Grade Seven Grade Level 7

Teacher Mrs. Amy C. Malagum Learning Area Science

Daily Lesson Log Teaching Dates and August 22 – 26, 2016 Quarter Second
Time 6:30-7:30 / 7:30-8:30 / 9:45-10:45

Monday Tuesday Wednesday Thursday Friday

I. OBJECTIVES Objectives must be met over the week and connected to the curriculum standards. To meet the objectives, necessary procedures
must be followed and if needed, additional lessons, exercises and remedial activities may be done for developing content knowledge
and competencies. These are assessed using formative assessment strategies. Valuing objective support the learning of content and
competencies and enable children to find significance and joy interacting the lesson. Weekly objectives shall be derived from the
curriculum guides.
A. Content Standards The Learners The Learners The Learners the different levels of
demonstrate an demonstrate an demonstrate an biological
understanding of: understanding of: understanding of: organization
the parts and the parts and the parts and
functions functions functions
of the compound of the compound of the compound
microscope microscope microscope
B. Performance The Learners should The Learners should The Learners should The Learners should
Standards be be be be
able to: able to: able to: able to:
employ appropriate employ appropriate employ appropriate employ appropriate
techniques using the techniques using the techniques using the techniques using the
compound compound compound compound
microscope microscope microscope microscope
to gather data about to gather data about to gather data about to gather data about
very small objects very small objects very small objects very small objects
C. Learning Identify parts of the focus specimens focus specimens describe the different
Competencies/Objecti microscope using the using the levels of
and their functions; compound compound biological
ves microscope; microscope; organization from cell
Write the LC code for S7LT-IIa-1 to biosphere;
each S7LT-IIb-2 S7LT-IIb-2 S7LT-IIc-3
II. CONTENT Content is what the lesson is all about. It pertains to the subject matter that the teacher aims to teach in the CG, the content can be
tacked in a week or two.
Microscopy: Parts and Proper Handling and Focusing Specimens Levels of Biological
Functions Use of The on the Microscope Organization
Microscope
III. LEARNING List of materials to be used in different days. Varied sources of materials sustain children’s interest in the lesson and in the learning.
 RESOURCES Ensure that there is mix of concrete and manipulative materials as well as paper-based materials. Hands-on learning promotes
concept development
A. References Philippines. Reyes, V.F., & Reyes, V.F., & Education.
Department of Alfonso, L. G. Alfonso, L. G. (2003). The
Education. (1979). (1979). Pyramid of Life
(2009). Science The The (Levels of
and Technology microscope: microscope: Biological
II Part 1. Manila: Part 1. Manila: Organization).
textbook. (Rev. Alemar- Alemar- Biology
ed.). Pasig City: Phoenix Phoenix Demystified: A
Instructional Publishing House Publishing House Self-Teaching
Materials Guide. Retrieved
Development January 16,
Corporation. 2012 from
http://www.educa
tion.com/
1. Teacher’s Guide Module 2 pp.11-14 Module 2 pp.11-14 Module 2 pp.11-14 Module 1 pp. 1-7
pages
2. Learner’s Materials Module 2 pp. 9-16 Module 2 pp. 9-16 Module 2 pp. 9-16 Module 1 pp. 1-6
pages
3. Textbook pages
4. Additional Materials
from Learning
Resource (LR) portal
B. Other Learning
Resources
IV. PROCEDURES These steps should be done across the week. Spread out the activities appropriately so that students will learn well. Always be guided
by demonstration of learning by the student which you can infer from formative assessment activities. Sustain learning systematically
by providing students with multiple ways to learn new things, practice their learning, question their learning process, and draw
conclusions about what they learned in relation to their life experiences and previous knowledge. Indicate the time allotted for each
step.
A. Reviewing previous Ask the class what Ask the class what are Recap on the Rules to Recall the smallest
lesson or presenting instrument they use the light system and observe when identifiable unit where
the new lesson when they need to see mechanical system of handling or using the we can detect
minute objects more the microscope. What microscope existence of life
clearly. How are these would happen if one
instruments similar to part is damage?
one another?
B. Establishing a Why the microscope is How important is the Application on the Life follows a
purpose for the considered a powerful microscope in the field concepts learned in hierarchy of
lesson tool? of biology? Microscopy increasing complexity
How is it significant in
our lives
C. Presenting Common types of Show picture
examples/instances microscope depicting the levels of
of the new lesson organization in an
organism
D. Discussion of new Parts and Functions of Things to observe in Preparing glass slides Levels of Biological
concepts and a Compound light Handling and Using and Organization
(Cells,Tissues,
practicing new skills microscope the microscope. Focusing the letter “e” Organs, Organ
#1 System, Organism)
E. Discussion of new
concepts and
practicing new skills
#2
F. Developing mastery Draw ,Labe,l and Make a poster Answering of the Answering of the
(Leads to Formative Identify the parts and showcasing proper Activity: How to Use Activity 1: What
Assessment 3) functions of a microscope usage the Microscope Makes up an
compound light Organism
Microscope
G. Finding Practical Recent The benefits of being Any damage inflicted
applications of biotechnologies which able to observe things cells affects the tissue
concepts and skills in allows us to live a not seen with the level
daily living more comfortable life unaided eye
H. Making
generalizations and
abstractions about
the lesson
I. Evaluating learning Summative Test Summative Test Formative Test Summative Test
J. Additional Activities
for application of
remediation
V. REMARKS
VI. REFLECTION Reflect on the teaching and assess yourself as a teacher. Think about your student progress this week. What works? What else needs
to be done to help the students learn? Identify what help your instructional supervisors can provide for you so when you meet them,
 you can ask them relevant questions
A. No of learners who
earned 80% in the
evaluation
B. No. of learners who
require additional
activities for
remediation who scored
below 80%
C. Did remedial lessons
work? No. of learners
who have caught up
with the lesson
D. No. of learner who
continue to require
remediation
E. Which of my teaching
strategies work well?
Why did these work?
F. What difficulties did I
encounter which my
principal or supervisor
can help me solve?
G. What innovation or
localized materials did I
use/discover which I
wish to share with other
teachers?

