Republic of the Philippines

Department of Education
REGION 10-Northern Mindanao
Division of Misamis Oriental
Don Gregorio Pelaez National High School
Maanas, Medina, Misamis Oriental

Name: Ernest Gerard B. Durano Date: March 18, 2021

SEMI-DETAILED LESSON PLAN IN SCIENCE 7

I. Objectives
At the end of the lesson, the students will be able to…
 distinguish the differences between biotic and abiotic factors.
 explain the differences between biotic and abiotic factors.
 appreciate the relationship between biotic and abiotic factors.

II. Subject Matter

Most Essential Learning Competency: Differentiate biotic from abiotic components of an ecosystem.

Topic: Biotic and Abiotic Factors

Reference: Self-Learning Module (Quarter 2, Module 4 A and 4 B)

Materials: Laptop, LCD Projector, Speaker, Word Sheet

Teaching Strategies: Deductive Method, Inquiry-Based Instruction, Discussion, Constructivist Method,

Collaborative Strategy

Integration
 Dep.Ed. Core Value: Makakalikasan
 Learning Across Discipline: Araling Panlipunan (Likas na Yaman)

III. Procedure
A. Preliminary Activities
a. Prayer
b. Classroom Management
c. Checking of Attendance
d. Review of the Previous Lesson: Sexual and Asexual Reproduction

B. Motivation
DRAW AND GUESS
 The class will be divided into two. Then, each group must choose 1 representative.
 The representative will be the one who will draw the words on the board that he/she will pick
from the box that will be prepared by the teacher.
 The rest of the members of the group will guess the name of the object that their
representative will draw on the board.
 Each group will only be given 90 seconds to play.
 The group with the most number of correct answers will be the winner.

C. Lesson Proper
 The teacher will discuss the concept of biotic and abiotic factors, its differences and its
examples.

D. Enrichment
 Each group will be given 10 words. Then, they will classify these if it is biotic and abiotic factor.
  They will only be given 90 second to classify the words by posting it on the right place on the
board.
 The teacher will then check if the answers of the students are correct. He will also randomly
ask some students if the words that they classify under biotic factor are producer, consumer or
decomposer.

E. Generalization/ Valuing
 Generalization: What are the differences of biotic and abiotic factors? How important is its
relationship with each other?
 Learning Across Discipline (Araling Panlipunan): In Araling Panlipunan, what are the different
natural resources/ likas na yaman that you have learned and remembered? How can we take
good care of these resources?
 Value (Makakalikasan): Why is it important for us to preserve our nature? What value do we
need to possess?

IV. Assessment

A. From the words given below determine which of the words are abiotic and biotic components are.
Put a check (√) if it is biotic and (X) if it is abiotic.

Ant Soil
Cactus Sunlight
Dog Temperature
Gumamela Water
Oxygen gas Worm

B. Classify the following biotic components inside the box as producer, consumer, or decomposer.

Bacteria Spider
Carabao Goat
Grasshopper Fungi
Bird Coconut Tree
Mango Tree Banana

V. Assignment

Draw an ecosystem that is present in your area and label the abiotic and biotic components
accordingly as a) producer, b) consumer, or c) decomposer, d) sunlight, e) water, f) air, g) soil, and
h) temperature.

Prepared by:

Ernest Gerard B. Durano

Teacher I

Republic of the Philippines

Department of Education
REGION 10-Northern Mindanao
Division of Misamis Oriental
Don Gregorio Pelaez National High School
Maanas, Medina, Misamis Oriental

Name: Ernest Gerard B. Durano Date: April 26, 2021

SEMI-DETAILED LESSON PLAN IN SCIENCE 7

I. Objectives
At the end of the lesson, the students will be able to…
 identify motion in terms of distance and displacement.
 analyse and solve motion in terms of distance and displacement.
 appreciate motion in terms of distance and displacement in understanding day-to-day work.

II. Subject Matter

Most Essential Learning Competency: Describe the motion of an object in terms of distance or
displacement, speed or velocity, and acceleration (S7FE-IIIa-1).

Topic: Describing Motion: Distance and Displacement

Reference: Self-Learning Module (Quarter 3, Module 1)

Teaching Strategies: Deductive Method, Narrative Discussion, Analysis

Integration
 Dep.Ed. Core Value: Makatao
 Learning Across Discipline: Physical Education (Health and Wellness)

III. Procedure
A. Preliminary Activities
a. Greetings
b. Virtual Class Rules
c. Review of the Previous Lesson: Pollution
d. Presentation of the Most Essential Learning Competency (MELC) and the learning objectives.

B. Motivation
JUMBLED WORDS
 The teacher will present 4 jumbled words with its definition. The teacher will then read the
statements once, and the students will only be given 5 seconds to answer each item.

C. Lesson Proper
 The teacher will discuss the concept of motion particularly the way in describing it through
distance and displacement.

