K to 12 UNPACKED MOST ESSENTIAL LEARNING COMPETENCIES

Subject: Science Grade level: Grade 7

K TO 12
QUARTER CONTENT STANDARD PERMORMANCE STANDARD MELC’S DURATION & OBJECTIVES
CODES
SCIENCE 7 The learners demonstrate The learners should be WEEK 1
1st Quarter understanding of... able to... ● Identify the steps of a scientific S7MT-Ia-1
method.
Scientific ways of acquiring Perform in groups in Describe the
● Explain the importance of following
knowledge and solving guided investigations components of a
order.
problems involving community-based scientific investigation
problems using ● Demonstrate scientific processes.
locally available materials. ● Use the scientific method in solving
problem through an experiment.
● Relate scientific method in daily life.

Classifying substances as Make a chart, poster, or Recognize that WEEK 2 - 3

elements or compounds multimedia presentation substances are classified ● Define element.
of common elements into elements and ● Identify the elements in the Periodic S7MT-Ig-h
showing their names, compounds Table -5
symbols, and uses
● Describe the characteristics/
properties of an element.
● Discuss the importance of proper
usage of substances.
● Give the uses of the elements
commonly found at home.
● Define compound.
● Discuss how compounds are formed.
 Department of Education, Schools Division of Catbalogan City

Subject: Science Grade level: Grade 7

K TO 12
QUARTER CONTENT STANDARD PERMORMANCE STANDARD MELC’S DURATION & OBJECTIVES
CODES
● Identify compounds formed from
combining elements.
● Describe the characteristics/
properties of a compound.
● Distinguish elements from
compounds based on a set of
properties.
● Classify substances as either element
or compound.
● Design a chart, poster, or multimedia
presentation of common elements
showing their names, symbols, and
uses.

The properties of Investigate the properties of Distinguish mixtures WEEK 4 – 5

substances that distinguish mixtures of varying from substances based ● Define pure substance.
them from mixtures concentrations using on a set of properties ● Describe pure substance based on a S7MT-Ie-f
available materials in the set of properties. -4
community for specific
● Differentiate homogeneous from
purposes.
heterogeneous mixtures.
● Relate the importance of pure
substance in real – life situation.
● Investigate pure substances found in
nature, in the supermarket, grocery
store and even at your home.
● Define mixtures
● Describe mixtures based on a set of
properties
● Relate the importance of mixtures in
real – life situations.

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 Department of Education, Schools Division of Catbalogan City

Subject: Science Grade level: Grade 7

K TO 12
QUARTER CONTENT STANDARD PERMORMANCE STANDARD MELC’S DURATION & OBJECTIVES
CODES
● Differentiate the properties between
pure substances and mixtures based.
● Investigate mixtures found in nature,
in the supermarket, grocery store and
even at your home.
● Design a procedure that will identify
if the unknown sample is a mixture or
a pure substance.

Some important Prepare different Investigate properties of WEEK 6

properties of solutions concentrations of mixtures unsaturated or saturated ● Define saturated and saturated
according to uses and solutions S7MT-Ic-2
solutions.
availability of materials.
● Identify the properties of a solutions.
● Describe saturated and unsaturated
solution.
● Describe the appearance of a
saturated solution.
● Describe the observable
characteristics or properties of
common solutions found at home or
in stores or in the locality.
● Investigate how particle size affect
how solute dissolves.
● Define supersaturated solution.
● Compare and contrast saturated and
supersaturated.
● Cite the importance of
supersaturated solution.

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 Department of Education, Schools Division of Catbalogan City

Subject: Science Grade level: Grade 7

K TO 12
QUARTER CONTENT STANDARD PERMORMANCE STANDARD MELC’S DURATION & OBJECTIVES
CODES
Express concentrations WEEK 7
of solutions ● Define quantitative methods of
quantitatively by expressing concentration of S7MT-Id-
preparing different solutions. 3
concentrations of
● Identify the two components of
mixtures according to
solutions.
uses and availability of
materials. ● Discuss the steps in expressing the
concentrations of the solution.
● Explain the importance of accuracy
and consistency.
● Solve the mass of solute, volume of
solution or the concentration of the
solution giving two variables.

SCIENCE 7 The learners demonstrate The learners should be Identify parts of the WEEK 1
2nd Quarter understanding of... able to... microscope and their ● Define Microscope.
functions. ● State the function of a microscope. S7LT-IIa-1
The parts and functions of Employ appropriate
● Discuss the various type of
the compound techniques using the
microscope.
microscope. compound microscope to
gather data about very small ● Label the parts of the microscope
objects ● Describe the functions of each part of
the microscope.
● Demonstrate proper care and
handling of microscope.
● Give insight on the importance of the
development of microscope to
human lives.

Focus specimens using WEEK 2

the compound
● Define specimen.
microscope.
S7LT-IIb-2
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 Department of Education, Schools Division of Catbalogan City

Subject: Science Grade level: Grade 7

K TO 12
QUARTER CONTENT STANDARD PERMORMANCE STANDARD MELC’S DURATION & OBJECTIVES
CODES
● Focus specimens using the
compound microscope.
● View specimen using the LPO and
HPO magnification of a compound
microscope.
● Compute the magnification of the
specimen.
● Demonstrate the proper ways of
handling a microscope.
● Draw a cell as seen in the microscope
using the LPO and HPO
magnification.

The different levels of Describe the different WEEK 3

biological organization levels of biological
● Define biological organization.
organization from cell to
● Identify the different levels of S7LT-IIc-3
biosphere.
biological organization in an
organism.
● Sequence the hierarchical levels of
biological organization.
● Describe the parts that make up each
level of organization and their
functions.
● Give insight on understanding
hierarchy.
● Make a poster/slogan showing how
can we protect ourselves from
Covid-19.

The difference between Differentiate plant and WEEK 4

animal and plant cells animal cells according to
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 Department of Education, Schools Division of Catbalogan City

Subject: Science Grade level: Grade 7

K TO 12
QUARTER CONTENT STANDARD PERMORMANCE STANDARD MELC’S DURATION & OBJECTIVES
CODES
presence or absence of ● Define cell
certain organelles. ● Describe the basic functions of the S7LT-IIc-3
organelles.
● Identify the major parts of the animal
and plant cell.
● Describe the function of each
organelle present in animal and plant
cell.
● Illustrate the animal and plant cell
organelles with its proper location.
● Construct a Venn Diagram to show
parts that are common to both and
parts that are only found in either
plant or animal cells.

