tube and place it in the socket.
7. Put back the microscope’s plastic cover.
8. Carry the microscope properly and put it back in its case or storage
cabinet.
Analysis:
1. Why do you have to put the LPO in place and not the HPO?
2. Why is it needed to have at least 1cm distance between the
objective and stage?
3. Why do the stage clips should not extend beyond the sides of the
stage before storing the microscope?
4. What could be avoided if you let the mirror stand on its edge with
the concave side facing the user?
5. What is the proper way of handling the microscope?
6. Why is it important for us to know how to take care the microscope?

Lesson 9
COMPETENCY:
S7LT-IIe-4 Differentiate plant and animal cells according to presence
or absence of certain organelles.
I. Objectives:
1. Identify the parts of the cell.
2. Describe plant and animal cells.
3. Differentiate plant cells from animal cells.
4. Construct a Venn Diagram to show parts that are common to both
and parts that are only found in either plant or animal cells
II. Topic:
Plant and Animal Cells
III.Resources Needed:
For the lecture: model or picture of plant and animal cell
For the activity: activity sheet, manila paper, pentel pen, cartolina,
scissors, tape and paste
IV. References:
Grade 7 Teacher’s Guide; pp. 76-77
A. Show to the students a picture of cells. To make it
more interesting, if you have laptops and projector,
zoom-in the picture, let the students guess the
picture. Little by little zoom-out the picture
B. Once you zoom-out ask the students to guess until
the whole picture is reveal.
Questions:
Are all cells the same?
If not, in what ways they are different?
VI. Activity:
Comparing Plant and Animal Cells
VII. Analysis:
1. Compare the shape of a plant cell with that of an animal cell
2. Which cell parts are found in both cells?
3. Which are present only in animal cells?
4. Which are present only in plant cells?
5. Based on your observations and study of plant and animal
cells, cite differences and similarities between them.

VIII. Abstraction:
How do plant cell and animal cell differ?
How are they the same?
Differences between plant and animal cells:
 Plant and animal cells differ in shape and in some parts.

Plant cells are rectangular or angular or rigid in shape, while
animal cells are rounded and somewhat irregular.
 Plant cells have cell walls and chloroplasts which animal
cells do not have. Animal cells have centrioles which plant
cells do not have.
Similarity between plant and animal cells:
 Both plant and animal cells have common parts namely: the
nucleus, plasma membrane, cytoplasm, the mitochondrion,
rough and smooth endoplasmic reticulum, Golgi body,
vacuole/vesicle and lysosome.
IX. Application:
The table below enumerates the parts that are present or absent
in two kinds of cells.
Structure Cell A Cell B

Cell wall x √
Plasma membrane √ √
Chloroplast x √
Nucleus √ √
centrioles √ x
Which is a plant cell? Explain your answer.

Which is an animal cell? Explain your answer.
Answer:
Cell B. Because it has cell wall and chloroplast.
Cell A. Because it has centrioles. Cell wall and chloroplast are
not present.
X. Assessment:
1. Which of the following structures can only be found in a plant
cell?
A. Centrioles B. Chloroplast
C. Mitochondrion D. Nucleus
2. The following parts are all present in an animal cell, EXCEPT
A. Cell membrane B. Cell wall
C. Centrioles D. Ribosomes
3. Which of the following cell structures are present in both
plants and animal?
A. Cell wall B. chloroplast
C. centrioles D. nucleus
4. The following structures are all present in a plant cell,
EXCEPT
A. Cell wall B. Centrioles
C. Mitochondrion D. Ribosomes
Use the following options to answer the next question.

I. absence of centrioles
II. irregular shape
III. presence of cell wall
IV. angular and rigid shape
V. absence of chloroplast
5. You are asked to identify an unknown slide. Which could help

you identify it to be an animal cell?
A. I and III
B. II and V
C. I and IV
D. III and IV
XI. Agreement:
What do you think are functions of centriole in animal cell?

Chloroplast in plant cell?

Activity 9
Comparing Plant and Animal Cells
Objectives:
1. Identify the parts of the cell.
2. Describe plant and animal cells.
3. Differentiate plant cells from animal cells.
4. Construct a Venn Diagram to show parts that are common to both
and parts that are only found in either plant or animal cells.
Materials:
manila paper, pentel pen, cartolina, scissors, tape and paste
Procedure:
1. Study closely Figures 1 and 2. These are diagrammatic
presentations of plant and animal cells and their parts.
Figure 1. Parts of a plant cell
Figure 2. Parts of an animal cell

2. Using the information you have gathered from Figures 1 and 2,

construct a Venn diagram of plant and animal cells on a sheet of
paper. Label the overlapping and non-overlapping areas.
A Venn Diagram shows relationships between and among sets

or groups of objects that have something in common. It uses two
circles that overlap
with one another. The common things are found in the overlapping
area, while the differences are in the non-overlapping areas.
3. Present and explain your Venn diagram to class.
Analysis
1. Compare the shape of a plant cell with that of an animal cell
2. Which cell parts are found in both cells?
3. Which are present only in animal cells?
4. Which are present only in plant cells?
5. Based on your observations and study of plant and animal cells,
cite differences and similarities between them.

Lesson 10
COMPETENCY:
S7LT-IIe-5 Explain why cell is considered the basic structural and
functional unit of all organisms.
Objectives:
1. Identify the basic parts of the cell.
2. Discuss the functions of the basic parts of the cells.
I. Topic:
Parts of a Cell and Their Functions
II. Resources Needed:

model or picture of plant and animal cell
sheet of paper
ballpen or pencil
III. References:
Grade 7 Learner’s Material; pp. 90-91
Grade 7 Teacher’s Guide; pp. 79-81
IV. Priming/ Preliminary Activities:

What cell parts are common to plants and animals?
V. Activity:
My Parts, My Functions
VII. Analysis:
1. What are the three basic parts of a cell?
2. What do you think will happen to the cell if plasma membrane does
not
function properly?
3. What is the purpose of the cell wall in plants?
4. Why are there several chloroplasts in the plant cell?
5. How would vacuoles in plants serve as defense against animals that
eat them?
VIII. Abstraction:
What are the basic parts of a cell?
What are the functions of each part?
IX. Application:
Identify and label the parts of plant and animal cells below.

