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Lesson Exemplar Quarter 2

Lesson

for Science 1
Lesson Exemplar for Science Grade 7
Quarter 2: Lesson 1 (Week 1)
S.Y. 2024-2025

This material is intended exclusively for the use of teachers participating in the implementation of the MATATAG K to 10 Curriculum during the School
Year 2024-2025. It aims to assist in delivering the curriculum content, standards, and lesson competencies. Any unauthorized reproduction, distribution,
modification, or utilization of this material beyond the designated scope is strictly prohibited and may result in appropriate legal actions and disciplinary
measures.

Borrowed content included in this material are owned by their respective copyright holders. Every effort has been made to locate and obtain
permission to use these materials from their respective copyright owners. The publisher and development team do not represent nor claim ownership over
them.

Development Team

Writer:
 Kristine N. Busmion (Siliman University)

Validator:
 Genelita S. Garcia (Philippine Normal University)

Management Team
Philippine Normal University
Research Institute for Teacher Quality
SiMMER National Research Centre

Every care has been taken to ensure the accuracy of the information provided in this material. For inquiries or feedback, please write or call the Office
of the Director of the Bureau of Learning Resources via telephone numbers (02) 8634-1072 and 8631-6922 or by email at [email protected].

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SCIENCE (BIOLOGY) / QUARTER 2 / GRADE 7

I. CURRICULUM CONTENT, STANDARDS, AND LESSON COMPETENCIES

1. Content 1. Familiarity and proper use of a compound microscope are essential to observe cells.
Standard 2. The organelles of plant and animal cells can be identified using a compound microscope.
s 3. Cells are the basic unit of life and mitosis, and meiosis are the basic forms of cell division.

2. Performance By the end of the Quarter, learners will be able to create a visual representation, such as poster, model,
Standards or e-poster, explaining the trophic level in a chosen ecosystem.

3. Learning 1. Identify the parts and functions, and demonstrate proper handling and storing of a compound
Competencies microscope
and Objectives Lesson Objective 1: Identify the parts of a compound microscope and the function of each part.
Lesson Objective 2: Demonstrate the proper handling and storing of a compound microscope

2. Use proper techniques in observing and identifying the parts of a cell with a microscope such
as the cell membrane, nucleus, cytoplasm, mitochondria, chloroplasts, and ribosomes
Lesson Objective 1: Use proper techniques when observing the parts of a cell under a microscope.
Lesson Objective 2: Identify the parts of a cell, such as the cell membrane, nucleus, and cytoplasm, with a
microscope

3. Differentiate plant and animal cells based on their organelles

Lesson Objective 1: Identify the parts of a plant cell and the function of each.
Lesson Objective 2: Identify the parts of an animal cell and the function of
each.
Lesson Objective 3: Compare and contrast plant and animal cells based on their organelles.

4. Recognize that some organisms consist of a single cell (unicellular) like in bacteria and some
consist of many cells (multicellular) like in a human
Lesson Objective 1: Describe unicellular and multicellular organisms
Lesson Objective 2: Identify examples of unicellular and multicellular organisms

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4. Content 1. Science equipment: The Compound Microscope
●Parts and Functions
●Using of Microscope
2. Plant and animal cells

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 ●Parts and Functions
●Similarities and Differences

5. Integration  Utilization of a microscope in investigating microorganism and their roles in the ecosystem
 Distribution of plant and animal cells relating to global diversity patterns
 The intricate pattern of plant and animal cells for inspiration for artistic pieces

II. LEARNING RESOURCES

 Banks, P. (2019). How to use a Microscope - Microscopes 4 Schools.