Explain why the cell is WEEK 5

considered the basic ● Familiarize the history, theory, types,
structural and functional structures and functions of a cell. S7LT-IIe-5
unit of all organisms. ● Explain why a cell is considered as
basic structural and functional unit of
life.
● Discuss the modern principles of the
cell theory.
● Describe the contribution of
Leeuwenhoek, Hooke, Schleiden,
Schwann, and Virchow make to the
development of the cell theory.
● Draw a typical cell and label its basic
parts.
● Design a 3D foldable story book that
will showcase the differences
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 Department of Education, Schools Division of Catbalogan City

Subject: Science Grade level: Grade 7

K TO 12
QUARTER CONTENT STANDARD PERMORMANCE STANDARD MELC’S DURATION & OBJECTIVES
CODES
between eukaryotic cells from
prokaryotic cells and vice versa.
● Appreciate the cell as a highly
organized structure.

Reproduction being both Differentiate asexual WEEK 6

asexual or sexual from sexual ● Define reproduction.
reproduction in terms ● Describe the modes of reproduction. S7LT-IIg-7
of: ● Discuss the different types of asexual
1. Number of
reproductions.
individuals
● Describe sexual reproduction.
involved;
● Label the male and female
2. Similarities of
reproductive structures of a
offspring to
gumamela flower.
parents.
● Classify organisms according to their
methods of reproduction.
● Compare asexual and sexual
reproduction according similarities of
offspring to parents.
● Create a concept map to show the
difference between sexual and
asexual reproduction terms of
number of individuals involved and
similarities of offspring to parent.

Organisms interacting with Differentiate biotic from WEEK 7

each other and with their abiotic components of
environment to survive. an ecosystem.

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 Department of Education, Schools Division of Catbalogan City

Subject: Science Grade level: Grade 7

K TO 12
QUARTER CONTENT STANDARD PERMORMANCE STANDARD MELC’S DURATION & OBJECTIVES
CODES
● Define an ecosystem.
● Discuss abiotic and biotic S7LT-IIh-9
components of ecosystem.
● Identify abiotic and biotic
components of ecosystem.
● Explain the relationship of biotic and
abiotic.
● Cite the importance of abiotic and
biotic components of an ecosystem.

Describe the different WEEK 8

ecological relationships ● Describe an ecosystem and its
found in an ecosystem. ecological relationship. S7LT-IIh-1
● Identify the ecological levels of 0
organizations in the ecosystem.
● Differentiate symbiotic and
non-symbiotic relationship.
● Relate the importance of ecosystem
in daily living.
● Illustrate at least five (5) ecological
relationships that are existing in your
community.

Predict the effect of WEEK 9

changes in abiotic
factors on the ecosystem

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 Department of Education, Schools Division of Catbalogan City

Subject: Science Grade level: Grade 7

K TO 12
QUARTER CONTENT STANDARD PERMORMANCE STANDARD MELC’S DURATION & OBJECTIVES
CODES
● Identify the abiotic factors in the
ecosystem. S7LT-IIj-12
● List some effects of changes in abiotic
factors.
● Infer how abiotic factors affect
biodiversity.
● Explain the effect of changes in
abiotic factors for the survival of
organisms.
● Determine the effects of changes in
abiotic factors on the ecosystem.
● Give the importance of abiotic factors
in maintaining the balance in the
ecosystem.

SCIENCE 7 The learners demonstrate The learners should be Describe the motion of WEEK 1 – 2
3rd Quarter understanding of... able to... an object in terms of ● Define the motion of an object
distance or through words and visuals. S7FE-IIIa-
Motion in one dimension Conduct a forum on displacement, speed or ● Define distance and displacements. 1
mitigation and disaster risk velocity, and
reduction acceleration. Explain the motion of an object in terms
of distance and displacements.
● Define what speed is.
● Identify the types of speed (Constant
and instantaneous speed).
● Explain the motion of an object in
terms of speed.

● Define what velocity is.

● Describe the motion of an object in
terms of velocity.

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 Department of Education, Schools Division of Catbalogan City

Subject: Science Grade level: Grade 7

K TO 12
QUARTER CONTENT STANDARD PERMORMANCE STANDARD MELC’S DURATION & OBJECTIVES
CODES
● Define acceleration
● Discuss the motion of an object in
terms of acceleration.
● Investigate the motion of an object in
terms of acceleration.

Create and interpret the WEEK 3

visual representation of
● Describe the point reference of an
the motion of objects
object in terms of distance and S7FE-IIIb-
such as tape
displacement. 3
charts and motion
graphs ● Explain visual representation of the
motion of objects in terms of speed
(using tape charts and motion
graphs).
● Discuss the visual representation of
the motion of objects in terms of
velocity (using tape charts and
motion graphs).
● Apply visual representation of the
motion of objects in terms of velocity
(using tape charts and motion
graphs).
● Investigate visual representation of
the motion of objects such as tape
charts and motion graphs

Waves as a carrier of Conduct a forum on Infer that wave carry WEEK 4

Energy. mitigation and disaster energy.
risk reduction

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 Department of Education, Schools Division of Catbalogan City

Subject: Science Grade level: Grade 7

K TO 12
QUARTER CONTENT STANDARD PERMORMANCE STANDARD MELC’S DURATION & OBJECTIVES
CODES
● Define wave
● Identify the characteristics of a wave. S7LT-IIIc-4
● Explain how waves carry energy from
one place to another.
● Differentiate between transverse and
longitudinal waves.
● Distinguish mechanical and
electromagnetic waves.
● Create a model to show the
relationship among the
characteristics of the wave.

Describe the WEEK 5

characteristics of a
sound using the ● Define what sound is.
concepts of wavelength, ● Identify the characteristics of a sound S7LT-IIId-
velocity, and amplitude. using the concepts of wavelength, 7
velocity, and amplitude.
● Demonstrate how sound is produced.
● Differentiate between loudness and
intensity.
● Create musical instruments using
indigenous products.

The characteristics of light. Suggest proper lighting in Explain the color and WEEK 6
various activities. intensity of light in terms ● Define light in terms of color and
of its wave intensity.
characteristics. ● Discuss the properties and
characteristics of light.

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 Department of Education, Schools Division of Catbalogan City

Subject: Science Grade level: Grade 7

K TO 12
QUARTER CONTENT STANDARD PERMORMANCE STANDARD MELC’S DURATION & OBJECTIVES
CODES
● Relate characteristics of light such as
color and intensity to frequency and
wavelength.
● Design an experiment given several
materials to show that light travels in
a straight line.