X. Assessment:
1. Which of the following parts allow different activities of the cell to
happen?
A. vacuoles
B. lysosome
C. cytoplasm
D. vesicle
2. Which part allows or prevents substances to go into and out of this
cell?
A. cell membrane
B. cytoplasm
C. mitochondria
D. nucleus
3. Which is the control center of this cell?
A. cell membrane
B. cytoplasm
C. mitochondria
D. nucleus
4. The part of the cell that carries proteins to different parts of the cell
is the ______.
A. cell wall B. endoplasmic reticulum
C. ribosome D. vacuole
5. The part of the cell that converts energy in food to a form usable to
the cell is the _______.
A. endoplasmic reticulum B. mitochondrion
C. nucleus D. vacuole
Answer:
1. C 2. A 3. D 4. B 5.
B
XI. Agreement:
Describe how cells look like under a microscope.
Bring onion bulb

Activity 10
My Parts, My Functions
Objectives:
1. Identify the basic parts of the cell.
2. Discuss the functions of the basic parts of the cells.
Materials:
model or picture of plant and animal cell
sheet of paper
ballpen or pencil
Procedure:
1. Study the figures below.
2. Read the selection below and answer the questions that follow.
Study closely Figures 1 and 2. These are diagrammatic
presentations of plant and animal cells and their parts.

A cell has three basic parts: the nucleus, plasma membrane and
cytoplasm. The nucleus is the part of cells easily seen under the light
microscope. It is very important because it controls all the activities of
the other parts that occur within the cell. The nucleus contains
materials that play a role in heredity.
The plasma membrane surrounds the whole of the cell. It separates
what is inside the cell from outside it. It also controls substances that
go into and out of the cell.
The cytoplasm consists of a jelly-like substance where all the other
parts of the cell are located. It does not however, include the area
where the nucleus is. Many different activities of the cell occur in the
cytoplasm. You have seen that plant cells have cell walls and
chloroplasts that are not found in animal cells. The cell wall is made of
stiff material that forms the outermost part of plant cells. This gives
shape and protection to them.
Plants make their own food. Chloroplasts are important in plant
cells because it is where food is made. It contains chlorophyll which
absorbs energy from the sun to make food for plants.
Vacuoles are present in both plant and animal cells. In plant cells,
they are large and usually occupy more than half of the cell space.
They play a role in storing nutrients and increasing cell size during
growth. Some plant vacuoles contain poisonous substances. Vacuoles
also store water, thereby maintaining rigidity to cells and provide
support for plants to stand upright. Plant cell vacuoles are responsible
for the crisp appearance of fresh vegetables. Vacuoles in animal cells
are small and are called vesicles. They serve as storage of water and
food and function in the excretion of waste materials.
Analysis:
1. What are the three basic parts of a cell?
2. What do you think will happen to the cell if plasma membrane
does not function properly?
3. What is the purpose of the cell wall in plants?
4. Why are there several chloroplasts in the plant cell?
5. How would vacuoles in plants serve as defense against animals
that eat them?

Lesson 11
COMPETENCY:
S7LT-IIe-4 Differentiate plant and animal cells according to presence
or absence of certain organelles.
I. Objectives:
1. Prepare a wet mount.
2. Describe a plant cell observed under the light microscope.
3. Stain plant cells.
4. Identify observable parts of a plant cell.
5. Draw onion cells as seen through the light microscope.
6. Explain the role of microscopes in cell study.
II. Topic: Plant Cell

Sub-Topic: Investigating Plant Cell
Books, Internet
dropper, cover slip, glass slide, onion bulb, scalpel, tissue paper,
iodine solution, light microscope, forceps and beaker with tap
water, onion bulb
IV. References:
Science Grade 7 Learner’s Material; pp. 91 -94
Science Grade 7 Teacher’s Guide; pp.79-81
I N V E S T I G A T E
 Define Investigate
 How do you investigate?
 What are the techniques that you always use when you
are investigating something?
VI. Activity:
Investigating Plant Cells
VII. Analysis:
1. Describe the onion cells.
2. Did you observe any change in the image of onion cells
before and after staining?
3. How did the iodine solution affect the image of the onion
cells?
4. What parts of the onion cell can you identify?
5. Did you see the chloroplast? Why?
6. Of what importance is the contribution of the microscope in
the study of cells?

VIII. Abstraction:
1. What are the observable parts of an onion cell?
2. How does the microscope help in the study of cell?
The usual parts of an onion cell that can be seen using

the light microscope and iodine stain are the cell wall,
cytoplasm, nucleus and sometimes plasma membrane and
vacuole.
Onion bulbs are specialized leaves that store food, so
they do not undergo photosynthesis or not involved in the
food making process.
They do not have chloroplast. Only cells that produce food for
the plant contain chloroplasts.
The microscope makes one see objects that are not seen
by just using the eyes. It enables one to see enlarged images
of specimens such as cells for a thorough study of their
structure and thus, infer their function.
IX. Application:
Draw an onion cell and its observable parts.
X. Assessment:
1. Adding iodine solution to the onion cell preparation makes the

cells______
A. big.
B. small.
C. less visible.
D. more visible.
2. Which of the following plant cell parts is not found in onion cells?
A. chloroplast
B. cell wall
C. vacuole
D. mitochondrion
3. All of the following parts of an onion cell can be seen easily

using a light microscope and iodine stain, EXCEPT
A. cell wall C. nucleus
B. cytoplasm D. ribosomes

4. Why onion cells lack of chloroplast?

A. It is a bulb that grows below the ground
B. It doesn’t have cytoplasm
C. It is a storage of food
D. It is not a plant
XI. Agreement:
Have you seen the centriole in the specimen that you observed
under the microscope? Why?

