CITY COLLEGE OF Grade Level

School CALAPAN Grade 7

Teacher Ian Allen Lontoc & Maevel Ferolino Learning SCIENCE
Area
Teaching Quarter
Dates and November 23,2024
Time

I. OBJECTIVES

The learners demonstrate the understanding of

A. Content Standard Food chain and the roles of producers, consumers (herbivores,
carnivores, omnivores), and decomposers in an ecosystem.
Learner shall be able to
B. Performance Standard Label and draw organisms in a food chain, demonstrating their
understanding of the relationships between producers, consumers,
and decomposers.

C. Learning At the end of the lesson, the learner should be able to.
Competency/Objectives  Understand the process of food chain and its function in biodiversity.
 Recognize the importance of biodiversity within food chains and the
Write code for each consequences of its loss.
 Illustrate a food chain using arrows to show the direction of
energy flow and labels to identify each organism's role.

II. Food Chain

CONTEN
T
Topic/Titl
e:
III. https://byjus.com/biology/overview-of-food-chain/
https://education.nationalgeographic.org/resource/food-chain/
LEARNIN
G
RESOURC
ES
A. References

Teacher’s Guide pages

Learner’s Materials pages
Textbook pages
Additional Materials from
Learning
Resource (LR)portal
B. Other Learning
Resource
IV. PROCEDURES TEACHER’S ACTIVITY STUDENTS ACITIVITY
PRELIMINARIES Let’s bow our head and put ourselves (Students bow their head and start
Prayer in the Holy Presence of God. praying)

Dear Lord and Father of all,

Thank you for today. Thank you for

the ways in which you provide for us
all. For Your protection and love we
thank you. Help us to focus our hearts
and minds now on what we are about
to learn. Inspire us by Your Holy Spirit
as we listen and write. Guide us by
your eternal light as we discover more Amen.
about the world around us. We ask all
this in the name of Jesus. Amen.

“Good morning class, how are you “Good morning, ma’am. I’m okay!”
today”
 GREETINGS The students arrange their chair
“To start the class, please make sure correctly, pick up the papers in their
your chairs are correctly arranged, area and remove their items on the
pick up any papers in your area, and table.”
remove any items from your table
that could get your attention from the
topic of discussion.”

“Do we have an absentee today?’

None
ATTENDANCE “I'm happy to say that we have no
absentee for today’s class give
yourself ‘limang taas’. (Student do limang taas)

“Before we start our class

discussion i would like to give some
rules and regulations in class hour.”

 Be quiet while someone speaks.

Raise your right hand if you want
to answer.
Avoid using a phone during our class
RULES AND REGULATION discussion.

“Are we clear class for the rules and

regulations?” “Yes ma’am!”
A. ELICIT To see what you have learned in
the previous lesson. Let’s have a (Students recap the previous lesson)
recap about the previous lesson. Any
volunteers?

Okay, Thank you.

Now let us move on to our new topic

about food chain and its
interconnectedness.

But before we proceed to our

discussion, will be having a short
energizer for you to energize, and it
will be a PICTO WORD!

Each of you will receive a reward from

us if you guess the picture presented.

Here are mechanics for our game:

1. You will guess a word or phrase
based on two pictures that
represent it.
2. Combine the images to form a
word or phrase.
3. For example, a picture of a
“sun” and a “flower” might
represent “sunflower” “Yes, ma’am”

Yes, ma’am
“Are the mechanics being clear?”

Okay, Are you ready? Food chain

What are the first pictures being

presented?

+
 “The pictures have been presented
and answered by the students.”

“Thank you for participating class.”

“These words are related to our topic

for today”

B. ENGAGE As we continue to our lesson today let

us know the objectives for today's
lesson
"All girls will read the first
objectives, boys for second objectives,
lastly, read it altogether"

Objectives: “Girls read the first objective”

1. Understand the process of food
chain and its function.
Boys read the second
2. Recognize the importance of
objective.
biodiversity within food chains
and the consequences of its
The class read the last objective
loss.
altogether
3. Illustrate a food chain using
arrows to show the direction
of energy flow and labels to
identify each organism's
role.

As we know our learning objective for

today's lesson let us now proceed to
discussion.

“As we start our new lesson, I

prepared here an illustration of foods”

The illustrations of foods are being

presented Food chain is the sequence of
transfers of matter and energy in the
How these illustrations relate to our form of food from organism to
topic?” organism.

Okay, thank you.

Students raise their hands.

“Who among of you are the hobby is
playing sports?”

What is your sport? “Playing Basketball”

Before you play Basketball, you need

energy.