How heat is transferred Infer the conditions WEEK 7

necessary for heat ● Define what heat is.
transfer to occur. ● Explain the process of heat transfer. S7LT-IIIh-i
● Distinguish the methods of heat -12
transfer.
● Differentiate conducting materials
from non-conducting materials.
● Discuss some examples of heat
transfer used in everyday life.

Charges and the different Describe the different WEEK 8

charging processes types of charging ● Define electricity
processes. ● Identify the different types of S7LT-IIIj-1
charges. 3
● Discuss the different kinds of
charging processes.
● Distinguish the types of charging
processes.

SCIENCE 7 The learners demonstrate The learners should be Demonstrate how places WEEK 1
4th Quarter understanding of... able to... on Earth may be located ● Describe the coordinate system in
using a coordinate locating places on the globe. S7ES-IVa-
The relation of the Analyze the advantage of the system. ● Discuss the value of coordination. 1
geographical location of location of the Philippines in ● Draw the imaginary lines of a globe

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 Department of Education, Schools Division of Catbalogan City

Subject: Science Grade level: Grade 7

K TO 12
QUARTER CONTENT STANDARD PERMORMANCE STANDARD MELC’S DURATION & OBJECTIVES
CODES
the Philippines to its the climate, weather, and ● Demonstrate the location of the
environment. seasons Philippines using a coordinate system.
● Discuss the importance of following
the right directions.
● Relate the advantage of the location
of the Philippines in the climate,
weather, and seasons.

Cite and explain ways of WEEK 2

using Earth’s resources ● Identify Earth’s natural resources.
sustainably
● Describe Earth’s natural resources.
● Discuss why the Philippines is rich in
natural resources.
● Differentiate renewable from
non-renewable resources.
● Determine which human practices in
using natural resources are
sustainable and not sustainable.
● Design a one-day plan on what can be
done in school to conserve natural
resources.

The different phenomena Analyze the advantage of the Discuss how energy from WEEK 3
that occur in the location of the Philippines in the Sun interacts with
atmosphere relation to the climate, the layers of the
weather, and seasons. atmosphere.

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 Department of Education, Schools Division of Catbalogan City

Subject: Science Grade level: Grade 7

K TO 12
QUARTER CONTENT STANDARD PERMORMANCE STANDARD MELC’S DURATION & OBJECTIVES
CODES
● Identify the layers of the atmosphere.
● Discuss the features of Each layer of S7ES-IVd-
the atmosphere. 5
● Explain the basis for the division of
the layers of the atmosphere.
● Identify the sources of greenhouse
gases.
● Describe the greenhouse effect.
● Relate the concept of the greenhouse
to the increasing temperature of
Earth's atmosphere.
● Construct a model of a greenhouse.

Account for the WEEK 4

occurrence of land and ● Define land and sea breezes
sea breezes, monsoons, ● Describe land and sea breezes S7ES-IVf-
and intertropical 7
● Differentiate land and sea breeze
convergence zone (ITCZ).
through Venn Diagram
● Explain why it is cold around in
December to February and around
July.
● Discuss why habagat brings lots of
rain.
● Interpret a map to determine the
direction of wind movement.
● Investigate how monsoons (amihan
and habagat) affect the day-to-day
living of people in Catbalogan City
(especially people living in upland,
coastal, and island).

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 Department of Education, Schools Division of Catbalogan City

Subject: Science Grade level: Grade 7

K TO 12
QUARTER CONTENT STANDARD PERMORMANCE STANDARD MELC’S DURATION & OBJECTIVES
CODES
● Describe how the intertropical
convergence zone occurs.
● Explain the intertropical convergence
zone through the use of
illustration/diagram.
● Relate the advantage of the location
of the Philippines in relation to the
climate, weather, and seasons.

The relationship between Analyze the advantage of the Using models, relate: WEEK 5 – 6
the seasons and the location of the Philippines in ● Explain how the tilt of Earth's axis
position of the Sun in the relation to the climate, 1. the tilt of the Earth to S7ES-IVh-
affects the length of daytime.
sky. weather, and seasons. the length of daytime. 9
● Draw a visual representation to
2. the length of daytime
to the amount of describe the effect of the tilt of the
energy received. Earth's axis on the length of daytime.
3. the position of the ● Relate the importance of the tilt of
Earth in its orbit to the the Earth’s axis to the length of
height of the Sun in daytime.
the sky. (Module 5)
4. the height of the Sun ● Identify the different seasons and
in the sky to the their characteristics.
amount of energy ● Discuss the relationship between
received.
Earth's axis tilt and position which
determines the season.
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 Department of Education, Schools Division of Catbalogan City

Subject: Science Grade level: Grade 7

K TO 12
QUARTER CONTENT STANDARD PERMORMANCE STANDARD MELC’S DURATION & OBJECTIVES
CODES
5. the latitude of an ● Explain why there are different
area to the amount of seasons in the different regions of the
energy the area world.
receives. (Module 6)
6. the tilt of the Earth ● Determine the characteristics of the
and the seasons. Earth’s orbit from the sun.
● Explain the relationship of the height
of the sun in the sky to the season.
● Illustrate the Earth and its orbit at
different times of the year.
(Module 7)
● Describe how the height of the sun
affects the amount of energy
received by a certain place on Earth.
● Illustrate how is the amount of
energy received related to seasons.
(Module 8)

The occurrence of eclipses Analyze the advantage of the Explain how solar and WEEK 7
location of the Philippines in lunar eclipses occur ● Define solar and lunar eclipses.
relation to the climate, using models ● Describe how shadows are formed in
weather, and seasons. space.
● Illustrate how solar and lunar eclipses
occur.
● Differentiate solar and lunar eclipses
through Venn Diagram.
● Evaluate some beliefs about eclipses.