Activity 11
Investigating Plant Cell
Objectives:
1. Prepare a wet mount.
2. Describe a plant cell observed under the light microscope.
3. Stain plant cells.
4. Identify observable parts of a plant cell.
5. Draw onion cells as seen through the light microscope.
6. Explain the role of microscopes in cell study.
Materials:
Dropper, cover slip, glass slide, onion bulb scale, scalpel or
sharp blade, tissue paper, iodine solution, light microscope,
forceps or tweezers, 50-mL beaker with tap water
Procedure:
1. Prepare the onion scale by following steps indicated in
Figure 3. Use the transparent skin from the inner surface of
the onion scale.
Be careful in using the scalpel or blade!
Figure 3. Preparing onion scale for microscopic study
2. Following the procedure on how to make a wet mount

described in “How to Use The Light Microscope”, prepare
one using the transparent onion skin from Step 1. Remember
to place it on the glass slide with the inner surface facing up.
Check too that the onion skin is not folded or wrinkled.
3. Examine the onion skin slide under the low power objective
(LPO).
Caution: Do not tilt the microscope.
4. Shift to the high power objective (HPO).

Remember: Raise the objectives a little and look to the
side while changing objectives!
5. Remove the slide from the stage. You can now stain the
onion cells with iodine solution.
Iodine Stains! Be careful not to spill it on your skin and
clothing!

6. Using a dropper, place one or two drops of iodine solution

along one edge of the cover slip. Place a piece of tissue
paper on the other edge of the cover slip. The tissue paper
will absorb the water, and iodine solution spreads out under
the cover slip until the whole specimen is covered with stain
(Figure 4).
Figure 4. Staining onion cells (Source:

Philippines. Department of Education. (2009). Science and Technology II. Textbook (Rev.
ed.). Pasig City: Instructional Materials Development Corporation. p. 23.
7. Examine the stained onion cells under the LPO and HPO.
8. Draw three to four onion cells as seen under the HPO. Label
the parts you have identified. Indicate how much the cells are
magnified.
Analysis:
1. Describe the onion cells.
2. Did you observe any change in the image of onion cells
before and after staining?
3. How did the iodine solution affect the image of the onion
cells?
4. What parts of the onion cell can you identify?
5. Did you see the chloroplast? Why?
6. Of what importance is the contribution of the microscope in
the study of cells?

Lesson 12
COMPETENCY:
S7LT-IIe-6. Identify beneficial and harmful microorganisms.
I. Objectives
1. Observe life forms other than plants and animals.
2. Use a magnifying lens to observe them.
3. Share what you know about these life forms with classmates
and group mates.
4. Compare them with known living things
II. Topic: Living Things other than Plants and Animals

Live specimens, magnifying lens
IV. References:
Science Grade7 Learner’s Material; pp . 103-107
Science Grade7 Teacher’s Guide; pp. 94-98
 Have you seen mushroom? molds? and algae?
 How will you classify those organisms? Plants or Animals?
VI. Activity:
Are these also plants?
VII. Analysis:
For Figure1.
1. Is it a plant?
2. What is its name?
3. What is the reason for your answer in Q1?
For Figure 2
4. Is it a plant?
6. What is your reason for your answer in Q4?
` 7. Compare the two specimens/ pictures, how are they different?
8. How are they alike?
9. Do you know of other living things like the two above?
10. How did you know about them?
11. Write their names if you know them.
For Figure 3
12. What do you think it is?
13. Is it a plant?
14. Give a reason for your answer in Q 13.
For Figure 4
15. Describe what you see in each (a), (b) or (c) and (d).
16. What do you think are the growths on a and b or c?
17. How about the growths on the fourth specimen, what do you
think it is?
VIII. Abstraction:
There are living things or organisms that cannot be

readily identified by the usual parts of plants we recognize like
roots, stems, leaves, flowers, or fruits though they may have the
green color and some plant-like parts. There are also living
things that we can see only when we use magnifying lenses
IX. Application:
On your way to school, you observed an organism which is
doubtfully plant. What are you going to do to make sure what
really it is?
X. Assessment:
Directions: Enumerate the plant-like parts and characteristics that
are present to other organisms that are really not plants.
XI. Agreement:
What other living things can be found in your community?
Bring plastic gloves, plastic bags or clear glass jars, at least one
each tomorrow

Activity 12
Are these also plants?
Objectives:
1. Observe life forms other than plants and animals.
2. Use a magnifying lens to observe them.
3. Share what you know about these life fo rms with classmates
and group mates.
4. Compare them with known living things
Materials:
Live specimens from teacher

Magnifying lens
Procedure:
1. Look at the live specimen shown by your teacher which is like the
photo below:
Figure 1
2. Look at the second live specimen your teacher will show you. It is
similar to the photo below:
Figure 2
3. Compare the two specimens shown by your teacher.

4.Observe the third specimen to be shown by your teacher. She will
show you something like this photo grabbed from an internet source.

Figure 3
5. Observe these four other things your teacher prepared for you to
observe:
a. b. c. d.
Figure 4
Analysis
For Figure1.
1. Is it a plant?
3. What is the reason for your answer in Q1?
For Figure 2
4. Is it a plant?
6. What is your reason for your answer in Q4?
` 7. Compare the two specimens/ pictures, how are they
different?
8. How are they alike?
9. Do you know of other living things like the two above?
10. How did you know about them?
11. Write their names if you know them.
For Figure 3
12. What do you think it is?
13. Is it a plant?
14. Give a reason for your answer in Q 13 .
For Figure 4
15. Describe what you see in each (a), (b) or (c) and (d).
16. What do you think are the growths on a and b or c?
17. How about the growths on the fourth specimen, what do
you think it is?