Grade Seven Grade Level 7

Teacher Mrs. Amy C. Malagum Learning Area Science
Daily Lesson Log Teaching Dates and August 29 – September 2, 2016 Quarter Second
Time 6:30-7:30 / 7:30-8:30 / 9:45-10:45
 Monday Tuesday Wednesday Thursday Friday
VII. OBJECTIVES Objectives must be met over the week and connected to the curriculum standards. To meet the objectives, necessary procedures
must be followed and if needed, additional lessons, exercises and remedial activities may be done for developing content knowledge
and competencies. These are assessed using formative assessment strategies. Valuing objective support the learning of content and
competencies and enable children to find significance and joy interacting the lesson. Weekly objectives shall be derived from the
curriculum guides.
D. Content Standards the different levels of the different levels of the different levels of the difference
biological biological biological between
organization organization organization animal and plant cells
E. Performance The Learners should The Learners should The Learners should The Learners should
Standards be be be be
able to: able to: able to: able to:
employ appropriate employ appropriate employ appropriate employ appropriate
techniques using the techniques using the techniques using the techniques using the
compound compound compound compound
microscope microscope microscope microscope
to gather data about to gather data about to gather data about to gather data about
very small objects very small objects very small objects very small objects
F. Learning describe the different describe the different describe the different differentiate plant
Competencies/Objecti levels of levels of levels of and animal
biological biological biological cells according to
ves organization from cell organization from cell organization from cell presence or
Write the LC code for to biosphere; to biosphere; to biosphere; absence of certain
each S7LT-IIc-3 S7LT-IIc-3 S7LT-IIc-3 organelles;
S7LT-IId-4
VIII. CONTENT Content is what the lesson is all about. It pertains to the subject matter that the teacher aims to teach in the CG, the content can be
tacked in a week or two.
Levels of Biological Levels of Biological Levels of Biological Animal and Plant
Organization Organization Organization Cells
IX. LEARNING List of materials to be used in different days. Varied sources of materials sustain children’s interest in the lesson and in the learning.
RESOURCES Ensure that there is mix of concrete and manipulative materials as well as paper-based materials. Hands-on learning promotes
concept development
C. References Abistado J.M. and Abistado J.M. and Abistado J.M. and Prentice
Valdoz M.P.(2013). Valdoz M.P.(2013). Valdoz M.P.(2013). Hall(1995).Exploring
Science Links. Rex Science Links. Rex Science Links. Rex
Publishing Publishing Publishing
life science laboratory
manual.New
Jersey:Prentice
Hall,Inc.
5. Teacher’s Guide Module 1 pp. 1-11 Module 5 pp. 4-7 Module 1 pp 4-7 Module 2 pp. 1-6
pages
6. Learner’s Materials Module 1 pp. 1-9 Module 5 page 7 Module 1 pp 4-7 Module 2 pp. 1-8
pages
7. Textbook pages
8. Additional Materials
from Learning
Resource (LR) portal
D. Other Learning
Resources
X. PROCEDURES These steps should be done across the week. Spread out the activities appropriately so that students will learn well. Always be guided
by demonstration of learning by the student which you can infer from formative assessment activities. Sustain learning systematically
by providing students with multiple ways to learn new things, practice their learning, question their learning process, and draw
conclusions about what they learned in relation to their life experiences and previous knowledge. Indicate the time allotted for each
step.
K. Reviewing previous Recall that cell is the Let the class name the Show pictures of Recall organisms may
lesson or presenting basic unit of life and different organ system different examples of it be plants or animals
the new lesson when cells are that composes the population is composed of cells
grouped together and human organism
performs the same
function it is then
called tissues
L. Establishing a It is important to know An organism is No organism lives Let students know that
purpose for the that our organs are composed of different independently. Several there are things that
lesson composed of cells organ systems. Any different populations plants are capable of
performing one damaged to the lower make up a community. doing while animals
function level of organization And the communities cannot. This is
affects the totality of interaction to abiotic because of certain
the organism factors makes up an biological structures in
ecosystem their respective cells
M. Presenting Presentation of the Show pictures of an Name the different Flash a picture of
examples/instances Human Torso model organism and group of populations that makes Plants and Animals
of the new lesson organisms of same up your community and let the students
kind living in the same and the abiotic factors site differences in their
place you need in order to function and
survive capabilities

N. Discussion of new Level of Organization Levels of Levels of Organization Plants and Animal
concepts and ( Organs and Organ Organization (Community, Cells
practicing new skills System) (Organism and Ecosystem, and
 #1 Population) Biosphere)
O. Discussion of new
concepts and
practicing new skills
#2
P. Developing mastery Name the Organs that Site different Show a picture of an Perform Activity 1:
(Leads to Formative composes the examples of ecosystem and let the Comparing Plant and
Assessment 3) Digestive, population in your students name the Animal cells
Respiratory, and vicinity different communities
Circulatory System and abiotic factors that
are in it
Q. Finding Practical To take good care of How organisms in a A change in one Animals directly or
applications of our organs, we need to population share population may cause indirectly depend on
concepts and skills in take good care of our resources changes in other plants for food, due to
daily living cells populations. Living the chloroplast that is
organisms need the present in plant cells
abiotic factors in order which is responsible
to survive. for photosynthesis.
R. Making
generalizations and
abstractions about
the lesson
S. Evaluating learning Summative Test Summative Test Formative Test Summative Test
T. Additional Activities
for application of
remediation
XI. REMARKS
XII. REFLECTION Reflect on the teaching and assess yourself as a teacher. Think about your student progress this week. What works? What else needs
to be done to help the students learn? Identify what help your instructional supervisors can provide for you so when you meet them,
you can ask them relevant questions
H. No of learners who
earned 80% in the
evaluation
I. No. of learners who
require additional
activities for
remediation who scored
 below 80%
J. Did remedial lessons
work? No. of learners
who have caught up
with the lesson
K. No. of learner who
continue to require
remediation
L. Which of my teaching
strategies work well?
Why did these work?
M. What difficulties did I
encounter which my
principal or supervisor
can help me solve?
N. What innovation or
localized materials did I
use/discover which I
wish to share with other
teachers?

