Monday Tuesday Wednesday Thursday Friday

I. OBJECTIVES
Week 3
The learners demonstrate The learners demonstrate an understanding of:
GRADE 7 anSchool
understanding of: Capiz National High School Grade Level Grade 7
A. Content Standards Science (Living Things and Their
DAILY LESSON LOG Teacher Learning Area
The different levels of The difference between plant and animal cell Environment)
JUNIOR HIGH SCHOOL
Teaching Dates &
biological organization Time Quarter 2nd Quarter
The learners shall be able to:
B. Performance Standards Employ appropriate techniques using the compound microscope to gather data about very small objects

1. Describe the different levels of biological organization from cell to biosphere

C. Learning Competencies
Code:
Daily Task
II. CONTENT
III. LEARNING RESOURCES
A. References
1. Teacher’s Guide pages
2. Learner’s Material pages
IV. LEARNING TASKS
2. Differentiate plant and animal cells according to presence or absence of certain organelles
3. Explain why the cell is considered the basic structural and functional unit of all organisms
S7LT – IIc - 3
1.discuss the concepts
about:
a. Organism
b. Population
c. Community
d. Ecosystem
e. Biome
2. Create a diagram which
shows the relation from an
organism to biome
The organism as part of the
Population, Community,
Ecosystem and Biome
p. 92
Breaking Through Science
7, Second Edition
pp. 190 - 191
The Ant life (Living in
Colony)
A short video on the life of
S7LT - IId - 4 S7LT – IIe - 5
1. perform an activity 1. name/ identify the cell 1. create a model of 1. prepare a plant cell
that entails creating a organelles based on a typical plant and or specimen from an onion
Venn diagram to descriptions given animal cell using skin.
show the common 2. match each cell colored clays with 2. investigate on the
and different parts of part/organelle with its each cell part labeled details of the plant cell
plants and animal cell; corresponding role or correctly (group specimen under the
2. familiarize the parts function; and task); and microscope
of a typical plant and 3. discuss why the cell is 2. present the model 3. note down
animal cell and name considered an important in class by identifying observations, answer
them through a component of all organisms. the cell organelles the given key questions,
labeling task; and and describing their and draw out
3. make a comparison role/function generalization
table between an
animal and a plant cell
focusing on the
presence or absence
of an organelle
Comparison of a Plant Parts and Function of a Cell Parts and Function of Investigating Plant Cells
and Animal Cell a Cell – Creating a
Clay Model
pp. 103 - 107 pp. 103 - 107 pp. 103 - 107 pp. 112- 114
LM, pp. 83- 86 LM, p. 86 LM, pp. 84 - 85 LM, pp. 87 - 89
Essential Question: Recall of Concepts: Objective Setting Checking of Materials
Naming of Cell Organelles Giving of Instructions Objective Setting
1. Have you seen a cell? (labeling) Giving of Instruction