School Grade Level Grade 7

GRADES 1 to 12
 Daily Lesson Log Teacher Learning Area Science 
  Teaching Date and
Quarter Second
  Time

DAY:

I. OBJECTIVES

The learners demonstrate an understanding of:

A. Content Standards
 the different levels of biological organization
The learners should be able to:
B. Performance Standards   Employ appropriate techniques using the compound
microscope to gather data about very small objects.
Describe the different levels of biological organization from cell
C.
to biosphere; S7LT-IIc-3/
 Identify the different levels of organization in an
organism
Learning Competencies / Objectives
 Describe the parts that make up each level of
Write the LC code for each
  organization and their functions
 Describe how the parts that make up a level of
organization affect the higher levels of organization and
the entire organism.

II. CONTENT  Levels of Biological Organization

III. LEARNING RESOURCES  

A. References  

  1. Teacher's Guide Pages pp. 71-72

  2. Learner's Materials Pages pp. 83-85

  3. Textbook Pages    

  4.
Additional Materials from Learning
EASE Biology. Module 6.
Resource (LR) portal
 
writing materials, posters and pictures of organisms, organ
B. Other Learning Resource
system, organs, tissues and cells.

IV. PROCEDURES  

A.  What are the parts of the plant?

Reviewing previous lesson or presenting the
new lesson  How do these parts work together?
 
B. Establishing a purpose for the Lesson  Make a review on how the body parts work together.
Ask them to explain on how the body work if one part is
injured?
 You may ask someone (student) to make a sole role
playing in front of the classroom and one student who
will narrate the story.
It was a sunny morning and Lucas was playing basketball
with his friends. He played the ball well and made many
three points. However, when one of his friends passed the
ball to him forcefully there was something happened to his
finger that made him to quit. After a few minutes he noticed
that it became swollen and even more in pain. As a result,
he can’t play basketball for 1 week.
 Questions:
1. What happened to Lucas?
2. Do you think if he plays basketball with his hand
condition, he can play well? Why?

 Do the activity in LM pp____ “Levels of organization in

C.
an Organism”
 Procedure:
1. From the interviews you have made in Activity 1
and the articles you have read about certain
diseases that affect the heart, kidneys, and the
other parts of the body, complete the table on
page 8. You may use Manila paper if the spaces
provided in the table are not enough.
Presenting examples / instances of the 2. On the topmost row write a disease, which you
new lesson have read about or learned from your interview,
 
that affects parts of the human body.
3. In each of the boxes that correspond to the levels of
organization, describe how the disease affects the
parts that make up each level.
4. Opposite each level of organization, cut and
paste pictures (you may use the pictures that come
with the articles) that show how the disease affects
the parts that make up the different levels. Another
option is to show it through drawing.
 Discuss the answers in the activity given.
D.
 Analysis:
1. What are the different levels of organization?
2. What is the smallest unit that composed an
organism?
3. Which makes up the tissue?
4. What is formed when tissues of the same functions
Discussing new concepts and practicing
are grouped together?
new skills #1
  5. What makes up an organ?
6. What is formed when organs of the same functions
are grouped together?
7. How does an organism formed?
8. How do the parts that make up the cells affect the
tissue? The organ? The organ system? And the
organism?
Arrange the following pictures from simplest to most complex
E.
level. Write only the letter.

Discussing new concepts and practicing

new skills #2
 

F.
Developing mastery
(Leads to Formative Assessment 3)
 

G.
Finding practical applications of concepts
and skills in daily living
 

H.
Making generalizations and abstractions
What are the levels of organization in an organism?
about the lesson
 
I. Evaluating Learning Choose the letter of the correct answer.
1. Which of the following differentiates organs from tissues?
 A. Organs and tissues are made up of cells.
B. Organs and tissues make up an organ system.
C. Tissues make up organs; cells make up tissues.
D. Organs make up tissues; tissues make up organs.
2. At which smallest level of organization in an organism can
the characteristics of life be carried out?
A. Cell B. Organ C. Organ system D. Tissue
3. Which is the correct sequence of the levels of organization in
an organism from biggest to smallest?
A. Cell – Organ – Organ System – Tissue
B. Organ – Organ System – Tissue – Cell
C. Tissue – Cell – Organ – Organ system
D. Organ System – Organ – Tissue – Cell
4. Human heart is an example of ________
A. Cell B. Organ C. Organ System D. Tissue
5. It is composed of different tissues grouped together into a
structural and functional unit.
A. Cell B. Organ C. Organ System D. Tissue
Answer:
1. C 2. A 3. D 4.D 5. B
J.
Additional activities for application or Make a research on levels of organization that are bigger than
remediation the organism.
 

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 these worked?
 

F.
What difficulties did I encounter which my
 
principal or supervisor can help me solve?
 

G.
What innovation or localized materials did I
  Use or discover which I wish to share with other  
teachers?