Grade Seven Grade Level 7

Teacher Mrs. Amy C. Malagum Learning Area Science
Daily Lesson Log Teaching Dates and September 5-6, 2016 Quarter Second
Time 6:30-7:30 / 7:30-8:30 / 9:45-10:45

Monday Tuesday Wednesday Thursday Friday

XIII. OBJECTIVES Objectives must be met over the week and connected to the curriculum standards. To meet the objectives, necessary procedures
must be followed and if needed, additional lessons, exercises and remedial activities may be done for developing content knowledge
and competencies. These are assessed using formative assessment strategies. Valuing objective support the learning of content and
competencies and enable children to find significance and joy interacting the lesson. Weekly objectives shall be derived from the
curriculum guides.
G. Content Standards the difference the difference the difference organisms that can
between between between only be seen through
animal and plant cells animal and plant cells animal and plant cells the
microscope, many of
which consist of only
one cell
H. Performance The Learners should The Learners should The Learners should The Learners should
Standards be be be be
able to: able to: able to: able to:
employ appropriate employ appropriate employ appropriate employ appropriate
techniques using the techniques using the techniques using the techniques using the
compound compound compound compound
microscope microscope microscope microscope
to gather data about to gather data about to gather data about to gather data about
very small objects very small objects very small objects very small objects
I. Learning differentiate plant differentiate plant explain why the cell identify beneficial
Competencies/Objecti and animal and animal is considered and harmful
cells according to cells according to the basic structural microorganisms;
ves presence or presence or and S7LT-IIf-6
Write the LC code for absence of certain absence of certain functional unit of all
each organelles; organelles; organisms;
S7LT-IId-4 S7LT-IId-4 S7LT-IIe-5

XIV. CONTENT Content is what the lesson is all about. It pertains to the subject matter that the teacher aims to teach in the CG, the content can be
tacked in a week or two.
Plant Cells Animal Cells Animal and Plant Fungi, Protists, and
Cells Bacteria
XV. LEARNING List of materials to be used in different days. Varied sources of materials sustain children’s interest in the lesson and in the learning.
RESOURCES Ensure that there is mix of concrete and manipulative materials as well as paper-based materials. Hands-on learning promotes
concept development
E. References Prentice Prentice Prentice Carale, L., Galvez, E. &
Hall(1995).Exploring life Hall(1995).Exploring life Hall(1995).Exploring life Reyes, R. (1990).
science laboratory science laboratory science laboratory Science and
manual.New manual.New manual.New Technology for a
Jersey:Prentice Hall,Inc. Jersey:Prentice Hall,Inc. Jersey:Prentice Hall,Inc. Better
Life 2. Biology
Workbook. Makati:
Basic Media Systems.
9. Teacher’s Guide Module 2 pp. 5-6 Module 2 pp. 1-6 Module 1 pp 4-7 Module 3 pp. 1-13
pages
10. Learner’s Materials Module 2 pp. 5-8 Module 2 pp. 1-8 Module 1 pp 4-7 Module 3 pp. 1-9
pages
11. Textbook pages
12. Additional Materials
from Learning
Resource (LR) portal
F. Other Learning
Resources
XVI. PROCEDURES These steps should be done across the week. Spread out the activities appropriately so that students will learn well. Always be guided
by demonstration of learning by the student which you can infer from formative assessment activities. Sustain learning systematically
by providing students with multiple ways to learn new things, practice their learning, question their learning process, and draw
conclusions about what they learned in relation to their life experiences and previous knowledge. Indicate the time allotted for each
step.
U. Reviewing previous Recall on cellular Recall on cellular Recap on past lesson Remember the Organ
lesson or presenting organelles unique to organelles unique to on Level of Biological system of plants
the new lesson plant cells animal cells Organization
V. Establishing a Some living
purpose for the Ask students if all Ask students if How essential are cells organisms exhibits
lesson plant cells contain animals are able to in life? characteristics very
chloroplast? make their own food. similar to plants and
animals
W. Presenting Ask students if they Flash a picture of an
examples/instances Let the students Let students prepare have any idea how the edible mushroom and
of the new lesson prepare onion scale for cheek cells specimen organelles work human with fungal
microscopy study for microscopy together for the cell to infections. Let the
function students site the
differences and
similarities between
the two pictures
X. Discussion of new Plant cells parts and Animal Cells Parts Portray the different Fungi: Characteristics,
concepts and functions and Functions functions of certain Benefits and Harm
practicing new skills cell structures
#1
Y. Discussion of new
concepts and
practicing new skills
#2
Z. Developing mastery Perform Activity 2: Make a Venn Diagram Create a comic strip Growing Bread Mold
(Leads to Formative Investigating plant on the Parts of Plant having the cellular Spores Activity
Assessment 3) cells and Animal cells organelles as the Minilab 20.1 p. 530
characters. The theme Biology Dynamics of
 would be about their Life
function
AA. Finding Not all plant cells Cells have various Fungi are both friend
Practical applications contains chloroplast, structures and perform Cells interact with and foe. Some such as
of concepts and skills take for example root different functions. each other to produce mushrooms provide
in daily living cells. The major site of a well coordinated food. Other fungi
food production in cell. produce antibiotics.
plants are the leaves, Yet fungi also damage
so it is expected that crops, buildings, and
chloroplast is animals
prevalent in leaf cells
BB. Making
generalizations and
abstractions about
the lesson
CC. Evaluating Answering of Activity Summative Test Comic strip making Answering of Activity
learning Sheet Sheet
DD. Additional
Activities for
application of
remediation
XVII. REMARKS
XVIII. REFLECTION Reflect on the teaching and assess yourself as a teacher. Think about your student progress this week. What works? What else needs
to be done to help the students learn? Identify what help your instructional supervisors can provide for you so when you meet them,
you can ask them relevant questions
O. No of learners who
earned 80% in the
evaluation
P. No. of learners who
require additional
activities for
remediation who scored
below 80%
Q. Did remedial lessons
work? No. of learners
who have caught up
with the lesson
 R. No. of learner who
continue to require
remediation
S. Which of my teaching
strategies work well?
Why did these work?
T. What difficulties did I
encounter which my
principal or supervisor
can help me solve?
U. What innovation or
localized materials did I
use/discover which I
wish to share with other
teachers?