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 Department of Education, Schools Division of Catbalogan City

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 Republic of the Philippines
Department of Education
REGIONAL OFFICE NO. VIII (EASTERN VISAYAS)
SCHOOLS DIVISION OF CATBALOGAN CITY
CATBALOGAN NATIONAL COMPREHENSIVE HIGH SCHOOL
Mercedes, Catbalogan City

DETAILED LESSON PLAN IN SCIENCE 7

I. Objec ves
A. Content Standards: The learners demonstrate an understanding of organisms
interac ng with each other and with their environment to survive.
B. Performance Standards: Learners should be able to conduct collabora ve ac on to
preserve the ecosystem in the locality.
C. Learning Competencies/ Objectives:
Competency: The Learners demonstrate an understanding of organisms interacting with
each other and with their environment to survive S7LT-IIh-9
Objective: Identify abiotic and biotic components of ecosystem.
Values Integration: Resourcefulness

II. Content
Topic: Bio c and Abio c Components of an Ecosystem
III. Learning Resources
References:
Science 7 Quarter 2 – Module 7: Bio c and Abio c Components of an Ecosystem
DLHTM IX. TOPOGRAPHY (FLORA AND FAUNA)
Other Learning Resources: PowerPoint Presenta on, TV, DepEd Learning Portal Resources

IV. Procedure:

Teacher’s Activity Students’ Activity

PRELIMINARIES (2 mins)
Prayer Prayer
-Let’s start our day with a prayer. May I request *Ms. Anna will lead the prayer and everyone
everyone to please stand up, Ms. Anna will you prays*
please lead the prayer?
Greetings
- Good morning class, How’s your day? Greetings
Checking of Attendance - Good morning, ma’am, we’re doing great
- Glad to hear that! ma’am.
- Let me check the attendance first to see if Checking of Attendance
someone is absent. Let’s just based on your seat *The students raise their hands and respond to
plan to see students who are absent today. the teacher as their name is called. *
Kindly check your seatmate if they are seating in
their respective seats.
*The teacher starts to check the attendance of *The students check their classmates if all are
the students* around*
- Okay, it seems that we only have one absent in -Ma’am, _____ is absent.
the class, did Mr./Ms. _______ has left your
adviser with an excuse letter? Yes, Ma’am
- I’ll just mark him excused.
Checking of Assignment
-Since we’re now done with the checking of Checking of Assignment
attendance before I forget, did I give you an - Yes Ma’am.
assignment last meeting class? Okay, did you *The students will hand their assignment to the
read and review your notes? Glad to hear that. teacher*

So, today we’re going to have a new lesson still

we are at the Ecosystem but this time we’ll focus
more on the components of an Ecosystem.
A. ELICIT (3 mins)
- Here are our objectives for today’s lesson.
*Presents learning objectives to the class*
*Class familiarizes the objectives
- Before we proceed let’s have first a short
review to check if you have learned something
from our previous lesson let us have this
activity. Match the words on the left column
with their meaning on the right column.
Words Meaning
biotic Non-living
ecosystem Composed of living
and non-living
interacting one
another
abiotic Living or once was
living

Who would like to try?

Ma’am!
Yes, Geraldine?
Ma’am, biotic is to living or once was living.

Correct! Ma’am!

Yes, Lailanie?

Ma’am ecosystem is composed of living and non-

living interacting one another.
Wow, great job Lailanie!

It seems that you all remembered our lesson

very well. Is there any question from our
previous lesson so far?
None ma’am.

B. ENGAGE (5 mins)
Observe the following pictures on the screen
and please answer the follow-up questions.

• Are you familiar with these organisms?

Yes ma’am

• How do we refer to them in our local dialect?

Yes, Jane? Ma’am!

Ma’am, I’m familiar with the picture on the

Very good Jane! right, it is an animal. We locally call it Garong.

How about the other one? yes, Carlo?

Ma’am, I’m familiar with the picture on the left,

it is a flower, we have that in our garden. It is
Wow it’s good you have that at home. That’s called Manan-aw or Orchid.
correct it’s called Manan-aw or Orchid.

• In you Aralin Panlipunan, you had your

lesson on Likas na yaman right? What kind of
likas na yaman the organisms in the pictures?

Ma’am, I still remember. The pictures show

Nice you still remember it. That’s correct. yamang hayop and yamang tao.

• What are the things needed by these

organisms in order to grow and survive?

Yes, Jane?

Ma’am, for organisms to grow and survive, they

usually need three main things: food, water, and
You've mentioned three key needs for a proper place to live.
organisms to thrive: food, water, and a suitable
home. These are examples of one of the two
components of an ecosystem. The biotic and
abiotic. Let's find out more through an exciting
activity.

C. EXPLORE (20 minutes)

Class, are you ready for some outdoor activity?

Yes ma’am.
This activity is titled “Activity 1: Observing Biotic
(Living) and Abiotic (Non-living things)
Outdoor Activity
The objective of this activity is to help you
understand the biotic and abiotic components
of an ecosystem by observing them in a natural
setting.
Get ready with the following materials:
Ball pen/ pencil
Paper
Here is how we are going to conduct the activity.
There are two components in an ecosystem:
Biotic and abiotic. Biotic components are living
things, such as plants, animals, and bacteria,
while abiotic components are non-living things,
such as water, air, soil, and sunlight.
You will be divided into three groups, look under
your chair for a piece of colored paper. Group 1:
Pink, Group 2: Green and Group 3: White. Look
for your classmate with similar color to form
your group. In your group, discuss what you
think might be biotic or abiotic before heading
outdoors.
Explore the school outdoor area and find
examples of both biotic and abiotic
components. Identify the total number of biotic
and abiotic components present. Determine
which has more: living or non-living things?
Work together to identify as many examples as
possible. You can take photos or draw pictures
to help you remember what you saw.
After 15 minutes, come back together and share
what you found. Answer the follow-up
questions found in your activity sheet.

Are we clear?

Yes ma’am.
*The class perform the activity.
D. Explain (15 Minutes)

Class, how did you find the activity?

Ma’am, it was all fun and we learned a lot!

Good to hear that, James.

This time, let’s have the presentation of your

output from the activity. Each reporter will be
given 2 minutes to present work.
Each group presents their output successfully.

Let's all give an excellent round of applause to

all our group presenters.

Let's attempt to address the following

questions based on the activity:

1. What is an ecosystem?
 Ma’am, an ecosystem is a place where living
things (like plants, animals, and bacteria) and
non-living things (like water, air, soil, and
sunlight) all interact at one another.
Very well said, Elma!

2. 2. How many living organisms did you

discover, and what are they?

Ma’am, we have like 5 biotic components.

Manan-aw (Orchid), cats, butterfly, birds and
Very good Josh! people.

3. 4. How many non-living elements did

you discover? Can you provide some
examples of non-living components in
an ecosystem?

Ma’am, we found five examples of abiotic

components: water, rocks, soil, air and water.
Very nice Anne!

4. How do living things (biotic

components) and non-living things
(abiotic components) work together in
an ecosystem?