Cam.ac.uk. https://www2.mrclmb.cam.ac.uk/microscopes4schools/microscopes2.php
 FuseSchool. (n.d.). How to use a Microscope | Cells | Biology |
FuseSchool. https://www.youtube.com/watch?v=xzjowD1KN20&t=17s&ab_channel=FuseSchool-
GlobalEducation
 Take a Real Close Look at This History of Microscopes (2019). ThoughtCo. https://www.thoughtco.com/microscopes-
timeline-1992147
 Microscope master. (2019). Onion Cells Under the Microscope - Requirements, Preparation and Observation.
MicroscopeMaster. https://www.microscopemaster.com/onion-cells-microscope.html
 Microscope.com. (n.d.). How to Use a Compound Microscope. Microscope.com. https://www.microscope.com/how-to-
use-a-compound microscope
 Molnar, C., & Gair, J. (2019). 1.1 Themes and Concepts of Biology – Concepts of Biology-1st Canadian
Edition. Opentextbc.ca. https://opentextbc.ca/biology/chapter/1-1-themes-and-concepts-of-biology/
 Parts of a Microscope. (2021, February 6). SmartSchool Systems. https://smartschoolsystems.com/parts-of-a-
microscope-2/
 Science Museum. (2019, August 19). The Microscope. Science Museum.
https://www.sciencemuseum.org.uk/objects-and stories/medicine/microscope
 SiouxScience. (n.d.). How to properly use a compound light
microscope. https://www.youtube.com/watch?v=PKDj1x3iyP4&ab_channel=SiouxScience
 Virtual Microscope | NCBioNetwork.org. (2021, October 27). Www.ncbionetwork.org.
https://www.ncbionetwork.org/educational resources/elearning/virtual-microscope

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III. TEACHING AND LEARNING PROCEDURE NOTES TO TEACHERS

A. Activating Short Review The lesson will start

Prior Poem Analysis: Look for a partner and study the Acrostic below. Answer the with a Poem Analysis
Knowledge process questions. that the students will
“Magnify the unseen world, answer.
Intricate details unfurled. After reading the
acrostic, the
Cells and creatures, big and
students will work in
small, Revealed beneath the lens, pairs and answer the
we call. Observing life in its tiny process questions.
scope, Scientific wonders, giving
hope. Answer Key:
Concealed mysteries, now clear, 1. Microscope
Optical marvels bring them near. 2. (Answers vary.) It
Patterns, structures, come alive, highlights the
Exploring realms that thrive.” impact of
microscopes in
advancing
Process Questions:
scientific
1. What scientific instrument is described in the poem? knowledge and
2. What is the significance of the phrase "scientific wonders, giving hope"? fostering optimism
for future
KWL Chart: Using the graphic organizer, the students will recall their prior discoveries.
knowledge about the given terms. The learners will only answer K and
W at this point.
At this point, the
students already have
an idea of what the
lesson is all about.
Using the graphic
organizer, the
students will write
what they know and
what they wonder
about The
Microscope.
This KWL Chart will be
revisited at the end of
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 the lesson to answer
the column on what
they have learned
about the different
concepts.

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B. Lesson Purpose The lesson proper will
Establishing start with establishing
Lesson Microscopy Timeline: The students will read the material on the timeline of the timeline of the
Purpose the microscope. Using the graphic organizer, plot the advancements of the discovery of the
microscope in the early years. microscope. The
students will read the
article History of
Microscopes Key
Dates on the Timeline
of the Microscope in
https://www.thoughtc
o.c o m/microscopes-
timeline 1992147.

Answer key:
1000 CE
unidentified inventor
reading stone

1284
Italian Salvino D'
Armate first pair of
wearable eyeglasses

1590
Dutch eyeglass
craftsmen Zacharias
Janssen and his son
Hans Janssen
telescope and
compound microscope

1665
English physicist
Robert

Hooke
Discovered in a cork
using the microscope
lens the "pores" or
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 "cells"

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 1674
Anton van
Leeuwenhoek basic
microscope equipped
with a single lens used
to observe blood,
yeast, insects, and a
wide array of
Unlocking Content Area Vocabulary minuscule specimens

Table Completion: Complete table by providing the descriptions of the given Answer Key:
terms.

