Detailed Lesson Plan in Science Grade 7

Teacher: JESSA C. DE ASIS Subject: SCIENCE

School: LA DICHA NATIONAL HIGH SCHOOL Quarter: SECOND

Grade: SEVEN Date: January 16, 2024

I. Objectives
Content Standard: The learners demonstrate understanding of organisms interacting with each other and with
their environment to survive.

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

Learning Competency: Describe the different ecological relationships found in an ecosystem. (S7LT-IIh-10)

Objectives:
 Identify the 3 different symbiotic relationships
 Describe the 3 different symbiotic relationships
 Appreciate the importance of symbiotic relationships.
II. Content:

Subject Matter: SYMBIOTIC RELATIONSHIPS

Integration: English: Learners will be using as their medium of communication in their reporting and
some queries and answers.

Values: Proper behavior, attentive listening, teamwork, cooperation, cleanliness and following correct
procedure and appreciate the existence of tiny living organism and the functions of every detail of our
systems.

Strategies: 7 E’s Learning Model, Cooperative Learning, Learners will be using as their medium of
communication in their reporting and some queries and answers, Collaboration Learning.

References:
Google, Internet, Science 7 Learner’s Material, Unit 2: Living Things and Their Environment.

Materials:
Laptop, TV, PowerPoint presentation, activity materials.
 Teachers Activity Students Activity

A. Pre-liminary Activities
A pleasant morning to everyone! Good morning, Ma’am!
Before we get started on our discussion for today, let’s seek (The students will follow)
first guidance from our Dear Lord Jesus Christ.
Everybody stand up, and let’s pray.

So, we’re blessed by this day, and it’s nice to see your welcoming
faces here again. Before anything else, I would like to remind all of
you of the most essential part of the day. It’ll be first, keep yourself
groomed and comfortable, minimize distractions and noises.

“Before you sit kindly pick up pieces of trash under your chair and
arrange your chairs properly.”
“You may now take your seats.”
“Who is absent today? Miss Secretary? How many are absent?
Okay thank you.

III. Learning Tasks:

ELICIT (Access prior knowledge)

Review (Student’s will answer)

Before we proceed to our next topic, let’s first know what you have
learned from the previous lesson.
Our topic last meeting was all
What was our topic last meeting? about the components of an
ecosystem.
 Reflection:

A. No. of learners achieve 80%: ____

B. No. of learners who require additional activities for remediation: ___

C. Did the remedial lessons work? ___

D. No. of learners who have caught up the lesson: ___

E. No. of learners who continue to require remediation: ___

F. Which of my teaching strategies worked well? Why did this work? ___

G. What difficulties did I encounter which my principal or supervisor help me solve? ___

H. What innovation or localized materials did I used/discover which I wish to share with another
teacher? __

Prepared by:
JESSA C. DE ASIS
Science Teacher

Noted by: Noted by:

MARLON U. BAÑAGA MERIAM L. BIOCO
School Head/OIC Master Teacher I

Table of Specification
Science 7

Learning Remembering Understandin Applying Analyzin Evaluating Creating No. of

Competency g g Items

Differentiate biotic
from abiotic 2 1 3 4 5 5
components of an
ecosystem.
(S7LT-IIh-9)
Total 1 1 1 1 1 5

Prepared by:
JESSA C. DE ASIS
Subject Teacher

Observed by: Observed by:

MARLON U. BAÑAGA MERIAM L. BIOCO

OIC- School Head Master Teacher I
 Activity 1: Demonstrating Techniques of Separating
Mixtures
Objective:
• Apply and perform appropriate techniques in separating the
components of mixtures like filtration, hand picking, magnetism, decantation
and sieving.
 Identify the different ways or method you used in separating mixtures.

Materials Needed:
Sand, gravel, stone, nails, water, marbles, paper clips.

Procedures:
1. Mixed the samples given to your group.
2. Given samples like water, sand, gravel, stone, rice grains, oil, iron filings,
and charcoal.
3. After mixing the samples, separate it using or applying any separating
methods/techniques.
4. Answer the guide questions that follow.
5. Choose a presenter to present the outputs in front of the class.
6. Groups will be given 10 minutes to finish task and present output in front.
7. Group who finishes first answering the guide questions will earn higher
points.
Guided Questions:
1. What are the techniques/methods applying in the mixture given to
your group? Write all that applies.
Answer:

2. Write the meaning of the used separating techniques/method in your

mixture.
Answer:

3. How important is separating mixtures? Why?

Answer:

The separating methods that we use in the samples given to our group is ________________
method. _____________ methods or technique is
__________________________________________.
It is very important to have separating methods of mixtures because it can be very essential in our
everyday activity.
The output of the students will be assessed based
on the following: a. Correctness of the responses-
25 pts. b. Completeness of the materials-15 pts. c.
Teamwork and Neatness- 10 pts.