Ma’am, living things need these non-living things

to survive and grow, and they also affect each
other's growth and development. Non-living
things also interact with each other in an
ecosystem, like water carrying nutrients for
Great answer Anthony! plants or wind spreading seeds.

5. How do they affect the overall health

and balance of the ecosystem?

Ma’am, living things in an ecosystem work

together in a balanced way to keep the
Indeed, Gerome. environment healthy.
You are all correct. Biotic and abiotic
components of an ecosystem interact on
another for balance and survival.
Understanding these interactions and
dependencies is essential for fostering a deeper
appreciation for the intricate balance and
sustainability of our natural environment.

E. ELABORATE (3 minutes)

Can you give at least one example of each

component in an ecosystem in your local
community and explain how they interact or
influence one another within the ecosystem?

Ma’am, in our community an ecosystem, non-

living things in the ecosystem, like sunlight help
 the plants grow.

Very good Jayson!

Indeed. I would like to further emphasize

it is important to remember that in an
ecosystem, living and non-living components
both play crucial roles in maintaining balance
and supporting life. Living organisms, such as
plants, animals, and microorganisms,
contribute to the ecosystem by producing
energy, consuming resources, and reproducing.
Meanwhile, non-living components, like air,
water, soil, and sunlight, provide essential
resources for living beings and influence their
growth and survival. Together, these living and
non-living components form a complex,
interconnected system that sustains life on
Earth.

F. EVALUATION (10 minutes)

Direction: Please read the poem on living

(biotic) and non-living (abiotic) parts, then
answer the given questions.

Ecosystem Balance: Harmonious Interplay of

Life and Non-Life
-Jasmin J.

In an ecosystem, we find life and non-life,

Both play their roles; in harmony they thrive.

A Bayabas tree may grow, but it's not our

choice,
"Tubig or Tona, a key example, gives it a
voice.".

Biotic life, living organisms we see,

Manan-aw flowers, Garong cat, they're all part
of this decree.

Water, soil, trees, and animals too,

Abiotic and biotic, together they do.

In this world, they interact with care,

Abiotic supports, biotic thrives, a perfect pair.

1. Which of the following is an example of an

abiotic component in an ecosystem?
A) Bayabas tree
B) Tubig or water
C) Garong
D) Manan-aw
2. Biotic components mainly consist of:
A) Non-living organisms
B) Living organisms
C) Natural resources
D) Human-made elements
3. Which are two examples of abiotic
components?
A) Water, soil
B) Trees, animals
C) Carabao and river
D) None of the above
4. Which are two examples of biotic
components?
A) Water, soil
B) Trees, animals
C) Carabao and river
D) None of the above
5. How do abiotic and biotic components
interact in an ecosystem?
A) Abiotic components support biotic
components
B) Biotic components support abiotic
components
C) Both components depend on each other
D) They have no connection

G. EXTEND (2 minutes)
Procedure: Visit a garden near your house.
Draw in a bond paper the things found in the
garden. You can add color on your drawings
for a better result (Optional). Answer the
questions on a separate sheet of paper.

1. What are the things found in the

garden?
2. Which of these are living things? Which
of these are non-living?
3. How can you help take care of your
garden?

V. REMARKS

VI. REFLECTION

Prepared by: Checked by:

JASMIN J. SEBALLOS SALVADOR B. DACUT JR.
Teacher Master Teacher/Dept. Head
 Republic of the Philippines
DEPARTMENT OF EDUCATION
Region VIII
SCHOOLS DIVISION OF CATBALOGAN CITY

DIVISION CONTEXTUALIZED CURRICULUM MATRIX (DCCM)

SUBJECT AREA/LEVEL SCIENCE GRADE 7
K to 12 BEP CONTENT/LEARNING PROCESS
PERFORMANCE LEARNING SUGGESTED ACTIVITIES/
CONTENTS CONTENT STANDARDS
STANDARDS COMPETENCIES TEACHING STRATEGIES
1ST QUARTER (MATTER)
Doing Scientific
Investigations

1. Ways of acquiring
Demonstrates  Perform in groups  Describe the Activity:
knowledge and solving
understanding of scientific guided investigations components of a Help Save Water and Land!
problems The Investigatory
Process way of acquiring involving community- scientific investigation.
knowledge and solving based problems using
S7MT-Ia-1
DHLTM X: TOURISM AND problems on some natural locally available
resources such as the materials. Strategy:
INDUSTRY Contextualized Objective:
bodies of water and Video Presentation
X.A. Tourists Spots
landmasses.  Write/Make a Science Cooperative Learning
- Bangon Falls Describe ways in conserving
- Guinsohotan River Investigatory Project
our local tourists spots
Caramayon proposal which will
through scienctific
- Basiao Island Beach make use of the
investigation.
- Cal-apog Beach community’s local
Resort resources.
- Buri Baras Beach
Resort
- Sunshine Beach
- Panabsaban Beach
- Imelda Park
- Pieta Park

DHLTM IX. TOPOGRAPHY,

FLORA AND FAUNA.
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STANDARDS COMPETENCIES TEACHING STRATEGIES
IX.A. Topography
- Catbalogan City
Map

2. Diversity of Materials in Demonstrates Prepare different  Investigate properties of  Hands – on Activity

the Environment understanding of some concentrations of mixtures unsaturated or saturated  Inquiry-based
important properties of according to uses and solutions; Learning
2.1 Solutions solutions and ways of availability of materials S7MT-Ic-2  Problem Solving
describing their
DLHTM VIII. FOOD AND concentration using Contextualized Objectives:
LOCAL PRODUCTS different Food and Local Describe the observable
 Tuba Product characteristics or
 Buko Juice properties of common
 Kinilaw solutions found at home
 Moron or in stores or in the
 Ube Jam locality.
 Ginamos
 Salukara
 Express concentrations
DLHTM VIII. FOOD AND of solutions
LOCAL PRODUCTS quantitatively by
 Tuba preparing different
 Buko Juice concentrations of
 Lambanog mixtures according to
 Salabat uses and availability of
materials.
S7MT-Id-3

Contextualized Objectives:
Calculate the percent
by volume and percent
by mass of some food
products.
2.2 Substance and Mixture