Grade Seven Grade Level 7

Teacher Mrs. Amy C. Malagum Learning Area Science
Daily Lesson Log Teaching Dates and September 12-16, 2016 Quarter Second
Time 6:30-7:30 / 7:30-8:30 / 9:45-10:45

Monday Tuesday Wednesday Thursday Friday

XIX. OBJECTIVES Objectives must be met over the week and connected to the curriculum standards. To meet the objectives, necessary procedures
must be followed and if needed, additional lessons, exercises and remedial activities may be done for developing content knowledge
and competencies. These are assessed using formative assessment strategies. Valuing objective support the learning of content and
competencies and enable children to find significance and joy interacting the lesson. Weekly objectives shall be derived from the
curriculum guides.
J. Content Standards organisms that can organisms that can organisms that can reproduction being
only be seen through only be seen through only be seen through both
 the the the asexual or sexual
microscope, many of microscope, many of microscope, many of
which consist of only which consist of only which consist of only
one cell one cell one cell
K. Performance The Learners should The Learners should The Learners should The Learners should
Standards be be be be
able to: able to: able to: able to:
employ appropriate employ appropriate employ appropriate employ appropriate
techniques using the techniques using the techniques using the techniques using the
compound compound compound compound
microscope microscope microscope microscope
to gather data about to gather data about to gather data about to gather data about
very small objects very small objects very small objects very small objects
L. Learning identify beneficial identify beneficial identify beneficial differentiate asexual
Competencies/Objecti and harmful and harmful and harmful from sexual
microorganisms; microorganisms; microorganisms; reproduction in terms
ves S7LT-IIf-6 S7LT-IIf-6 S7LT-IIf-6 of:
Write the LC code for *number of
each individuals
involved;
*similarities of
offspring to parents;
S7LT-IIg-7
XX. CONTENT Content is what the lesson is all about. It pertains to the subject matter that the teacher aims to teach in the CG, the content can be
tacked in a week or two.
Fungi, Protists, and Fungi, Protists, and Fungi, Protists, and Asexual reproduction
Bacteria Bacteria Bacteria Sexual reproduction
XXI. LEARNING List of materials to be used in different days. Varied sources of materials sustain children’s interest in the lesson and in the learning.
RESOURCES Ensure that there is mix of concrete and manipulative materials as well as paper-based materials. Hands-on learning promotes
concept development
G. References Carale, L., Galvez, E. & Carale, L., Galvez, E. & Carale, L., Galvez, E. & Campbell, N.A. &
Reyes, R. (1990). Reyes, R. (1990). Reyes, R. (1990). Reece, J. B. (2009).
Science and Science and Science and Biology (8th edition).
Technology for a Technology for a Technology for a San Francisco:
Better Better Better Pearson/Benjamin
Life 2. Biology Life 2. Biology Life 2. Biology Cummings.
Workbook. Makati: Workbook. Makati: Workbook. Makati:
Basic Media Systems. Basic Media Systems. Basic Media Systems.
13. Teacher’s Guide Module 3 pp. 1-13 Module 3 pp. 1-13 Module 3 pp. 1-13 Module 4 pp. 1-4
pages
14. Learner’s Materials Module 3 pp. 1-9 Module 3 pp. 1-9 Module 3 pp. 1-9 Module 4 pp. 1-7
pages
15. Textbook pages
16. Additional Materials
from Learning
Resource (LR) portal
H. Other Learning
Resources
XXII. PROCEDURES These steps should be done across the week. Spread out the activities appropriately so that students will learn well. Always be guided
by demonstration of learning by the student which you can infer from formative assessment activities. Sustain learning systematically
by providing students with multiple ways to learn new things, practice their learning, question their learning process, and draw
conclusions about what they learned in relation to their life experiences and previous knowledge. Indicate the time allotted for each
step.
EE. Reviewing Remember that fungi Protozoans or animal- Recall that One of the
previous lesson or are unicellular or like protist resemble prokaryotes are characteristics of an
presenting the new multicellular animals in the way unicellular organisms organism is that it is
lesson eukaryotic organism. they get food that don’t have a capable of reproducing.
There are some nucleus or membrane
beneficial fungi and bound organelles.
fungi that cause harm. They are called
bacteria
FF. Establishing a Besides form fungi, There are Protist Ask students if they Ask students on how to
purpose for the what are other living which can make their have any idea on any propagate a tomato
lesson organisms aside from own food “good bacteria” plant if you want to
plants and animals? preserve its desirable
characteristics?
GG. Presenting Animal like protist Plant like protist, no Touch on importance
examples/instances true roots, stems, and of bacteria in
of the new lesson leaves Nitrogen fixation, Ask students if they
recycling of have seen Katakataka
nutrients, food and leaf
medicine.
Diseases caused by
bacteria like TB and
tetanus
HH. Discussion of
new concepts and Protists (Protozoans) Protists (Algae) Bacteria Asexual Reproduction
practicing new skills (Vegetative
#1 Propagation and Spore
Formation)
II. Discussion of new
 concepts and
practicing new skills
#2
JJ. Developing mastery KWL Chart on Perform Activity 1:
(Leads to Formative Film Showing benefits and harm Film Showing Can you grow Plants
Assessment 3) caused by species of from Eyes?
algae
KK. Finding Some Protists cause Red tide which causes Bacteria cause Due to increase
Practical applications diseases, such as poisoning of birds, diseases. Other demand for food due to
of concepts and skills malaria and sleeping fishes and mammals bacteria fix nitrogen, increasing population.
in daily living sickness, that result in are caused by algae recycle nutrients, and Farmers can propagate
millions of human help make food plants faster through
deaths products and asexual reproduction
medicines
LL. Making
generalizations and
abstractions about
the lesson
MM. Evaluating Summative Test KWL Chart Summative Test Performing of Activity
learning
NN. Additional
Activities for
application of
remediation
XXIII. REMARKS
XXIV. REFLECTION Reflect on the teaching and assess yourself as a teacher. Think about your student progress this week. What works? What else needs
to be done to help the students learn? Identify what help your instructional supervisors can provide for you so when you meet them,
you can ask them relevant questions
V. No of learners who
earned 80% in the
evaluation
W. No. of learners who
require additional
activities for
remediation who scored
below 80%
X. Did remedial lessons
 work? No. of learners
who have caught up
with the lesson
Y. No. of learner who
continue to require
remediation
Z. Which of my teaching
strategies work well?
Why did these work?
AA. What difficulties
did I encounter which
my principal or
supervisor can help me
solve?
BB. What innovation
or localized materials
did I use/discover which
I wish to share with
other teachers?
Grade Seven Grade Level 7
Teacher Mrs. Amy C. Malagum Learning Area Science
Daily Lesson Log Teaching Dates and September 19-23, 2016 Quarter Second
Time 6:30-7:30 / 7:30-8:30 / 9:45-10:45