And what is that energy? Foods ma’am

Okay, correct.

Give her tatlong taas.

Food is our source of energy.

Every time we jump, run, walk, dance,

we used energy. We get that energy
from the foods we eat. Before we go
to school, we need to eat food for us
to energize. All living things get their
energy from the food they eat so they
can move and grow.

So, I have here some terminologies

that we can encounter during our
discussion, can you explain or define
these terminologies based on your 1. the process by which green
own understanding.
plants and certain other
 PHOTOSYNTHESIS organisms transform light
PRODUCERS energy into chemical energy
CONSUMERS 2. organisms that can make their
HERBIVORES own food, using sunlight or
OMNIVORES chemical reactions
CARNIVORES 3. a living organism that eats
DECOMPOSERS other organisms from a
different population
4. an animal that mainly eats
Okay, thank you for your participation. plants
5. animals that eat both plants
Okay class, before we formally
and animals
proceed
6. organism that mostly eats
with our topic, first let us have a
group activity called "Food Chain meat, or the flesh of animals
Relay Race". 7. break down dead organisms
and waste into nutrients that
can be recycled and used by
primary producers
C. EXPLORE "Today, we're going to play a fun and
exciting game that will teach us about
the food chain!"

"The food chain is a very important

concept in nature. It shows how all
living things are connected and how
energy flows through an ecosystem."

"In a food chain, we have producers,

like plants, who make their own food.
Then we have consumers, like
animals, who eat other organisms.
And finally, we have decomposers, like
bacteria and fungi, that break down
dead organisms."

FOOD CHAIN RELAY RACE

The students will be divided into 3
groups.
Mechanics:
1. Each group will create a visual
representation of a food chain,
making sure to show the
correct order of the organisms
and how energy flows through
them.
2. If you’re done with your visual
representation, just say
“1,2,3,123 finish).
3. Each group will give a short
explanation of their food chain.
4. The first team to complete all
the steps correctly will earn
two points.
5. To make things more
interesting, some of the
organism pictures will be
missing. Teams will need to
draw the missing organisms
based on their knowledge of
food chains.
Label each organism.
Yes ma’am
You will be given 10 minutes to
complete the task None ma’am.

Do you understand mechanics? The students go with their respective

groups.
Is there any question?
The teacher presents the criteria.
Okay if not, you may go to your
respective groups.

Here are the criteria for your activity

You may start now.

D. EXPLAIN The teacher will deepen the
understanding and knowledge of
students by providing additional
information and correction based on
what the students had presented in
front.

A food chain is a linear sequence of

organisms through which nutrients
and energy pass as one organism eats
another. In a food chain, each
organism occupies a different trophic
level, defined by how many energy
transfers separate it from the basic
input of the chain.
All living organisms (plants and
animals) must eat some type of food
for survival. Plants
make their own food through a (Students listen to the additional
process called photosynthesis. Using information from the leader.)
the energy from the
sun, water and carbon dioxide from
the atmosphere and nutrients, they
chemically make
their own food. Since they make or
produce their own food they are called
producers.
Organisms which do not create their
own food must eat either plants or
animals. They are
called consumers. Some animals get
their energy from eating plants while
other animals
get energy indirectly from plants by
eating other animals that already ate
the plants.
Animals that eat only plants are called
herbivores (primary consumers).
Animals that eat both plants and other
animals are called omnivores
(Secondary Consumers). Animals
that eat only other animals are called
carnivores (Tertiary Consumers.
Some animals eat only dead or
decaying materials and are called Yes, ma’am
decomposers. None, ma’am

Do you understand?
Do you have any question?

Okay, if none. Then I have a question

for each group.

Based on your visual representation of The student from group 1 explained

food chain, can you explain to us on how food chain works.
how the process of food chain works?
“The student does a frog clap.”
Any representative from the group 1?

The student from group 2 explained

Give them Frog clap. how food chain works.

Any representative from the group 2? “The student does a bird clap.”

The student from group 3 explained

how food chain works.
Give them Bird Clap.
“The student does Aling Donesia
Any representative from the group 3?
clap.”
 Give them Aling Donesia Clap.

Very good class. Thank you for your

participation. Give yourself Winner None,ma’am
Clap!

“So now, do you have any questions

or clarifications regarding how food The student share brief information
chain works? about the lesson

“Do you want to share any

information to your classmates?”

“If none, let’s have a wrap up for

today’s lesson”.

E. ELABORATE The students will read the short story

of A Food Chain Tale entitled Raven’s
Last Feast to deepen their
understanding and apply it in a real-
world situation.