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K to 12 BEP CONTENT/LEARNING PROCESS
PERFORMANCE LEARNING SUGGESTED ACTIVITIES/
CONTENTS CONTENT STANDARDS
STANDARDS COMPETENCIES TEACHING STRATEGIES
DLHTM VIII. FOOD AND Demonstrates  Investigate the  Distinguish mixtures from Inquiry-based Learning
LOCAL PRODUCTS understanding of the properties of mixtures of substances based on a Hands-on Activity
 Salukara, properties of substances varying concentrations set of properties; Cooperative Learning
 Bibingka, which distinguish them from in some food delicacies S7MT-Ie-f4
 Tamalos, Kinilaw, mixtures. in the for specific
 Utan na Dabung, purposes Contextualized Objectives:
 Empanadas ,
 Halo halo, Identify substances and
 Ginat-an mixtures in the
recipes/ingredients of some
food and local products.
2.3 Elements and Classifying substances as make a chart, poster, or  Recognize that Inquiry-based Learning
Compounds elements or compounds multimedia presentation of substances are classified Hands-on Activity
common elements showing into elements and Cooperative Learning
their names, symbols, and compounds;
VIII. A FOOD AND LOCAL uses S7MT-Ig-h5
PRODUCTS
Contextualized Objectives:
 Curioso
 Roscas Name elements that are
 Hopia De Pili listed in the Nutrition
Facts of some locally
made food products’
label.

2.4 Acids and Bases Demonstrate an properly interpret product

understanding of the labels of acidic and basic  investigate properties Activity:
DHLTM IX. TOPOGRAPHY, common properties of mixture, and practice safe of acidic and basic How Can You Tell if a
FAUNA AND FLORA acidic and basic mixture ways of handling acids and mixtures using natural Mixture Is Acidic or Basic?
Camote Leaves, Mayana using local plant as bases using protective indicator.
Leaves or Baston ni San jose indicator. clothing and safety gear S7MT-Ii-6 Strategy:
Group Activity
Experimentation

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STANDARDS COMPETENCIES TEACHING STRATEGIES
2.5 Metals and Non-metals The learners demonstrate describe some properties of Activity:
an understanding of: metals and non-metals Which can conduct
such as luster, malleability, electricity, Metal or Non-
properties of metals and ductility, and conductivity metals?
non-metals S7MT-Ij-7

IV. B. INDIGENOUS MATERIAL Contextualized Objectives:

Strategy:
 Beso Describe some properties of  Picture Analysis
 Daba metals and non-metals  Cooperative learning
 Uring such as luster, malleability,  Differentiated
 Lata ductility, and conductivity Instructions.
 Plachaho that are available in the  Hands-on activity
 Alamre community.

QUARTER 2: Living Things and Their Environment

I. Parts and Functions The learners demonstrate The learners should be able The learners should be
an understanding of: to: able to:
1. Microscopy
the parts and functions of employ appropriate  identify parts of the
the compound microscope techniques using the microscope and their
Activity:
compound microscope to functions;
How to use a Microscope.
gather data about very S7LT-IIa-1
small objects
Strategy:
 focus specimens using
the compound
 Cooperative Learning
microscope.
 Hands-on Activity
S7LT-IIb-2

Contextualized Objective:
DLHTM IX. TOPOGRAPHY,
FLORA AND FAUNA Focus local specimens using
IX.B. Fauna compound microscope

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STANDARDS COMPETENCIES TEACHING STRATEGIES
 Cheek cell
 Tobak (Ant)
IX.C. Flora
 Onion
 Rosas Impacho

2. Levels of Biological The learners demonstrate The learners should be able  describe the different
Organization an understanding of: to: levels of biological
organization from cell to
the different levels of employ appropriate biosphere;
biological organization techniques using the S7LT-IIc-3
compound microscope to
gather data about very
3. Animal and Plant Cells The learners demonstrate small objects
an understanding of:  differentiate plant and Activity:
animal cells according to  “Comparing plant and
the difference between presence or absence of animal cells”
animal and plant cells certain organelles;  Investigating plant cells”
S7LT-IId-4

Contextualized Objective: Strategy:

 Analogy
DLHTM IX. FLORA AND Differentiate plant and  Hnads-on Activity
FAUNA animal cells according to  Cooperative Learning
presence or absence of
 Cheek cell certain organelles using
 Onion cheek and onion cells.

4. Fungi, Protists, and The learners demonstrate

Bacteria an understanding of:
 identify beneficial and Activity:
organisms that can only be harmful microorganisms;  “Are these also plants?”
seen through the S7LT-IIf-6  “What do these living
microscope, many of which things look like under the
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STANDARDS COMPETENCIES TEACHING STRATEGIES
 Agopaw (molds) consist of only one cell Contextualized objective: microscope?”
 Lumot
 Laping (mushroom) Identify beneficial and Strategy:
 Lato harmful microorganisms Hands-on Activity
that are found in the Cooperative Learning
DLHTM II-B. Historical Event community. Field Study
 1902 – Quarantine on
Cholera Outbreak

II. Heredity: Inheritance and

Variation The learners demonstrate The learners should be able  differentiate asexual from Activity:
an understanding of: to: sexual reproduction in Asexual vs. Sexual
1. Asexual reproduction terms of: Reproduction
2. Sexual reproduction reproduction being both employ appropriate a. number of individuals
asexual or sexual techniques using the involved;
compound microscope to b. similarities of Strategy:
gather data about very offspring to parents;  Inquiry-based Learning
small objects S7LT-IIg-7  Hands-on Activity
 Cooperative Learning
Contextualized objective:

DLHTM IX: TOPOGRAPHY, Define asexual

FLORA AND FAUNA reproduction and identify
 Banana, the mode of asexual
 Kataka-taka, reproduction by which
 Gumamela, some local plants and
 Rose animals reproduce.
 Star apple,
 Guava, Mango Differentiate asexual from
 Dog sexual reproduction of
 Cat some local plants and
 Budol animals.
 Manan-aw

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K to 12 BEP CONTENT/LEARNING PROCESS
PERFORMANCE LEARNING SUGGESTED ACTIVITIES/
CONTENTS CONTENT STANDARDS
STANDARDS COMPETENCIES TEACHING STRATEGIES
 Hagikhik

 describe the process of

fertilization;
S7LT-IIg-8

Ecosystem The learners should be  Differentiate biotic from Activity:

1. Components of an able to: abiotic components of Biotic vs. Abiotic Factors
ecosystem an ecosystem
conduct a collaborative S7LT-IIh-9
action to preserve the
ecosystem in the locality Contextualized Objective: Strategy:
DLHTM IV. INDIGENOUS
PEOPLE AND MATERIAL Differentiate biotic from  Inquiry-based Learning
IV.B. Indigenous Material abiotic components of  Cooperative Learning
 Paso some local ecosystem.
 Baloto
 Bogsay
 Basket
 Pokot
 Bato
 Tuna