Monday Tuesday Wednesday Thursday Friday

XXV. OBJECTIVES Objectives must be met over the week and connected to the curriculum standards. To meet the objectives, necessary procedures
must be followed and if needed, additional lessons, exercises and remedial activities may be done for developing content knowledge
and competencies. These are assessed using formative assessment strategies. Valuing objective support the learning of content and
competencies and enable children to find significance and joy interacting the lesson. Weekly objectives shall be derived from the
curriculum guides.
M. Content Standards reproduction being reproduction being organisms that can reproduction being
both both only be seen through both
asexual or sexual asexual or sexual the asexual or sexual
microscope, many of
which consist of only
one cell
N. Performance The Learners should The Learners should The Learners should The Learners should
Standards be be be be
able to: able to: able to: able to:
employ appropriate employ appropriate employ appropriate employ appropriate
techniques using the techniques using the techniques using the techniques using the
compound compound compound compound
microscope microscope microscope microscope
to gather data about to gather data about to gather data about to gather data about
very small objects very small objects very small objects very small objects
O. Learning differentiate asexual differentiate asexual describe the process describe the process
from sexual from sexual of of
 Competencies/Objecti reproduction in terms reproduction in terms fertilization; fertilization;
ves of: of: S7LT-IIg-8 S7LT-IIg-8
*number of *number of
Write the LC code for individuals individuals
each involved; involved;
*similarities of *similarities of
offspring to parents; offspring to parents;
S7LT-IIg-7 S7LT-IIg-7
XXVI. CONTENT Content is what the lesson is all about. It pertains to the subject matter that the teacher aims to teach in the CG, the content can be
tacked in a week or two.
Asexual reproduction Asexual reproduction Asexual reproduction Asexual reproduction
Sexual reproduction Sexual reproduction Sexual reproduction Sexual reproduction
XXVII. LEARNING List of materials to be used in different days. Varied sources of materials sustain children’s interest in the lesson and in the learning.
RESOURCES Ensure that there is mix of concrete and manipulative materials as well as paper-based materials. Hands-on learning promotes
concept development
I. References Campbell, N.A. & Campbell, N.A. & Campbell, N.A. & Campbell, N.A. &
Reece, J. B. (2009). Reece, J. B. (2009). Reece, J. B. (2009). Reece, J. B. (2009).
Biology (8th edition). Biology (8th edition). Biology (8th edition). Biology (8th edition).
San Francisco: San Francisco: San Francisco: San Francisco:
Pearson/Benjamin Pearson/Benjamin Pearson/Benjamin Pearson/Benjamin
Cummings. Cummings. Cummings. Cummings.
17. Teacher’s Guide Module 4 pp. 1-4 Module 4 pp. 1-4 Module 4 pp. 4-5 Module 4 pp. 4-5
pages
18. Learner’s Materials Module 4 pp. 1-7 Module 4 pp. 1-7 Module 4 pp. 7-10 Module 4 pp. 7-10
pages
19. Textbook pages
20. Additional Materials
from Learning
Resource (LR) portal
J. Other Learning
Resources
XXVIII. PROCEDURES These steps should be done across the week. Spread out the activities appropriately so that students will learn well. Always be guided
by demonstration of learning by the student which you can infer from formative assessment activities. Sustain learning systematically
by providing students with multiple ways to learn new things, practice their learning, question their learning process, and draw
conclusions about what they learned in relation to their life experiences and previous knowledge. Indicate the time allotted for each
step.
OO. Reviewing Recall that vegetative Recall that when an In flowering plants Recall that the flower
previous lesson or propagation and spore organism reproduce sexual reproduction is is the reproductive
presenting the new formation type of asexually then it is an synonymous with a structure in plants.
lesson reproduction can exact copy of the unique structure-the Some plants have the
happen without a mate parent flower male and the female
 reproductive structures
in one flower.
PP. Establishing a Give other means on Ask students what will Pollination and Let students analyze
purpose for the how to reproduce happen if a sea star fertilization in seed their physical
lesson asexually lost or injured its arm plants are two different appearance, let them
and separate events identify which of their
traits came from their
mother or father.
QQ. Presenting An individual splitting Show a picture or Pollination brings Present a picture of a
examples/instances into two or arises from video of a together the gametes of family
of the new lesson the outgrowth of regenerating sea star a flower Each pollen
existing ones forms a tube that grows
down through the pistil
and reaches the ovule
in the ovary. One of the
nuclei in the pollen
tube unites with the egg