Raven’s Last Feast

(short Story)

The sun rise on a green field. A happy

grasshopper named Hopper jumped
around, eating yummy leaves. But
then, a bird called Redwing saw
Hopper. Redwing swooped down and
grabbed Hopper with its sharp claws.
Redwing flew to a tree, but a big hawk
named Talon saw it. Talon swooped
down and grabbed Redwing with its
strong claws. Redwing couldn't get
away. Talon flew to a high branch and
ate Redwing. But even Talon wasn't
safe. A clever crow named Raven
watched from a fence. Raven knew
Talon was tired from eating. Raven
flew down and took a piece of
Redwing from Talon! Talon was
surprised, but Raven was too fast.
Raven flew back to the fence, happy
with its food.
But Raven was old and tired. It didn't
have long to live. Soon, it fell from its
perch and died. Raven's body lay on
the ground, and tiny bugs and worms
came to feast on it. The farmer buried
the bird, allowing nature to take its
course where plants could use them
to grow. Raven was gone, but its
body was still part of the food chain.
The food chain is a circle, and even
when animals die, they help to keep
the circle going. 1. Grasshopper is primary
consumer; Robin is secondary
Guide questions: consumer. Hawk is tertiary
1. In the story, what trophic consumer; Crow is secondary
level is the grasshopper? consumer
What about the robin? The 2. The loss of primary producers
hawk? The crow? and the subsequent decline in
2. What would happen to the herbivore populations would
food chain if the grass was create a cascading effect,
 removed? leaving predators struggling to
3. Why is it important that survive and disrupting the
the farmer disposed of the natural balance of the
Raven's body? How does ecosystem.
this process help to keep 3. The farmer disposed of Raven's
the grass healthy and body, returning nutrients to the
support the other animals soil. These nutrients are
in the food chain? essential for plants to grow,
which in turn provide food for
grasshoppers, Redwing, and
other animals.

G. EVALUATE To test if you really understand the

lesson we will be having a long test.

Direction: Read the question

carefully and choose the best
answer. Any kind of cheating is
prohibited.

“Are my instructions clear?” “Yes, ma’am!”

“Okay, you may start now” 1.D

1. Which of the following is NOT a 2.B
characteristic of a food chain? 3.A
a) It shows the flow of energy 4.C
through an ecosystem. 5.B
b) It depicts the 6.C
interconnectedness of 7.B
organisms. 8.A
c) It always starts with a 9.C
producer. 10.D
d) It represents a linear path
of energy transfer.

2. What is the primary role of

decomposers in a food chain?
a) To consume producers.
b) To break down dead
organisms and waste.
c) To convert sunlight into
energy.
d) To regulate the population of
predators.

3. Which trophic level contains

organisms that directly
consume producers?
a) Primary consumers
b) Secondary consumers
c) Tertiary consumers
d) Decomposers

4. Organisms that do not create

their own food, must either eat
plants and animals.
a) Decomposers
b) Producers
c) Consumers
d) Photosynthesis
5. Animals that eat only plants.
a) Carnivores
b) Herbivores
c) Carnivores
d) Both A and C
6. Animals that eat only other
animals.
a) Primary consumers
b) Secondary consumers
c) Tertiary consumers
d) All of the above
7. Animals that eat both plants
 and animals.
a) Primary consumers
b) Secondary consumers
c) Tertiary consumers
d) All of the above
8. A model that shows how
energy and matter are
transferred between organisms
in an ecosystem through food.
a) Food chain
b) Photosynthesis
c) Food web
d) None of the above
9. Which of the following is the
correct example of a food
chain?
a) Grass -> Rabbit -> Fox ->
Wolf
b) Sun -> Grass -> Rabbit ->
Fox
c) Grass -> Rabbit -> Fox ->
Wolf -> Decomposers
d) All of the above
10. Which of the following human
activities can have a significant
negative impact on food
chains?
a) Deforestation
b) Pollution
c) Overfishing
d) All of the above
“I will be giving you 10 minutes only
to answer.”

“If you’re done of answering, just pass

your paper to me.”
H. EXTEND Assignment
“Study about the differences of food
web and food chain and their
interconnectedness. We will be having
Q&A next meeting.”
“None, Ma’am”
Do you have any clarification?

Okay if none, Thank you class. “Goodbye Ma’am”.

Goodbye.
V.REMARKS
VI. REFLECTION
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 the remedial lessons work? No. of learners who have caught up with the lesson
D. No. of learners who continue to require remediation
E. Which of my teaching strategies worked well? Why did this 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?

Prepared and submitted by:

Maevel Ferolino and Ian Allen
Lontoc