DLHTM IX.B. FAUNA

 Kanaway
 Samar Squirrel
 Cabalian frog
 Garong
 Halo

DLHTM IX.C. FLORA

 Rosas De Empacho
 Gatas Gatas
 Makahiya
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STANDARDS COMPETENCIES TEACHING STRATEGIES

2. Ecological relationships
2.1 Symbiotic
relationships  Describes the different Activity:
ecological relationships  Which eats what?
found in an ecosystem  Housemates? Eco mates!
S7LT-IIh10

Contextualized objective: Strategy:

 Inquiry-based Learning
DLHTM IX.B. FAUNA Describes the different  Field Trip
 Tatalabong ecological relationships  Cooperative Learning
 Karabaw found in the community.
 Cabalian Frog
 Mago
DLHTM IX.C. FLORA
 Manan-aw
 Mango

2.2 Non-symbiotic
relationships

DLHTM IX.B. FAUNA

 Misay
 Yatot
 Ayam
 Garong
 Ibingan
 Halo
 Kanaway

3. Transfer of energy through

trophic levels
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STANDARDS COMPETENCIES TEACHING STRATEGIES
 predict the effect of
changes in one
population on other
populations in the
ecosystem
S7LT-IIi-11

 predict the effect of

changes in abiotic
factors on the
ecosystem
S7LT-IIj-12

QUARTER 3: Force, Motion and Energy

I. Motion in One Dimension Demonstrates The lerners shall be able to: The learners shall be able
understanding of motion in to:
1. Descriptors of Motion one-dimension of moving  Design a toy car using
1.1 Distance or object of Indigenous indigenous material in
Displacement Materials. the locality.
1.2 Speed or Velocity
1.3 Acceleration Conduct a forum on
mitigation and disaster risk  Describes the motion of Inquiry Based
reduction in case there an object in terms of Cooperative Learning
are road accidents that distance or
might happen in the displacement, speed or
Catbalogan City. velocity, and
acceleration.
S7FE-IIIa-1

Contextualized Objectives:
DLHTM X.A. TOURIST SPOTS
 Obelisk Tower Measure the distance and
 Pieta Park displacemement between

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STANDARDS COMPETENCIES TEACHING STRATEGIES
 St. Bartolomew some Tourist Spots in
Church Catblaogan City.
 Rizal Monument
 Samar Provincial  Differentiate quantities in
Capitol terms of magnitude and
direction.
S7FE-IIIa-2

DLHTM IX.A. TOPOGRAPHY Contextualized Objectives:

 Catbalogan City
Describe the motion of the
typhoon in speed and
direction.
Outdoor Activity

 Create and interpret

visual representation of
the motion of objects
such as tape charts and
motion graphs.
S7FE-IIIb-3

Contextualized Objectives:
DLHTM X.A. TOURIST
Make a roadmap that
SPOTS shows how you get to
 Obelisk Tower Obelisk Tower from school.
 Pieta Park
 St. Bartolomew
Church
 Rizal Monument
 Samar Provincial
Capitol

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II. Waves The learners demonstrate The learners shall be able 
an understanding of: to: Infer that waves carry
1. Types of Waves waves as a carrier of energy conduct a forum on energy.
mitigation and disaster risk S7LT-IIIc4
reduction
Contextualized Objectives:

DLHTM VI.B. MUSICAL PIECES Explain how waves carry

 Balud energy from one place to
another.

 Differentiate transverse
from longitudinal waves,
and mechanical from
2. Characteristics of Waves electromagnetic waves.
2.1 Amplitude S7LT-IIIc-5
2.2 Wavelength
2.3. Wave Velocity  Relate the
characteristics of waves;
S7LT-IIId6

DLHTM IV. B. INDIGENOUS Contextualized Objectives:

MATERIAL
 Abaca Identify the quantities used
 Ratan in describing periodic
waves.

III. Sound Demonstrates  Recognizes the use of

1. Characteristics of understanding of: indigenous materials in  Describe the  Think – Pair – Share
sound creating melodious characteristics of sound  KWL
1.1.Pitch the characteristics of sound music which will using the concepts of  Cooperative Learning
1.2 Loudness promote the localities wavelength, velocity,  Gig Show
1.3 Quality culture and belief. and amplitude;
S7LT-IIId7

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K to 12 BEP CONTENT/LEARNING PROCESS
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DLHTM VI: MUSICAL PIECES,  Research about local Describe the characteristics
SONGS, INSTRUMENTS AND animals’ way of of sound and compare
GAMES communicating. them with those of sound
 Bamboo Flute produced by a Yukelele or
 Yukelele Sista or Bajo.
 Bajo
 Guitar (Sista)
 Budyong
 Lontoy  Explain sound
 Improvised guitar production in the
made up of oblong human voice box, and
can how pitch, loudness,
and quality of sound
vary from one person to
DLHTM VI: MUSICAL PIECES, another;
SONGS, INSTRUMENTS AND S7LT-IIIe8
GAMES
 Bamboo Flute Use these instruments to
 Yukelele compose tunes and
 Bajo present in a Gig.
 Guitar (Sista)  Describe how organisms
 Budyong produce, transmit, and
 Lontoy receive sound of various
Improvised guitar made up frequencies (infrasonic,
of oblong can audible, and ultrasonic
sound).
S7LT-IIIe-9

IV. Light
1. Characteristics of Light The learners demonstrate The learners shall be able  Relate characteristics of
1.1 Intensity or Brightness an understanding of: to: light such as color and
1.2 Color intensity to frequency
the characteristics of light. suggest proper lighting in and wavelength;
various activities S7LT-IIIf10

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 Infer that light travels in
a straight line;
S7LT-IIIg11
V. Heat The learners demonstrate
1. Heat Transfer an understanding of:
1.1 Conduction
1.2 Convection how heat is transferred
1.3 Radiation
 Infer the conditions Inquiry Based
DLHTM VIII.A. FOODS AND necessary for heat Video Presentation
LOCAL PRODUCTS transfer to occur;
 Baduya na pasayan S7LT-IIIhi-12
 Baduya na Sisi
 Dried Fish Differentiate the types
 Tamalos of heat transfer through
 Ira-id the preparation of local
 Puto food products.
 Curioso
 Ginat-an
VI. Electricity Demonstrate an  Describe the different
1. Charges understanding of: types of charging
2. Charging processes processes; and
charges and the different S7LT-IIIj13
charging processes
 Explain the importance
of earthing or grounding.
S7LT-IIIj14
QUARTER 4: EARTH AND SPACE
1.The Philippine Environment The Learners demonstrate  List the geographical
an understanding of location of
1.1 Location of the the relation of geographical some tourist spots in
Philippines using a location of the Philippines Catbalogan.
coordinate system and Catbalogan to its
environment and nearby Activity:

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 SUBJECT AREA/LEVEL SCIENCE GRADE 7
K to 12 BEP CONTENT/LEARNING PROCESS
PERFORMANCE LEARNING SUGGESTED ACTIVITIES/
CONTENTS CONTENT STANDARDS
STANDARDS COMPETENCIES TEACHING STRATEGIES
DHLTM IX. TOPOGRAPHY, towns.  Write a journal about  Demonstrate how Where in the World is the
FLORA AND FAUNA. the advantage and places on Earth may be Philippines?
IX.A. Topography disadvantage of the located using a
Catbalogan City Map/ location of the coordinate system. Strategy:
Map of Samar Catbalogan City and S7ES-IVa-1 Hands-on Activity
nearby places in Think – Pair – Share
relation to the climate, Locate Catbalogan City
weather, and seasons using a coordinate system.

1.2. Location of the  Describe the location of Activity:

Philippines with respect the Philippines with Exploring Catbalogan
to landmasses and respect to the continents Through Pictures
bodies of water and oceans of the
world.
DHLTM X: TOURISM AND S7ES-IVa-2 Strategy:
INDUSTRY
X.A. Tourists Spots Describe the location of Cooperative Learning
 Bangon Falls Catbalogan with respect to
 Guinsohotan River the different bodies of
Caramayon water.
 Basiao Island Beach
 Cal-apog Beach Resort
 Buri Baras Beach Resort
 Sunshine Beach
 Panabsaban Beach

1.3 Protection and Demonstrates  Practice conservation  Recognizes that soil,

Conservation of Natural understanding of the and protection of water, rocks, coal, and
Resources physical features of the resources (soil, water,
other fossil fuels are Earth
Philippine archipelago and rocks and minerals,
its natural resources fossil fuels) in the materials.
specifically in Catbalogan, community. S7ES-IVb3
including the ways by which
these resources are
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 SUBJECT AREA/LEVEL SCIENCE GRADE 7
K to 12 BEP CONTENT/LEARNING PROCESS
PERFORMANCE LEARNING SUGGESTED ACTIVITIES/
CONTENTS CONTENT STANDARDS
STANDARDS COMPETENCIES TEACHING STRATEGIES
conserved and protected. Write a slogan
campaigning the
unwise use of local
resources.

DHLTM X: TOURISM AND  Describes ways of using Activity:

INDUSTRY Earth's resources wisely. How Catbaloganons Utilize
X.A. Tourists Spots and Devastate the Natural
S7ES-IVc-4
 Bangon Falls Resources?
 Guinsohotan River
Caramayon Describe ways of proper Strategy:
 Basiao Island Beach utilization of natural Role Playing
 Cal-apog Beach Resort resources and how man
 Buri Baras Beach Resort affects the environment.
 Sunshine Beach
 Panabsaban Beach

X.B. Industry
 Dried Fish Industry
 Jelly Fish Processing
 Kopras Industry
 Karlang Industry
 Crab Meat Industry
 Mayahini Industry

2.Interactions in the Demonstrates  Adapts and manages  discuss how energy from
Atmosphere understanding of the weather phenomena- the Sun interacts with
different phenomena that related risks to human the layers of the
1.1. Greenhouse effect and occur in the atmosphere lives, properties, and
atmosphere;
global warming and how they affect human the environment
activities of the people in Make a 3 minutes S7ES-IVd5
Catbalogan and nearby advisory on how human
places. activities contribute to
or lessen ozone

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 SUBJECT AREA/LEVEL SCIENCE GRADE 7
K to 12 BEP CONTENT/LEARNING PROCESS
PERFORMANCE LEARNING SUGGESTED ACTIVITIES/
CONTENTS CONTENT STANDARDS
STANDARDS COMPETENCIES TEACHING STRATEGIES
depletion and global  Explain some human
warming activities affect the
atmosphere.
S7ES-IVe-6

2.2. Land and sea breezes  Account for the

occurrence of land and
sea breezes, moonsoons,
and intertropical
convergence zone (ITCZ)
S7ES-IVf-7

2.3. Monsoons  Describe the effects of

2.4. Intertropical certain weather systems
convergence zone in the Philippines
S7ES-IVg-8

2. Seasons in the The learners demonstrate  using models, relate:

Philippines an understanding of: The learners shall be able 1. the tilt of the Earth to the
to: length of daytime;
3.1. Relation of seasons to the different phenomena 2. the length of daytime to
the position of the Sun in the that occur in the analyze the advantage the amount of energy
sky atmosphere of the location of the received;
3.2. Causes of seasons in Philippines in relation to 3. the position of the Earth in
the Philippines the climate, weather, its orbit to the height of
and seasons the Sun in the sky;
4. the height of the Sun in
the sky to the amount of
energy received;
5. the latitude of an area to
the amount of energy the
area receives;

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 SUBJECT AREA/LEVEL SCIENCE GRADE 7
K to 12 BEP CONTENT/LEARNING PROCESS
PERFORMANCE LEARNING SUGGESTED ACTIVITIES/
CONTENTS CONTENT STANDARDS
STANDARDS COMPETENCIES TEACHING STRATEGIES
S7ES-IVh-9
 show what causes
change in the seasons in
the Philippines using
models
S7ES-IVi-10

4. Eclipses Demonstrates  Interview at least 5 old  Explain how solar and

4.1. Solar Eclipse understanding of the people about their lunar eclipses occur.
4.2. Lunar Eclipse occurrence of eclipses and belief with regards to S7ES-IVj-11
the common Belief and eclipse.
Values associated with it.  Collect, record, and Activity
DHLTM VII. ANTHOLOGY  Write a personal point report data on the Does a Bakunawa Cause
AND FOLKTALES of view that discusses beliefs and practices of Eclipses?
VII. A. Folktales whether or not beliefs the community in
 Tikbalang and practices about relation to eclipses Strategy:
 Wakwak eclipses have scientific S7ES-IVj-12 Interview
 Agta basis. Film Showing
Group Discussion

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Telefax: (005) 251-3196 (055) 543 8268
(Enclosure to DepEd Order No. 42, s. 2016)