nucleus in the ovule to
form a zygote
RR. Discussion of Fragmentation and Pollination and Animal Sexual
new concepts and Fission and Budding Regeneration Fertilization in Reproduction
practicing new skills Flowering Plants
#1
SS. Discussion of
new concepts and
practicing new skills
#2
TT. Developing Perform Activity 2: Video Clip on Perform Activity 3: Film Showing on
mastery (Leads to Can One become regenerating sea star Structure of a Sexual Reproduction
Formative Assessment Two? Gumamela Flower
3)
UU. Finding Organisms that can The term regeneration Sexual reproduction These genetic
Practical applications reproduce asexually normally refers to need two parents, a differences which
of concepts and skills are particularly well regrowth of missing or male and a female and results from sexual
in daily living suited to colonize new damaged body parts in involves specialized reproduction help to
habitats because a higher organisms, but cells or gametes. ensure the survival of
single individual can whole body the species in changing
establish an entire new regeneration occurs in environmental
 population starfish, and many conditions
plants
VV. Making
generalizations and
abstractions about
the lesson
WW. Evaluating Answering of Activity Summative Test Answering of Activity Answering of Activity
learning Sheets Sheets Sheets
XX. Additional
Activities for
application of
remediation
XXIX. REMARKS
XXX. REFLECTION Reflect on the teaching and assess yourself as a teacher. Think about your student progress this week. What works? What else needs
to be done to help the students learn? Identify what help your instructional supervisors can provide for you so when you meet them,
you can ask them relevant questions
CC. No of learners
who earned 80% in the
evaluation
DD. No. of learners
who require additional
activities for
remediation who scored
below 80%
EE. Did remedial
lessons work? No. of
learners who have
caught up with the
lesson
FF. No. of learner
who continue to require
remediation
GG. Which of my
teaching strategies
work well? Why did
these work?
HH. What difficulties
 did I encounter which
my principal or
supervisor can help me
solve?
II. What innovation or
localized materials did I
use/discover which I
wish to share with other
teachers?

Grade Seven Grade Level 7

Teacher Mrs. Amy C. Malagum Learning Area Science
Daily Lesson Log Teaching Dates and September 26-30, 2016 Quarter Second
Time 6:30-7:30 / 7:30-8:30 / 9:45-10:45

Monday Tuesday Wednesday Thursday Friday

XXXI. OBJECTIVES Objectives must be met over the week and connected to the curriculum standards. To meet the objectives, necessary procedures
must be followed and if needed, additional lessons, exercises and remedial activities may be done for developing content knowledge
and competencies. These are assessed using formative assessment strategies. Valuing objective support the learning of content and
competencies and enable children to find significance and joy interacting the lesson. Weekly objectives shall be derived from the
curriculum guides.
P. Content Standards organisms interacting organisms interacting organisms interacting organisms interacting
with each other and with each other and with each other and with each other and
with their with their with their with their
environment environment environment environment
to survive to survive to survive to survive
Q. Performance The Learners should The Learners should The Learners should The Learners should
Standards be be be be
able to: able to: able to: able to:
conduct a conduct a conduct a conduct a
collaborative collaborative collaborative collaborative
action to preserve action to preserve action to preserve action to preserve
the the the the
ecosystem in the ecosystem in the ecosystem in the ecosystem in the
locality locality locality locality
R. Learning differentiate biotic differentiate biotic describe the different describe the different
Competencies/Objecti from abiotic from abiotic ecological ecological
components of an components of an relationships found in relationships found in
ves ecosystem; ecosystem; an an
 Write the LC code for S7LT-IIh-9 S7LT-IIh-9 ecosystem; ecosystem;
each S7LT-IIh-10 S7LT-IIh-10
XXXII. CONTENT Content is what the lesson is all about. It pertains to the subject matter that the teacher aims to teach in the CG, the content can be
tacked in a week or two.
1. Components of an 1. Components of an 1. Components of an 1. Components of an
ecosystem ecosystem ecosystem ecosystem
2. Ecological 2. Ecological 2. Ecological 2. Ecological
relationships relationships relationships relationships
2.1 Symbiotic 2.1 Symbiotic 2.1 Symbiotic 2.1 Symbiotic
relationships relationships relationships relationships
2.2 Non symbiotic 2.2 Non symbiotic 2.2 Non symbiotic 2.2 Non symbiotic
relationships relationships relationships relationships
3. Transfer of energy 3. Transfer of energy 3. Transfer of energy 3. Transfer of energy
through trophic levels through trophic levels through trophic levels through trophic levels