1. Magnification
2. Resolution
3. Illumination
4. Stage
5. Objective Lens
6. Eyepiece (Ocular)

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C. Developing and The development of
Deepening SUB-TOPIC 1: MICROSCOPY subtopic on Microscopy
Understanding will start with the
1. Explicitation identification of the
parts of the
microscope.
The Microscope Anatomy: Given a set of terms (parts of the microscope), the
students will identify the function of its parts.
An actual microscope,
an illustration, or the
activity sheet, may be
used so students can
identify the parts.

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 Microscope Anatomy
Label the Parts Key

The different parts are as

follows:
1. Eyepiece
2. Arm
3. Stage clips
4. Coarse
Adjustment
Knob
5. Fine
Adjustment
Knob
6. Draw Tube
7. Revolvin
g
Nosepie
ce
8. Objective
9. Stage
10. Diaphragm
11. Illuminator
12. Base

After labeling the parts

of the microscope,
function of the
corresponding parts is
also identified.

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Parts of a Microscope and their functions
• Eyepiece (Ocular Lens): The lens at the top of the microscope that you look through,
usually with a magnification of 10x or 15x.
• Arm: The part of the microscope that connects the base to the head and the
eyepiece tube. It is used to carry the microscope.
• Stage Clips: Metal clips on the stage that hold the slide in place.
• Coarse Adjustment Knob: A larger knob used for focusing the microscope. It moves
the stage or the body tube up and down to bring the specimen into general focus.
• Fine Adjustment Knob: A smaller knob used for fine-tuning the focus of the
specimen after using the coarse adjustment knob. It moves the stage slightly to
sharpen the image.
• Draw Tube: The tube that connects the eyepiece to the microscope body.
• Revolving Nosepiece: The part that holds two or more objective lenses and can be
rotated to easily change power (magnification).
• Objective: The lenses closest to the specimen, that are typically of varying
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magnifications (e.g., 4x, 10x, 40x, 100x).

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• Stage: The flat platform where the slide is placed for observation.
• Diaphragm (Iris): A rotating disk under the stage with different sized holes. It is used
to vary the intensity and size of the cone of light that is projected upward into the
slide.
• Illuminator: A light source located at the base of the microscope.
• Base: The bottom part of the microscope that provides stability and support. It
houses the illuminator and other electrical components.

Create the Storyline: Using the graphic organizer, summarize the steps in using
the microscope. Teacher may use another graphic organizer.

When the students

identify the parts and
functions of a
microscope, they are
now ready to
manipulate it.

Before actually
manipulating the
microscope, the
students will watch
the video entitled
How to use a
Microscope | Cells |
Biology | FuseSchool
in:
https://www.youtube.co
m
/watch?v=xzjowD1KN20&
t=17s

The students will create

a storyline on how to
use the microscope then
with the actual
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 manipulation of a
microscope is available
for use by students.

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2. Worked Example
Virtual Microscope: The students will practice using the microscope online.
Snips of the final image may be submitted online, or illustrated by the students
If a microscope is
unavailable, the
students may visit the
virtual microscope
website
by
BioNetwork at
https://www.ncbionetwo
r k.org/educational
resources/elearning/virt
u al-microscope.
A snip of the specimen
viewed or a drawing of
the specimen may be
reflected on an activity
sheet with the

corresponding
magnification.

Here are the different

samples that the
students can choose
from:
• Sample Slides
• Plant Slides
• Animal Slides
• Bacteria Slides

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 The students
3. Lesson Activity collaboratively perform
Microscope Scavenger Hunt: The students will use the microscope and the Microscope
accomplish as many tasks as they can. They will also illustrate the images that Scavenger Hunt. The
they are able to view. groups will check as
many boxes that they
can depending on the
number of specimens
that they have
successfully viewed.

The specimen will be

illustrated and the
magnification will also
be identified.

If microscopes are not

available, a Scavenger
Hunt version using the
virtual microscope may
be done.

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17
Create the Storyline: Using the graphic organizer, summarize the steps on how
to properly handle the compound microscope. Teacher may choose any graphic
organizer. After the students
will manipulate
the microscope, they
will create the
storyline on how to
handle and store the
compound
microscope. This
activity can be done
collaboratively.