A magnet could be used to separate

? water and sand
? sand and iron filings
? sand and salt
? colours in a food dye
 Worksheet in Science 7
Group No. : ____________________ Section: ________________ Score: ________
Title: Greenhouse Gases (Greenhouse Effect and Global Warming)
Objective: To be able to present how sources of greenhouse gases affects the atmosphere.
Materials: Worksheet

Procedure:
1. The students will be grouped into 7.
2. The members of each group will brainstorm about their assigned activity.
3. Output of each group will be written inside the box.
 Questions:

1. What are the seven greenhouse gases in the environment?

2. Where these greenhouse gases do came from?

3. What are the effects of these greenhouse gases to the atmosphere?

4. What is the most abundant greenhouse gas in the earth’s atmosphere?

Rubrics

Criteria 3 points 2 points 1 point Group Score

Group output Group output is Group output is presented

is presented presented not very not clear and not
Presentation/Delivery
clearly and clear but confidently
confidently confidently
 Concept is Concept is partially Group is trying to show the
clearly shown shown concept
Concept

All members 3 out 5 members Only 1 member answers

helped in only help in doing the activity
Team work
doing the the activity
activity

Done with the Done with the activity 2 or

activity 1 minute more minutes after the
Timeliness Activity is done
after the allotted allotted time
on time
time.

Total Score
Performance or learner outcomes
Students will be able to:
 Distinguish between biotic and abiotic factors in the environment.
 Compare the different levels of biological organization used in ecology.
 Explain the difference between a niche and a habitat.

Resources, materials and supplies needed

 Poster board, old magazines with pictures, scissors, glue, markers

Safety Considerations

Supplementary materials, handouts

Five-E Template

Teacher Does Probing Questions Students

responses/
Misconception
s
Engage:

Show anchor video to the 1. When you go to nearby 1. Response varies.

students. After watching the park, what kind of animals or
video, ask them some general plants do you usually 2. Response varies.
questions about the see? Can you give me an
interaction between organism example?
and environment.
2. Do you know how this
How animals gather food animal/plant searches for
shows one way organisms food?
interact with their
environment.

When you look at your

backyard or a park, you may
wonder why plants and
animals live the way they
do. You may also wonder
why a fish lays several
thousand eggs and why they
haven't overpopulated the
earth. Compared to human
like us, is it possible for us to
overpopulate the earth?
These questions are about
ecology which is the
scientific study of
interactions between
organisms and their
environment.

Time: ______minutes

Explore:

We are going to examine how

organisms affect each other
and the physical environment.
We will also examine
relationships that exist in the
community, ecosystem, and
biosphere.
Before I said anything about
community, ecosystem,
biosphere, and organization of
life, I would like you to divide
into 7 groups. Each group
will have a term to work
with. Your job as a group is
to define the term and give
examples to support your
definition. Afterward, you
should draw or cut out
pictures that will help the
class remember your
term. You may use your book
as a guideline. After your
poster is complete, you will be
asked to explain it to the
class. Also, your group
should write two questions
about their term so you can
test your classmates after your
presentation. Your poster
doesn�t need to be fancy, but
you must try to come up with
an explanation for your term
and give examples to support
your explanation.

1. Biosphere
2. Biotic factor
3. Abiotic factor
4. Population
5. Community
6. Ecosystem
7. Habitat

You will have about 20

minutes (or the rest of class)
to finish up this exercise.

Time: ______minutes

Explain:
(Student lead discussion)
Students will present their
poster and each group will
have 5 minutes.

(Teacher lead discussion)

Show a transparency of pg. 1. Can anyone give me an 1. Responses vary. For
59 from the textbook. Have example of Interactions example, two lions are
the students try to identify the within population? chasing after the same
organization of life and rabbit in wildness.
explain to the students that 2. How about individuals
this is the level of interact within communities? 2. When the size of one
organization (the hierarchy of population grows so large
life). 3. What would be the habitat it begins affecting the food
and niche for squirrel? supply for another species
All organisms depend on in community.
others for food, shelter,
reproduction, or protection. 3. Habitat – forest, city
park with trees
There are 3 levels of Niche – to distribute seeds
organization provided by the
ecologists.
1. Interactions within
population (members
 of same population
compete with one
another for food,
water, mates and other
resources)
2. Individuals interact
within communities (a
change in one
population in a
community will cause
changes in the other
populations)
3. Interactions among
living things and
abiotic factors from
ecosystems

We all know a habitat is the

place where organisms live,
but habitat can be further
divided into niches. A niche
is the role a species plays in a
community.

Time: ______minutes

Extend / Elaborate:

For elaborate part of this

lesson plan, students will
complete question #5 from
pg. 63 of the textbook as a
homework assignment.

Time: ______minutes

Evaluate:
Pop quiz questions
Pop quiz at end of the lesson. 1. List 3 abiotic factors in an
ecosystem.
Time: ______minutes
2. Give an example that
would demonstrate the
 differences between niche
and habitat.

3. Compare and contrast

population and communities.

Greenhouse gases are responsible for carrying out phenomenon of greenhouse effect.Greenhouse
effect is crucial to carry out life supporting activities as well as to keep a planet warm.Greenhouse
gases traps radiations of sun.Example of greenhouse gases are:

Carbon dioxideWater vaporMethaneNitrous oxideOzoneChlorofluorocarbonsHydrofluorocarbons