Lesson 13
COMPETENCY:
S7LT-IIe-6 Identify beneficial and harmful microorganisms.
I. Objectives:
1. Hunt for life forms that are doubtfully plants.
2. Collect specimens of these life forms.
3. Observe these life forms using a magnifying lens.
4. Describe/draw them.
5. Describe their habitats.
II. Topic:
Living Things other than Plants and Animals
Sub-topic:
Other Living Things in the Community

Clear plastic bag
Plastic gloves
Forceps, tweezers or tongs
Magnifying lens
IV. References:
Science Grade 7 Learner’s Material; pp. 107-109
Science Grade 7 Teacher’s Guide; pp. 98-100
a. If you are going to ask by someone to classify organisms
whether it is plant or animal, how will you classify them?
b. What will be your bases in classifying them?
VI. Activity:
What other living things are found in the school grounds?
VII. Analysis:
1. Describe what you see.
2. Describe the place where you found it.
3. What do you think it needs to live and grow?
4. Does it look like any of the organisms you saw yesterday?
If so, which one?
5. How are they different from the living things you already know, like
plants?
Note: The teacher will give the names of all the organisms they
observed in Activities 1 and 2: mushrooms, molds, algae and
lichens)

VIII. Abstraction:
1. What are the characteristics of organisms that you observed?

2. Describe the place where you found the organisms.
3. What do they need to live and grow?
4. How are they differ from plants?
Mushrooms and molds are different from plants because

they are not green. They only have stem-like, fruit-like and leaf-like
parts just as plants do. Their bodies are very much softer and smaller
than plants.
Seaweeds may be green but they only have stem-like,
fruit-like, leaf-like parts not the real parts.
They need moisture to live. They grow on living things or

once living things and in fact, cause decay and decomposition, in the
case of fungi.
Lichens are often found on trunks of trees and are
greyish green.
IX. Application:
Mushrooms and molds are different from plants. In what ways
they are the same?
X. Assessment:
Directions: Choose the letter of the BEST answer.
1. Fungi get their food by ________organic material.
A. decomposing C. drinking
B. eating D. growing
2. The green alga, Caulerpa, and mushrooms both have some

characteristics similar to plants. What are these
characteristics common to both that are also found in plants?
I .Green color for food-making
II .Stem-like parts
III .Spores
IV. Fruit-like parts
A. I and II C. I and III

B. II and III D. II and IV
3. Just like many living things, fungi have certain needs to

survive. What are these needs?
I Food II Air and water III Sunlight and soil IV Water
A. I and II C. I and III

B. II and III D. II and IV

4. Fungi cannot make their own food. What is the effect of their
food getting activities?
A. Release of oxygen
B. Production of starch
C. Trapping of solar energy
D. Decomposition of living things
5. What characteristic differentiates fungi, algae and bacteria

from the plants aside from their small size?
A. Most do not make their own food unlike plants. .
B. They cause diseases while plants and animals have
many uses.
C. They are at the base of the food chain while animals
are at the top.
D. They do not have true roots, true leaves, true stems,
fruits and flowers.
Answer:
1. A 2. D 3. A 4. A 5. D
XI. Agreement:
Make a research from books and internet under which big
groups the living things you studied belong.

Activity No. 13
What other living things are found in the school ground?
Objectives:
1. Hunt for life forms that are doubtfully plants.
2. Collect specimens of these life forms.
3. Observe these life forms using a magnifying lens.
4. Describe/draw them.
5. Describe their habitats.
Materials:
Clear plastic bag
Plastic gloves
Forceps, tweezers or tongs
Magnifying lens
Procedure:
1. Bring the first three materials listed when you go out into the school
grounds. Look for other things that are plant-like in the school
grounds.Your teacher will suggest where to go and what to collect.
2. Go back to the classroom and observe what you collected with a
magnifying lens.
3. Draw it.
Analysis:
1. Describe what you see.
2. Describe the place where you found it.
3. What do you think it needs to live and grow?
4. Does it look like any of the organisms you saw yesterday?
If so, which one?
5. How are they different from the living things you already
know, like plants?

Lesson 14
COMPETENCY:
I. Objectives:
1. Classify observed organisms as fungi, algae and bacteria.
2. Differentiate fungi, algae and bacteria.
3. Identify the uses and harmful effects of fungi, algae and bacteria.
II. Topic:
Living Things other than Plants and Animals
Sub-topic:
Fungi, Protist and Bacteria

Books, Internet
pen and paper
Gathered information as homework
IV. References:
Science Grade 7 Learner’s Material; p.109
Study the pictures below.
Figure 1 Figure 2
Mushroom Plant
How are plants and mushroom the same? How do they differ?
VI. Activity:
Fungi, Protists, Bacteria
VII. Analysis:
1. What are the other big groups of living things aside from plants and
animals?
2. What are the similarities among these groups?
3. How are these big groups different from the groups of animals and
plants?
4. How do we benefit from these groups?
5. How do these groups affect us?

VIII. Abstraction:
What are the other big groups of living things aside from plants and
animals?
Expected Information:
Name of Big group/ Characteristics Uses/ Harmful
living Other Benefits Effects
thing or Examples
organism
Mushroo Fungi / Not green; Food; Some
m yeast, mold cannot make its decompos species
own food es living can cause
matter disease,
e.g.
athlete’s
foot,
ringworm;
some are
poisonous
when
eaten
Green Protist Has green, and Food for Some
algae, e.g. (Algae)/ other colors; can humans; considered
Caulerpa Red algae, make their own food for pests in
or ar- e.g., food; some are fish in aquariums
arusep, Kappaphycu one-celled, some ponds and
s or are multicellular recreation
Eucheuma beaches
Lichen Partly Algal part can Algal part
fungus and photosynthesize; provides
partly alga fungal part food for
cannot the fungal
part;
fungal
part
provides
a home
for the
alga ; acts
as
indicator
of air
pollution;
lichens
act as
seed bed
or spore
bed

Molds Fungi Has root-like,

Break Responsibl
stem-like, fruit-
down e for
like parts; has
once spoiled
spores living food
matter
into its
simplest
compone
nts
Bacteria Bacteria or Can be seen Making May cause
Monera only when in fermented disease
colonies or big products: like TB,
numbers also diarrhea,
decompos pneumonia
es once- , some
living sexually
matter transmitte
d diseases,
urinary
tract
infection
or UTI,
leprosy,
typhoid,
rheumatic
fever.
IX. Application:
A. What are the benefits that we can derive from mushroom and
seaweeds?
B. What are some of the materials at home that are usually
attacked by molds? Are molds useful or harmful? Explain your
answer.
X. Assessment:
1. Which is NOT an example of a fungus?