How to handle a compound microscope

1. Turn the revolving nosepiece so that the lowest power objective lens (eg. 4x)
is clicked into position.
2. Place the microscope slide on the stage and fasten it with the stage clips.
3. Look at the objective lens and the stage from the side and turn the focus knob so the
stage moves upward. Move it up as far as it will go without letting the objective
touch the coverslip.
4. Look through the eyepiece and move the focus knob until the image comes into focus.
5. Adjust the condenser and light intensity for the greatest amount of light.
6. Move the microscope slide around until the sample is in the center of the field of
view.
7. Use the focus knob to place the sample into focus and readjust the condenser and
light intensity for the clearest image.
8. When you have a clear image of your sample with the lowest power objective, you
can change to the next objective lenses. You might need to readjust the sample into
focus and/or readjust the condenser and light intensity. Do not let the objective
lens touch the slide!
9. When finished, lower the stage, click the low power lens into position and remove the
slide.

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D. Making Learners’ Takeaways Towards the end of the
Generalizations lesson, the students
KWL Chart: Using the graphic organizer, the students will answer the L will revisit the KWL
column or what they have learned about the given term. Chart to map the
conceptual change. It
allows the learners to
identify their
takeaways of the
lesson.

Reflection on Learning
One Minute Paper: Using the graphic organizer, reflect on your learning
by creating a one-minute paper by answering the questions. The students, at this
point, will reflect on
their learning by
answering the one-
minute paper. This will
allow them to map
what are the
meaningful things they
have learned, the
questions they still
have, and anything
they did not
understand.

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IV. EVALUATING LEARNING: FORMATIVE ASSESSMENT AND TEACHER’S REFLECTION NOTES TO TEACHERS

A. 1. Formative Assessment Teachers may

Evaluatin A. Matching Type. Match the terms in Column B with the description in encourage learners to
g Column A. have a quiz notebook
Learning Column A Column B to monitor learners’
1. The process which a microscope enlarges an A. Base academic progress.
image. It is calculated by multiplying the B. Eyepiece The quiz notebook
magnification of the objective lens by the C. Illuminator may also serve as
magnification of the eyepiece. D. Magnification homework notebook.
2. The lens at the top of the microscope that you look E. Objective
through to observe the specimen. It further Lens Answer Key:
magnifies the image produced by the objective F. Stage 1. D
lens. 2. B
3. The light source used to illuminate the specimen. 3. C
It can be from a built-in light source, a mirror, or 4. F
an external light. 5. E
4. The platform on which the specimen is

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 Answer Key:
B. Labelling. Identify the parts of the microscope by writing your
answer on the blank provided.

Homework (Optional)
Discussion. Read and answer the guide questions that follow.
The discovery of the microscope led to the discovery of many things in biology.
What are the various applications of microscopes in daily life? Provide specific
examples to illustrate the impact of microscopy on everyday life and future
developments.
B. Teacher’s Note observations on Teachers are encouraged to
Effective Practices Problems Encountered
Remarks any of the following record relevant observations
areas: or any critical teaching
strategies explored events that influence on the
attainment of the lesson
objectives. Use or modify the
provided template in
materials used recording the notable
instructional areas or
concerns.
learner engagement/
interaction In addition, notes here can
also be on tasks that will be
continued the next day or
Others
additional activities needed.

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 C. Teacher’s Reflection guide or prompt can be on: Entries on this section are
Reflection teacher’s reflections about the
▪ principles behind the teaching implementation of the
What principles and beliefs informed my lesson? whole lesson, which will serve
Why did I teach the lesson the way I did? as inputs for the LAC sessions.
Use or modify the provided
▪ students guide questions in eliciting
What roles did my students play in my lesson? teacher’s insights.
What did my students learn? How did they learn?

▪ ways forward
What could I have done differently?
What can I explore in the next lesson?

Prepared by: Checked by: Approved by:

NARCELET E. MAHINAY KENT CHRISTIAN T. LUMAYAG ZENAIDA B. MACALINAO

Teacher 1 Science Coordinator School Head

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