XXXIII. LEARNING List of materials to be used in different days. Varied sources of materials sustain children’s interest in the lesson and in the learning.
RESOURCES Ensure that there is mix of concrete and manipulative materials as well as paper-based materials. Hands-on learning promotes
concept development
K. References Campbell, N.A. & Campbell, N.A. & Campbell, N.A. & Campbell, N.A. &
Reece, J. B. (2009). Reece, J. B. (2009). Reece, J. B. (2009). Reece, J. B. (2009).
Biology (8th edition). Biology (8th edition). Biology (8th edition). Biology (8th edition).
San Francisco: San Francisco: San Francisco: San Francisco:
Pearson/Benjamin Pearson/Benjamin Pearson/Benjamin Pearson/Benjamin
Cummings. Cummings. Cummings. Cummings.
21. Teacher’s Guide Module 5 pp. 1-4 Module 5 pp. Module 5 pp. Module 5 pp.
pages
22. Learner’s Materials Module 5 pp. 1-4 Module 5 pp. Module 5 pp. Module 5 pp.
pages
23. Textbook pages
24. Additional Materials
from Learning
Resource (LR) portal
L. Other Learning
Resources
XXXIV. PROCEDURES These steps should be done across the week. Spread out the activities appropriately so that students will learn well. Always be guided
by demonstration of learning by the student which you can infer from formative assessment activities. Sustain learning systematically
by providing students with multiple ways to learn new things, practice their learning, question their learning process, and draw
conclusions about what they learned in relation to their life experiences and previous knowledge. Indicate the time allotted for each
step.
YY. Reviewing Remember that in an Recall that the Let the student’s site Ask the students what
previous lesson or ecosystem, both living environment is connection between would happen if there
 presenting the new and nonliving composed of the living and nonliving is scarcity of resource
lesson components are living and non-living things in the in the environment?
involved components environment.
ZZ. Establishing a How important are the How do living Let the students listen Organisms need to
purpose for the abiotic factors in the organisms make use of to the song coexist with each
lesson environment for our abiotic components in “Magkaugnay” by other and must adapt
survival? order to survive Joey Ayala to the environment in
order to survive
AAA. Presenting
examples/instances
of the new lesson
BBB. Discussion of Biotic and Abiotic Infer what happens to Ecological Ecological
new concepts and Components in the organisms if their Relationships Relationships
practicing new skills Environment environment is not able (Symbiotic (Symbiotic
#1 to provide them with Relationships) Relationships)
their basic needs.
CCC. Discussion of
new concepts and
practicing new skills
#2
DDD. Developing Perform Activity 1: Perform Activity 2: Activity 3: Which Eats Role Playing of
mastery (Leads to What does it mean to Housemates? What? Symbiotic
Formative Assessment be Alive? Ecomates Relationships
3)
EEE. Finding Living organisms There is Values Integration – Relationships also
Practical applications cannot survive without interdependence among Responsibility and exist in the lower
of concepts and skills the nonliving the components of the Relationships forms of organism
in daily living components of the environment;
environment. organisms interact with
their environment to
survive.
FFF. Making
generalizations and
abstractions about
the lesson
GGG. Evaluating Answering the Answering the Answering the Role playing
learning Activity Sheets Activity Sheets Activity Sheets
HHH. Additional
 Activities for
application of
remediation
XXXV.REMARKS
XXXVI. REFLECTION Reflect on the teaching and assess yourself as a teacher. Think about your student progress this week. What works? What else needs
to be done to help the students learn? Identify what help your instructional supervisors can provide for you so when you meet them,
you can ask them relevant questions
JJ. No of learners who
earned 80% in the
evaluation
KK. No. of learners
who require additional
activities for
remediation who scored
below 80%
LL. Did remedial lessons
work? No. of learners
who have caught up
with the lesson
MM. No. of learner
who continue to require
remediation
NN. Which of my
teaching strategies
work well? Why did
these work?
OO. What difficulties
did I encounter which
my principal or
supervisor can help me
solve?
PP. What innovation
or localized materials
did I use/discover which
I wish to share with
other teachers?
Grade Seven Grade Level 7
Teacher Mrs. Amy C. Malagum Learning Area Science
Daily Lesson Log Teaching Dates and October 3-7, 2016 Quarter Second
Time 6:30-7:30 / 7:30-8:30 / 9:45-10:45

Monday Tuesday Wednesday Thursday Friday

XXXVII. OBJECTIVES Objectives must be met over the week and connected to the curriculum standards. To meet the objectives, necessary procedures
must be followed and if needed, additional lessons, exercises and remedial activities may be done for developing content knowledge
and competencies. These are assessed using formative assessment strategies. Valuing objective support the learning of content and
competencies and enable children to find significance and joy interacting the lesson. Weekly objectives shall be derived from the
curriculum guides.
S. Content Standards organisms interacting organisms interacting organisms interacting organisms interacting
with each other and with each other and with each other and with each other and
with their with their with their with their
environment environment environment environment
to survive to survive to survive to survive
T. Performance The Learners should The Learners should The Learners should The Learners should
Standards be be be be
able to: able to: able to: able to:
conduct a conduct a conduct a conduct a
collaborative collaborative collaborative collaborative
action to preserve action to preserve action to preserve action to preserve
the the the the
ecosystem in the ecosystem in the ecosystem in the ecosystem in the
locality locality locality locality
U. Learning predict the effect of predict the effect of predict the effect of predict the effect of
Competencies/Objecti changes in changes in changes in changes in
one population on one population on abiotic factors on the abiotic factors on the
ves other other ecosystem. ecosystem.
Write the LC code for populations in the populations in the S7LT-IIj-12 S7LT-IIj-12
each ecosystem; ecosystem;
S7LT-IIi-11 S7LT-IIi-11