A. ginger C. mushroom
B. mold D. yeast
2. Fungi have been incorrectly classified as plants because of their

A. effects
B. examples
C. physical characteristics
D. uses
3. What is the benefit of fungus in pizza dough?

A. It makes the dough soft
B. It makes the dough rise
C. it makes the dough brown
D. It makes the dough tastier
Answer:
1. A 2. C D. B
XI. Agreement:
How are molds, mushroom, and bacteria look like under the
microscope? What are their body parts?

Activity 14
Fungi, Algae, Bacteria
Objectives:
1. Classify observed organisms as fungi, algae and bacteria.
2. Differentiate fungi, algae and bacteria.
3. Identify the uses and harmful effects of fungi, algae and
bacteria.
Materials: pen and paper

Gathered information as your homework
Procedure:
1. On a table like the one below, enter the information you

gathered as homework the previous day.
2. List down your references.
Name of Big Group / Characteristics Uses/Benefits Harmful

Organism Other Effects
Examples
Analysis:
6. What are the other big groups of living things aside from
plants and animals?
7. What are the similarities among these groups?
8. How are these big groups different from the groups of
animals and plants ?
9. How do we benefit from these groups?
10. How do these groups affect us?

Lesson 15
COMPETENCY:
I. Objectives:
1. Prepare slides of the growths on old banana peeling, and/or bread
mold, lumot, and the bacterial colony .
2. Observe these living things using a microscope.
3. Draw and describe these living things.
4. Be able to label the parts and describe the function of these parts
based on reference photographs or drawings and library/internet
research.
II. Topic:
What Do These Living Things Look Like Under the Microscope?

Slides and cover slips
Dissecting needles (may be improvised)
Growth on decomposing banana
Bread with molds
Rotten potato
Dropper
Cotton, gauze or clean absorbent cloth
Clean water
IV. References:
Science Grade 7 Learner’s Material; pp. 110 -111
Observe an old banana peelings and a bread with mold.
What are their colors?

What organisms are present in the peelings and bread?
What do these organisms look like under the microscope?
VI. Activity:
VII. Analysis:
1. How will you describe the specimen under the LPO?
2. Describe the specimen under the HPO.
3. What are the parts of a mold?
4. What are the functions of these parts?
VIII. Abstraction:
Figure 1. Growth on banana peeling under LPO
Figure 2. Growth on banana peeling under HPO
Under the LPO, threadlike structures a nd two roundish, yellowish

forms may be observed.
Under the HPO, this yellowish, roundish form has smaller round
things inside and a stalk or stem-like part
Figure 3. Fungal hyphae (plural of hypha) – fine branching, colorless

threads;
together they form a tangled web called a mycelium

Figure 4. Mold
The stolon is a kind of hypha connecting fruiting bodies. The

stemlike part is called a sporangiophore. The roundish yellowish
shapes are sporangia (plural for sporangium) the structures which
bear the small round spores. Each spore that lands in a warm, dark,
moist place “germinates” and form hyphae all over again.
IX. Application:
Molds and bacteria usually cause food spoilage. Suggest ways
on how to prevent food from spoilage due to molds and bacteria.
X. Assessment:
What are the parts of mold?
XI. Agreement:
1. How do molds reproduce?
2. What is reproduction?
3. Look for barks of trees, stones, rocks, moist flower pots that
have greenish growth. Get the greenish growth by scraping
the sides.
Soak the scrapings in water overnight to separate the soil
particles and debris from the microorganisms. Bring the
organism on the next day.

Activity 15
Objectives:
1. Prepare slides of the growths on old banana peeling, and/or bread
mold, lumot,and the bacterial colony .
2. Observe these living things using a microscope.
3. Draw and describe these living things.
4. Be able to label the parts and describe the function of these parts based
on reference photographs or drawings and library/internet research.
Materials:
Slides and cover slips
Dissecting needles (may be improvised)
Growth on decomposing banana
Bread with molds
Rotten potato
Dropper
Cotton, gauze or clean absorbent cloth
Clean water
Procedure:
Part 1.
1. Get a small part of the white, cottony growth on the
decomposing banana.
2. Spread it with a needle until only a thin layer is on the middle
of the glass slide.
3. With the dropper, wet the spot with a drop of water.
4. Cover with the cover slip by putting down one side first and
gently laying down the cover slip until it is flat over the
specimen.
5. Place it on the microscope stage just under the low power
objective (LPO).
6. Draw what you see.
7. Focus until clear, then shift to the high power objective (HPO).
8. Draw what you see.
10. Do the same for the growth on the bread, lumot, Z on the
potato.
Part 2.
1. Look at the figure below.
Figure 4. Parts of Mold

2. Compare the figure on your drawings.

3. Label your drawings.
4. Describe the function of these parts based on the picture.
Analysis:
1. How will you describe the specimen under the LPO?
2. Describe the specimen under the HPO.
3. What are the parts of a mold?
4. What are the functions of these parts?

Lesson 16
Competency:
S7LT-IIg-7 Differentiate asexual from sexual reproduction in terms of

number of individuals and similarities of offspring.
I. Objectives:
1. Describe how Protococcus reproduce.
2. Explain what fission is.
3. Infer the characteristics of the offspring of Protococcus.
II. Topic: Asexual Reproduction

Sub-topic: Fission

scalpel or blade
microscope slide
cover slip
microscope
tap water in clean bottle
dropper.
IV. References:
Science Grade 7 Learner’s Material; pp. 115-117
A. Have you noticed a greenish growth on barks of tree or on

slippery concrete walkways?
B. What could this organism be?
VI. Activity:
Can one become two?
.
VII. Analysis:
1. What happen to the Protococcus?.
2. How does Protococcus reproduce?
3. What are the characteristics of the offspring of Protococcus?
4. If Protococcus reproduced through fission, how will you describe
fission?
VIII. Abstraction:
How do organisms reproduce asexually through fission?
Through fission, the cell divides to form two identical daughter
cells. Each daughter cell continues to grow until it becomes as large as
the parent cell.
IX. Application:
If you are suffering from sore throat and fever, millions of

bacteria are multiplying inside your body that makes you feel worse
and worse. Haven’t you think how those bacteria reproduce? What
remedies can you apply to lessen the activity of bacteria?
X. Assessment:
1. All of the following organisms reproduce asexually by a
process called binary fission, EXCEPT
A. amoeba C. protococcus
B. plant D. paramecium
2. During fission, a single bacteria cell can copy its DNA and
divide into how many identical cells?
A. one C. three
B. two D. four
3. These bacteria cells reproduce through a process called

___________.
A. Bilayers C. Binary fission
B. Budding D. Fragmentation

Answer:
1. B 2. B 3. C
XI. Agreement:
Make a research on other examples of unicellular organisms
that reproduce through fission.

