Lesson Plan in Science 7

Objectives must be met over the week and connected to the curriculum standards. To meet the objectives, necessary procedure must be
followed and if needed, additional lessons, exercises, remedial activities may be done for developing content knowledge and competencies.
I. OBJECTIVES These are assessed using Formative Assessment strategies. Valuing objectives support the learning of content and competencies and enable
children to find significance and joy in learning the lessons. Weekly objectives shall be derived from the curriculum guide.

A. Content The Learners demonstrate an understanding of organisms interacting with

Standards each other and with their environment to survive.
B. Performance The Learners shall be able to conduct a collaborative action to preserve the
Standards ecosystem in the locality.
C. Learning Differentiate biotic from abiotic components of an ecosystem.
Competency/ies S7LT-IIh-9
Write the LC Code for each.

Knowledge: Identify the biotic and abiotic components of ecosystem.

D. Learning
Skills: Differentiate the abiotic from biotic components of ecosystem.
Objectives
Attitudes: Cite the impact of interaction between abiotic and biotic
components of ecosystem.
Content is what the lesson all about. It pertains to the subject matter the teacher aims to teach in the CG, the content can be tackled in a week
II. CONTENT/TOPIC or two.
Components of Ecosystem
III. LEARNING List the materials to be used in different days. Varied sources of materials sustain children’s interest in the lesson and learning. Ensure that
there is a mix of concrete and manipulative materials as well as paper-based materials. Hands-on learning promotes concept development.
RESOURCES
A. References
1. Teacher’s Guide
pp. 115-117, pp. 117-122
pages
2. Learner’s Materials
pp. 1-3, pp. 3-8
pages
Science and Technology I: Integrated Science Textbook for First Year. Villamil,
3. Textbook pages
Aurora M., Ed.D. 1998. p. 222, pp. 223-226
1. BEAM I. Unit 5. 1 Living Things and Their Interactions. June 2009.
4. Additional 2. EASE I. Module 9.
Materials from 3. MISOSA 6. Components of an Ecosystem.
Learning Resource 4. MISOSA 6. Interrelationship among Organisms.
(LR) Portal 5. EASE Biology. Module 19.
6. EASE I. Module 10.
B. Other Learning
Resources
These steps should be across the week. Spread out the activities appropriately so that students will learn well. Always be guided by
demonstration of learning by the students which you can infer from formative assessment activities. Sustain learning systematically by
IV. PROCEDURES providing students with multiple ways to learn new things, practice their learning, question their learning processes, and draw conclusion
about what they learned in relation to their life experiences and previous knowledge. Indicate the time allotment for each step.
A. Reviewing previous The students will answer the question:
lesson or What are the different Biological Levels of Organization?
presenting the new
lesson.
ELICIT (The activities in this section will
evoke or draw out prior concepts of or
experiences from the students)
AWARENESS

B. Establishing a Let the students observe the surroundings outside.

purpose for the Let them identify the components of ecosystem.
lesson. Guided Question:
ENGAGE (The activities in this section 1. What have you observe?
will stimulate their thinking and help them
access and connect prior knowledge as a 2. What are the physical environment you observed?
jumpstart to the present lesson.)
3. What are the living things you observed?
C. Presenting Introduce the following learning objectives using
examples/instance the suggested protocols (Verbatim, Own Words,
s of the new lesson. Read-aloud):
 a. Differentiate biotic from abiotic components of an
ecosystem.
D. Discussing the new Define ecosystem, abiotic and biotic components.
concepts and
practicing new Activity: Divide the class into three groups. Assign each group one
skills #1. ecosystem (rainforest ecosystem, freshwater ecosystem, and
EXPLORE (In this section, students
will be given time to think, plan, mangrove ecosystem). Allow each group to determine the
investigate, and organize collected components in each ecosystem.
information; or the performance of the
planned/prepared activities from the Let them collaborate on how the components in particular
student’s manual with data gathering and ecosystem interact with each other.
Guide questions)
Allow students to present their output in front of the class.

Group 1

Group 2
ACTIVITY

Group 3

Guide Question:

1. What are the components present in a particular

ecosystem and identify if its biotic or abiotic.
 E. Discussing the new
concepts and
practicing new
skills #2.
F. Developing The teacher will ask the following question to the students.
mastery Guided Questions:
(Leads to formative 1. What is the importance of ecosystem to human and another
assessment 3).

ANALYSIS
organism?
EXPLAIN (In this section, students will
be involved in an analysis of their 2. What will happen to our ecosystem if there were change/remove
exploration. Their understanding is in one of those factors?
clarified and modified because of
reflective activities)/Analysis of the 3. How do the biotic and abiotic of an ecosystem interact?
gathered data and results and be able to
answer the Guide Questions leading to
the focus concept or topic of the day.
G. Making  An ecosystem is made up of abiotic and biotic components
generalization and that work together to maintain balance.
abstraction about  The abiotic components are the non-living component or
the lesson.
ABSTRACTION

the physical and chemical aspect of an ecosystem.

ELABORATE (This section will give
students the opportunity to expand and  The biotic components are the living component of an
solidify / concretize their understanding of ecosystem. This includes all living organisms that are
the concept and / or apply it to real –
world situation) dependent to each other. Each organism has relationship to
other living organism.

The balance of nature depends much on the relationship that exists

among its living components.
H. Finding practical Let the learners answer the question:
application of
APPLICATION

How does abiotic components affect you and your community?

concepts and skills
in daily living.

I. Evaluating learning. Make a Venn diagram of biotic and abiotic components.

ASSESSMEN

EVALUATION (This section will

provide for concept check test items and
T

answer key which are aligned to the

learning objectives - content and
performance standards and address
misconceptions – if any)
J. Additional In a ¼ sheet of paper. List all biotic and abiotic components present
activities for
ASSIGNMENT

in your community.
application or
remediation.
EXTEND (This sections give situation
that explains the topic in a new context ,
or integrate it to another discipline /
societal concern)