XXXVIII. CONTENT Content is what the lesson is all about. It pertains to the subject matter that the teacher aims to teach in the CG, the content can be
tacked in a week or two.
1. Components of an 1. Components of an 1. Components of an 1. Components of an
ecosystem ecosystem ecosystem ecosystem
2. Ecological 2. Ecological 2. Ecological 2. Ecological
relationships relationships relationships relationships
2.1 Symbiotic 2.1 Symbiotic 2.1 Symbiotic 2.1 Symbiotic
relationships relationships relationships relationships
2.2 Non symbiotic 2.2 Non symbiotic 2.2 Non symbiotic 2.2 Non symbiotic
relationships relationships relationships relationships
3. Transfer of energy 3. Transfer of energy 3. Transfer of energy 3. Transfer of energy
through trophic levels through trophic levels through trophic levels through trophic levels

XXXIX. LEARNING List of materials to be used in different days. Varied sources of materials sustain children’s interest in the lesson and in the learning.
RESOURCES Ensure that there is mix of concrete and manipulative materials as well as paper-based materials. Hands-on learning promotes
concept development
M. References Campbell, N.A. & Campbell, N.A. & Campbell, N.A. & Campbell, N.A. &
Reece, J. B. (2009). Reece, J. B. (2009). Reece, J. B. (2009). Reece, J. B. (2009).
Biology (8th edition). Biology (8th edition). Biology (8th edition). Biology (8th edition).
San Francisco: San Francisco: San Francisco: San Francisco:
Pearson/Benjamin Pearson/Benjamin Pearson/Benjamin Pearson/Benjamin
Cummings. Cummings. Cummings. Cummings.
25. Teacher’s Guide Module 5 pp. 9-11 Module 5 pp. 11-15 Module 5 pp. 11-15 Module 5 pp. 11-15
pages
26. Learner’s Materials Module 5 pp. 7-10 Module 5 pp. 11-17 Module 5 pp. 11-17 Module 5 pp. 11-17
pages
27. Textbook pages
28. Additional Materials
from Learning
Resource (LR) portal
N. Other Learning
Resources
XL. PROCEDURES These steps should be done across the week. Spread out the activities appropriately so that students will learn well. Always be guided
by demonstration of learning by the student which you can infer from formative assessment activities. Sustain learning systematically
 by providing students with multiple ways to learn new things, practice their learning, question their learning process, and draw
conclusions about what they learned in relation to their life experiences and previous knowledge. Indicate the time allotted for each
step.
III. Reviewing previous Recall that symbiotic Ask the students to Food chains always Show a food chain and
lesson or presenting relationship could compare and contrast starts with plants or let the students
the new lesson either be +/+,+/-,+/0 predation from photosynthesizing identify the trophic
relationship parasitism organisms level of each organism
JJJ. Establishing a What would happen if How is energy passed Identification of the
purpose for the there is an overlap of on the food chain trophic level of the What to do with
lesson niches organisms involve in a biodegradable waste?
food chain
KKK. Presenting Show a picture of a Show students an Since plants can make
examples/instances lion eating a deer example of a food their own food then
of the new lesson chain they are termed as Flash the ff phrases on
producers while the board:
animals as consumers  Nitrogen cycle
 Carbon-
Oxygen Cycle
LLL. Discussion of Predation and Food chain and Food Producers, first Cycling of Nutrients
new concepts and Competition web order/primary
practicing new skills consumers, 2nd
#1 order/secondary
consumers......
MMM. Discussion of
new concepts and
practicing new skills
#2
NNN. Developing Let the students Answer Energy Perform Activity 4:
mastery (Leads to Picture Analysis illustrate 5 food chains Transfer In the What to do with Food
Formative Assessment and interlink it to form Ecosystem Waste
3) a food web
OOO. Finding In order to survive we Through these series o The food web can be Materials in the form of
Practical applications must know how to f steps of eating and viewed not only as a nutrients needed by
of concepts and skills defend ourselves from being eaten, energy network of chains but living things are cycled
in daily living possible harm. flows from one also as a series of between organisms and
When a shared resourc trophic level to trophic (nutritional) the environment.
e is in short supply, another. Green plants levels. Energy flows and
organisms compete, or other materials are cycled in
 and those that are photosynthesizing the ecosystem. Indeed,
more successful organisms use light we live in a dynamic
survive. energy from the sun to world.
manufacture
carbohydrates for their
own needs
PPP. Making
generalizations and
abstractions about
the lesson
QQQ. Evaluating Oral Recitation Making of food chains Summative Test Summative Test
learning and food web
RRR. Additional
Activities for
application of
remediation
XLI. REMARKS
XLII. REFLECTION Reflect on the teaching and assess yourself as a teacher. Think about your student progress this week. What works? What else needs
to be done to help the students learn? Identify what help your instructional supervisors can provide for you so when you meet them,
you can ask them relevant questions
QQ. No of learners
who earned 80% in the
evaluation
RR. No. of learners
who require additional
activities for
remediation who scored
below 80%
SS. Did remedial
lessons work? No. of
learners who have
caught up with the
lesson
TT. No. of learner
who continue to require
remediation
UU. Which of my
 teaching strategies
work well? Why did
these work?
VV. What difficulties
did I encounter which
my principal or
supervisor can help me
solve?
WW. What innovation
or localized materials
did I use/discover which
I wish to share with
other teachers?