Activity No. 16
Can one become two?
Objectives:
1. Describe how Protococcus reproduce.
2. Explain what fission is.
3. Infer the characteristics of the offspring of Protococcus.
Materials Needed:
scalpel or blade
microscope slide
cover slip
microscope
tap water in clean bottle
dropper.
Procedure:
Preparation for Activity

1. Look for barks of trees, stones, rocks, moist flower pots that
have greenish growth.
2. Get the greenish growth by scraping the sides.
3. Soak the scrapings in water overnight to separate the soil
particles and debris from the microorganisms.
Activity Proper
1. Put a small amount of scraping on a slide.
2. Add a drop of water.
3. With 2 dissecting needles, carefully tease or separate the
scraping and mix it with the water.
4. Gently place a cover slip on the slide. Examine the scraping
under the low power objective.
Look for a cell similar to the figure below.
Figure 1. Protococcus is a round single-celled green alga.
5. Show your teacher the Protococcus cell that you have

located.
6. Protococcus, which is a prokaryote, reproduces by dividing.
Look for Protococcus cells that are dividing.
7. Shift to high power objective.
8. Draw the dividing Protococcus cells that you have identified.

Guide Questions:
1. What happen to the Protococcus?.
2. How does Protococcus reproduce?
3. What are the characteristics of the offspring of Protococcus?
4. If Protococcus reproduced through fission, how will you
describe fission?

Lesson 17
Competency:
S7LT-IIg-7 Differentiate sexual from asexual reproduction in terms of
number of individuals involved and similarities of
offspring to parents.
I. Objectives:
1. Identify the kinds of asexual reproduction.
2. Describe the characteristics of asexual reprod uction.
II. Topic:
Types of Asexual Reproduction
Books, internet, video clips, worksheet, pen
IV. References:
Science Grade 7 LM, pp.112-118
Science Grade 7 TG; pp. 107-110
https://www.google.com.ph/
A. Jumbled Letter
Rearrange the jumbled letters to identify the following
statements.
Peodtnorruci – The ability of an organism to produce new
individual.
Frnofsipg – New organism produced.
B. Observe the pictures below.
Questions:
1. What common characteristics are being shown by the
picture?
2. Based from the pictures how do the organisms
produced their offspring?
VI. Activity:
It’s my type!

VII. Analysis:
1. What are the different types of asexual reproduction?
2. How many parent/s is/are involved in asexual reproduction?
3. How do the characteristics of offspring related to the
characteristics of the parents?
4. What are the characteristics of asexual reproduction?
5. Based from your analysis, what are the advantages of
asexual reproduction? How about its disadvantages?
VIII. Abstraction:
1. What is asexual reproduction?
2. What are the types of asexual reproduction?
3. What are the advantages and disadvantages of asexual
reproduction?
Asexual reproduction is a mode of reproduction in which a

single organism is the sole parent and the offspring is genetically
identical to the parent.
The different types of asexual reproduction are vegetative
propagation, binary fission, budding, spore formation and
regeneration.
Advantages of Asexual Reproduction

It does not require special cells or a lot of energy
It can produce offspring quickly in a stable environment that creates
large, thriving population.
Disadvantages of Asexual Reproduction

It has a limited ability to adapt
Face massive die-off if environment changes
IX. Application:
One of the types of asexual reproduction is vegetative
reproduction. In this type of reproduction plants grow from
vegetative parts of the plant like the roots, stems and leaves.
Give examples of plants that reproduce asexually. In
which part of the plants they reproduce their offspring?
X. Assessment:
Directions: Read each statement carefully. Choose the letter of the
correct answer.
1. Which of the following structures are NOT involved in asexual

reproduction?
A. Gametes B. Tuber
C. Stem D. Root

2. A farmer grew only one type of onion. All of the onion plants
died from the same disease. What can be said of this onion
plant population?
A. Only a few plants were resistant to the disease.
B. The onion plants were genetically identical
C. All of the onion plants were resistant to the disease.
D. The onion plants were genetically different from each other.
3. A farmer wants to propagate a good variety of a crop in a wa y

which maintained all its desirable traits. Which of the following
methods should be used?
A. Self-pollination
B. Vegetative propagation
C. Growing seeds produced from this variety
D. Cross-pollinating this crop with another good variety and
growing the seeds resulting from the cross
4. How many parents are required for asexual reproduction?

A one C. three
B two D. four
5. Which of the following is a disadvantage for asexual

reproduction?
A. It has a limited ability to adapt
B. It can produce offspring quickly
C. It does not require a lot of energy
D. The offspring are genetically identical
Answer:
1. A 2. B 3. B 4. A 5. A
XI. Agreement:
1. Make collection of plants which reproduce through stem in your
locality.
2. Make list of plants whose roots are used in your kitchen as
vegetable.
3. List the ornamental plants which reproduce by artificial
vegetative propagation in your locality.

Activity No. 17
It’s My Type!
Objectives:
1. Identify the kinds of asexual reproduction.
2. Describe the characteristics of asexual reproduction.
Materials:
DLP/TV, laptop, article about asexual reproduction, worksheet,
pen
Procedure:
1. Let the students watch a video about the different types of
asexual reproduction.
(https://www.youtube.com/watch?v=2WNoErUFAvI)
2. The teacher may also use articles regarding the topic if
videos are not available.
3. Based from the video you have watched or article you have
read, fill-in the table below.
Types of No. of Similarities Parts of the Examples
Asexual Parent of Offspring Body of
Reproduction Involved to Parents where the Organisms
Offspring
Arise
Analysis
1. What are the different types of asexual reproduction?

2. How many parent/s is/are involved in asexual reproduction?
3. How do the characteristics of offspring related to the characteristics
of the parents?
4. What are the characteristics of asexual reproduction?
5. Based from your analysis, what are the advantages of asexual
reproduction? How about its disadvantages?

Lesson 18
Competency:
S7LT-IIg-8 Describe the process of fertilization.
I. Objectives:
1. Distinguish the male and the female reproductive structures
of a gumamela flower.
2. Describe the function of each structure in reproduction
II. Topic:
Sexual Reproduction
Sub Topic: Reproduction in Flowering Plants

2 gumamela flowers (1 fresh and 1 withered)
1 gumamela bud
Hand lens
Scalpel or Razor blade
IV. References:
Science Grade 7 Learner’s Material, pp. 119-121
Science and Technology; Rabago, Joaquin and Lagonzad;
pp.325-332
A. Ask the following questions:
1. What is your favorite flower? Describe it.
2. Are flowers important?
3. How are they important?
B. Study the picture of a gumamela flower with its parts.

Compare the picture with the actual flower that you have.
Questions:
1. Do they have the same parts?
2. What are the different parts of a flower?
VI. Activity:
Structure of a Gumamela Flower
VII. Analysis:
1. Describe how the flower is attached to the stem.

2. What is the function of the sepals in the unopened flower?
3. On which flower does the stigma feel sticky?
4. Why do you think the stigma is sticky?
5. How many compartments do you find?
6. How do you think pollen grains reach the pistil?
VIII. Abstraction:
Flower is the reproductive structure in plants. Some plants

have the male and the female reproductive structures in one flower.
Others have separate flowers containing the male and female
reproductive structures.
The essential (reproductive) parts of a flower are the pistil
(female organ) and the stamen (male organ). The parts of the stamen
are the anther, where the pollen grains are produced and the filament
or the slender stalk which holds the anther. Sperms are found in the
pollen grains.
The parts of the pistil are the stigma (the expanded tip of the
pistil on which a pollen grain may land and germinate), the style (a
tube connecting the stigma to the base of the pistil) and the ovary (the
base of the pistil where the egg cell is formed).
Pollination occurs when the pollen grains of a flower are
transferred to the stigma of the same or another flower through some
agents like insects, birds, bat and wind.
When the nuclear contents of the egg and the sperm combined
together, fertilization occurs. From this union, a zygote is produced. In
plants, the zygote or embryo is within the seed.
A. Use video clip to show how pollination and fertilization occur in

flowering plants.
B. Use illustrations or drawings in describing the formation of a
pollen tube so that the students will understand the process
better. Talk about fertilization which occurs after pollination.

IX. Application:
Label the parts of a flower below.
X. Assessment:
Directions: Read each statement carefully. Choose the letter of

the correct answer.
1. What parts of the flower are involved in sexual reproduction?

A. Pistil and petals B. pistil and stamen
B. Stamen and sepals D. petals and pollen
grains
2. All of the following are part of a pistil, EXCEPT__________
A. Ovary B. sepal C. stigma D. style
3. Which part of the flower produces pollen grains?
A. Anther B. filament C. stigma D. style
4. Parts of the flower that supports the petals.
A. Sepal B. stalk C. stigma D. style
5. The transfer of pollen grains from the anther to the stigma of
a flower.
A. combination B. fertilization C. pollination
Answer:
1. B 2. B 3. A 4. A 5. C
XI. Agreement:
What are the human reproductive organs?

Activity No. 18
Structure of a Gumamela Flower
Objectives:
Describe the structures of a flower involved in reproduction.
Materials Needed:
2 gumamela flowers (1 fresh and 1 withered)
1 gumamela bud
Hand lens
Scalpel or Razor blade
Procedure:
1. Examine the entire flower and the part of its stem.

2. Examine the bud, an unopened flower. Identify the sepals.
3. Remove the sepals and petals. The most important reproductive
parts remain. Touch the stigma in a relatively fresh opened flower, in
a bud and in a withered one.
4. Cut through the ovary and examine the parts with a hand lens.
5. Touch the tip of a stamen or tap it lightly over a piece of white paper.
The powdery materials at the tips are made up of pollen grains.
Sperm cells are produced inside these grains.
6. Take a whole flower. Measure the distance between a pollen grain
on a stamen and the ovary where the ovule is.
Analysis:
1. Describe how the flower is attached to the stem.
2. What is the function of the sepals in the unopened flower?
3. On which flower does the stigma feel sticky?
4. Why do you think the stigma is sticky?
5. How many compartments do you find?
6. How do you think pollen grains reach the pistil?

Lesson 19
Competency:
S7LT-IIg-8 Describe the process of fertilization.
I. Objectives:
1. Identify the cells involved in sexual reproduction of
humans/animals.
2. Illustrate the process of sexual reproduction.
3. Describe how fertilization occurs.
II. Topic:
Sexual Reproduction
Sub Topic : Sexual Reproduction in Humans and Animals
Worksheet, pen, article, video clips
IV. References:
Science Grade 7 Learner’s Material, p.121
What are the male and female reproductive organs?
Male Reproductive Organs Female Reproductive Organs
VI. Activity:
Human Reproduction

VII. Analysis:
1. How many parents are involved in sexual reproduction?
2. What gametes or sex cells are produced by male parent?
3. What gametes or sex cells are produced by female parent?
4. What happens when the sperm cells unite with the egg cell?
5. What is formed after fertilization?
6. Does the offspring’s characteristics identically the same with its both
parents? Why?
VIII. Abstraction:
What types of cells are involved in sexual reproduction?
How does fertilization occur?
IX. Application :
One of the controversial issues in our country is the approval of

The Responsible Parenthood and Reproductive Health Act of 2012
(Republic Act No. 10354), informally known as the Reproductive Health
Law or RH Law. It is a law in the Philippines, which guarantees
universal access to methods on contraception, fertility control, sexual
education, and maternal care. The government believes that passing
the Law will be a great help in our economy since overpopulation
causes poverty.
Another reason why the government introduced the RH bill is

that the use of contraceptives cannot only be of assistance in birth
control but can also serve as protection against sexually transmitted
diseases like AIDS and lower the risk of unwanted pregnancy. RH Bill
is all about birth control and the Catholic Church is very much against
it. In our churches family planning with the use of contraceptives is
completely immoral. It’s like disrupting the balance of nature. They
strongly insist that “natural” family planni ng should be carry out by
families, that there should be no control over it.
Suppose you are members of a committee assigned to study the

RH Bill, will you approve it or not? Why?

X. Assessment:
1. A gamete unites with gamete to form a zygote. Which process is

taking place?
A. Pollination
B. Fertilization
C. Asexual reproduction
D. Vegetative propagation
2. In sexual reproduction, what is the source of the genetic material in a

zygote?
A. An egg cell only
B. A sperm cell only
C. A pollen and a sperm cell
D. An egg cell and a sperm cell
3. Which species can produce offspring that are genetically different

from their parents?
A. A species that has few variations
B. A species that reproduces asexually
C. A species that reproduces sexually
D. A species that competes with a similar species
4. Which is NOT a characteristic of sexual reproduction?

A. Gametes from two parents unite to form a zygote.
B. Offspring are genetically identical with the parent.
C. Offspring are different from their parents and sibling.
D. Genetic variability of offspring help to ensure survival in
changing environmental conditions.
5. How many parent/s is or are involved in sexual reproduction?

A. one only B. two
C. three D. none
Answer:
1. B 2. D 3. C 4. B 5. B

XI. Agreement:
1. Make a research regarding the following issues on human

reproduction:
a. infertility,
b. AIDS (Acquired Immune Deficiency Syndrome), and
c. family planning.
2. Write an essay about your opinion on the said issues.

Activity 19
Human Reproduction
Objectives:
1. Identify the cells involved in sexual reproduction of humans/animals.
2. Illustrate the process of sexual reproduction.
3. Describe how fertilization occurs.
Materials: worksheet, pen, article or video clip
Procedure:
Read an article about human reproduction and fertilization.
Humans and all animals that reproduce sexually have

cells called gametes. Gametes are formed during meiosis
and come in the form of sperm (produced by males) or eggs
(produced by females). When conditions are right, sperm
and egg unite in a process known as fertilization. The
resulting fertilized egg, or zygote, contains genes from both
parents.
The teacher can also use a video to present the lesson

(https://www.youtube.com/watch?v=UDpTaUtgf0g)
1. Based from what you have watch or read, illustrate the
process of reproduction by filling in the boxes below.
2. Look for the possible answers inside the box.
Sperm cell
Zygote
Fertilization
Egg cell
Ovary of a
female parent
Testes of a male
parent

Analysis:
1. How many parents are involved in sexual reproduction?

2. What gametes or sex cells are produced by male parent?
3. What gametes or sex cells are produced by female parent?
4. What happens when the sperm cells unite with the egg cell?
5. What is formed after fertilization?

6. Does the offspring’s characteristics identically the same with its
both parents? Why?

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Lesson Guide in Science Grade 7

Quarter II Living Things and Their Environment 1

Quarter II Living Things and Their Environment 2

III. Resources Needed:

1. Below are parts of 4 different ballpens.

Identify which part belongs to which ballpen.

2. A ballpen has parts like those in the pictures.

Identify the function of each part.

VI. Activity: What Makes Up an Organism?

Quarter II Living Things and Their Environment 3

Human body is made up of organ systems that work together.

Quarter II Living Things and Their Environment 4

1. The heart pumps blood that carries oxygen and nutrients to

2. Cancer starts from cells that start to grow uncontrollably fast.

3. Each part of an organ system plays a specific function. Which

4. Which of the following organs is NOT part of the circulatory

5. Which of the following activities does NOT describe a normal

Part I. Parts of the Human Body

The teacher may use a model or a poster of a human torso.

You are an organism just like the plants and animals.

Figure 1. Pictures of a human being, plant, and an animal

Quarter II Living Things and Their Environment 6

Figure 2. A model of a human Figure 3. Some Organ Systems

The circulatory system is one of the organ systems that make up

Figure 4. A model of a human heart

The excretory system is another organ system that makes up an

Quarter II Living Things and Their Environment 7

Figure 5. A model of a human kidney

Organs are made up of tissues. The heart, kidneys, and the

Figure 6. Muscle tissues

S7LT-IIc-3. Describe the different levels of biological organization from cell

III. Resources Needed:

Plants are made up of root and shoot systems. The shoot

3. Which is the reproductive organ of a plant?

4. The part that provides anchorage to the plant is the ________.

5. Which of the following is a function of a leaf?

Quarter II Living Things and Their Environment 11

Part 2: Parts of a Plant

Figure 7. An orchid showing shoot and

Figure 8 shows a picture of a flower. Flowers are the

Figure 8. A Gumamela (Hibiscus) flower

Quarter II Living Things and Their Environment 12

Figure 9 shows a picture of a root tip of an orchid.

Figure 9. A root tip of an orchid

Figure 10 shows a model of a section of a root tip. When you get

Take a closer look at the models of animal and plant cells in

Quarter II Living Things and Their Environment 13

Figure 11. Models of animal and plant cells

Quarter II Living Things and Their Environment 14

S7LT-IIc-3. Describe the different levels of biological organization from

III. Resources Needed:

Quarter II Living Things and Their Environment 15

Quarter II Living Things and Their Environment 16

1. Which of the following differentiates organs from tissues?

2. At which smallest level of organization in an organism can

3. Which is the correct sequence of the levels of organization in

4. Human heart is an example of ________

5. It is composed of different tissues grouped together into a

Quarter II Living Things and Their Environment 17