D. Enrichment
 The teacher will present three questions with its choices. The students will answer the
questions within 5 seconds after the teacher will read the questions and the choices.

E. Generalization/ Valuing
 Generalization: How important is it for you to know the concept of motion in terms of distance
and displacement?
 Learning across the Discipline (Physical Education): In your Physical Education, you were
asked to move by doing some home exercises for you to stay healthy and fit. How often do you
move and exercise? What are the exercises that you commonly do?
 Value (Makatao): Since it is important for you to stay fit, one of the most productive form of
exercises is for you to help your parents in doing the household chores. Why is it important for
you to do and help them in doing the household chores?

IV. Assessment
 The students will answer the assessment/post-test part of their self-learning module.

Prepared by:

Ernest Gerard B. Durano

Teacher I
 Republic of the Philippines
Department of Education
REGION 10-Northern Mindanao
Division of Misamis Oriental
Don Gregorio Pelaez National High School
Maanas, Medina, Misamis Oriental

Name: Ernest Gerard B. Durano Date: April 26, 2021

SEMI-DETAILED LESSON PLAN IN SCIENCE 7

I. Objectives
At the end of the lesson, the students will be able to…
 identify the conditions on how heat transfers through conduction, convection and radiation.
 explain and analyse how heat transfers through conduction, convection and radiation.
 relate the importance of heat transfer in various real-life situation.

II. Subject Matter

Most Essential Learning Competency: Infer the conditions necessary for heat transfer to occur.

Topic: Heat Transfer: Conduction, Convection, Radiation

Reference: Self-Learning Module (Quarter 3, Module 5)

Materials: Laptop, LCD Projector, Speaker, Words, Placards

Teaching Strategies: Deductive Method, Inquiry-Based Instruction, Discussion, Constructivist Method,
Collaborative Strategy

Integration
 Dep.Ed. Core Value: Makatao
 Learning Across Discipline: English (Literature and Symbolism)

III. Procedure
A. Preliminary Activities
a. Prayer
b. Classroom Management
c. Checking of Attendance
d. Review of the Previous Lesson: Color and Intensity of Light

B. Motivation
The class will be divided into three. In each round, each group must have a pair of
representatives. Each pair will be given a word. They need to identify which object has higher
temperature and which has lower temperature. They must post it on the proper column on the
board after the teacher will project the statement with a picture.

C. Lesson Proper
The teacher will discuss the concept of heat transfer, and its types and examples.

D. Enrichment
The class will be divided into three. Each group must have one representative per round. In
each round, the teacher will present a picture with a statement. Then, the group representative
who will first stand and shout their group’s name after the teacher presented the picture with a
statement will be given the chance to answer.

E. Generalization/ Valuing
 Generalization: How important is the transfer of heat in man’s survival?
 Learning across discipline (Symbolism and Literature): In your English subject, you have
learned the fable about the Ant and the Grasshopper. Recall what the grasshopper and the ant
did during sunny and rainy days. What symbol in the fable that is related to our topic? What
does it symbolize?
 Value (Makakalikasan): How can you become a blessing towards others especially during this
pandemic?

IV. Assessment

Open your SCIENCE Third Quarter – Module 5: Heat Transfer on pages 22-23. Read the
questions carefully and choose the letter of the correct answer.
V. Assignment

Identify examples of situations or activities that can be observed in your own house and surroundings
involving the methods of heat transfer. Cite and explain briefly why it is important to you and your
family. Copy the format given below.
Situation/Activity Method of Heat Transfer It is important to us
because…
Hanging of clothes Radiation we can wear dry and clean
under the heat of the clothes.
sun
Conduction
Convection
Radiation
Conduction
Convection
Prepared by:

Ernest Gerard B. Durano

Teacher I

Republic of the Philippines

Department of Education
REGION 10-Northern Mindanao
Division of Misamis Oriental
Don Gregorio Pelaez National High School
Maanas, Medina, Misamis Oriental

WEEKLY HOME LEARNING PLAN

Grade 7
Week 6 Quarter 3
April 26, 2021

Day & Learning Learning Learning Tasks Mode of

Time Area Competency Delivery
8:00-9:00 Wake up ,make up your bed ,eat breakfast and get ready for an awesome day!
9:00-9:30 Have a short exercise/ meditation/bonding with family
Monday Science 7 Infer the To enhance your understanding Let the parent
9:30-11:30 conditions about the topic, answer the activity hand in the
necessary found in your output to the
for heat teacher in pick
transfer to SCIENCE: Third Quarter – up areas with
occur. Module 5: Heat Transfer observance to
 What I Know (pages 2-3) the health
Lesson 1: Heat Transfer protocols.
 What’s More Activity 3. Which
Way to Go? (page 7)
Lesson 2: Conduction
 What’s In/ Activity 1: Feeling
Hot or Cold (pages 8)
 What’s More Activity 3. Picture
Talk (page 11)
Lesson 3: Convection
 What’s In/ Activity 1: True or
False (pages 12)
Lesson 4: Radiation
 What I Have Learned (page 20)
 Assessment/ Post-Test (page
22-23)
 Summative Test
Prepared by:

ERNEST GERARD B. DURANO

Subject Teacher

Republic of the Philippines

Department of Education
REGION 10-Northern Mindanao
Division of Misamis Oriental
Don Gregorio Pelaez National High School
Maanas, Medina, Misamis Oriental

WEEKLY HOME LEARNING PLAN

Grade 7
Week 1-2 Quarter 3
March 22 and 29, 2021

Day & Learning Learning Learning Tasks Mode of

Time Area Competency Delivery
7:30-8:00 Wake up ,make up your bed ,eat breakfast and get ready for an awesome day!
8:00-8:30 Have a short exercise/ meditation/bonding with family

To enhance your understanding

Describe the about the topic, answer the Have the
Monday Science 7 motion of an activity found in your Science parent hand in
8:30-11:30 object in Module 1 DESCRIBING the output to
terms of MOTION the teacher in
distance or pick up areas
displacement, Answer the following activities:
speed or  What I Know/ Pre-Test (pages
velocity, and 2-4)
acceleration. LESSON 1: DISTANCE AND
DISPLACEMENT
 What’s More - Activity 3: My
Travel (page 8)
LESSON 2: SPEED AND
VELOCITY
 What’s More - Activity 3:
Wordy Problem (page 13)
LESSON 3: SPEED AND
VELOCITY
 What’s In-Activity 1: Speed or
Velocity (page 14)
 What’s More-Activity 3: Solve
Me-Show your solution
(page 18)
 What I Can Do (page 19)
 Assessment / Post-Test
(pages 20-22)

Prepared by:
ERNEST GERARD B. DURANO
Subject Teacher

Republic of the Philippines

Department of Education
REGION 10-Northern Mindanao
Division of Misamis Oriental
Don Gregorio Pelaez National High School
Maanas, Medina, Misamis Oriental

Name: Ernest Gerard B. Durano Date: May 12, 2021

SEMI-DETAILED LESSON PLAN IN SCIENCE 7

I. Objectives
At the end of the lesson, the students will be able to…
1. Identify the different lines in the globe.
2. Locate places on earth using the coordinate system.
3. Appreciate the importance of coordinate system in locating places on earth.

II. Subject Matter

Most Essential Learning Competency: Demonstrate how places on earth may be located using a
coordinate system.

Topic: Using Coordinate System in Locating Places on Earth

Reference: Self-Learning Module (Quarter 4, Module 1A)

Teaching Strategies: Deductive Method, Narrative Discussion, Analysis

Integration
 Dep.Ed. Core Value: Makatao
 Learning Across Discipline: Mathematics

III. Procedure
A. Preliminary Activities
a. Greetings
b. Virtual Class Rules
c. Review of the Previous Lesson: Electricity
d. Presentation of the Most Essential Learning Competency (MELC) and the learning objectives.

B. Motivation
 The teacher will present pictures of famous tourist spots in the Philippines. The students then
need to identify if in what province or city are these Philippine tourist spots are located. They
will only be given 10 seconds to answer in each item

C. Lesson Proper
 The teacher will discuss the concept of coordinate system, and on how to locate places on
earth using the coordinate system, particularly, the use of latitude and longitude.
D. Enrichment
 The teacher will present 5 questions with its choices. The students will answer the questions
within 10 seconds after the teacher will read the questions and the choices.

E. Generalization/ Valuing
 Generalization: How important is the coordinate system in locating places on Earth?
 Learning Across Discipline (Mathematics): In your Mathematics, you have learned the concept
of the Cartesian Plane. What are the steps to do in locating the coordinates in the plane? How
does it match to our topic this day?
 Value (Makatao): How can you make sure that the information you read or hear is true and
accurate?

IV. Assessment
 The students will answer the assessment/post-test (pages 12-14) of their self-learning module.

Prepared by:

Ernest Gerard B. Durano

Teacher I

Republic of the Philippines

 Department of Education
REGION 10-Northern Mindanao
Division of Misamis Oriental
Esperanza National High School
Esperanza, Kinoguitan, Misamis Oriental

Name: Gerele B. Durano Date: June 9, 2021

SEMI-DETAILED LESSON PLAN IN SCIENCE 7

I. Objectives
At the end of the lesson, the students will be able to…
 distinguish renewable from non-renewable natural resources;
 recognize human activities that sustain natural resources; and
 suggest ways of conserving and protecting natural resources
 appreciate the importance of responsible human activities in conserving and protecting natural
resources.

II. Subject Matter

Most Essential Learning Competency: Cite and explain ways of using Earth’s resources responsibly.

Topic:Conserving and Protecting Natural Resources

Reference: Self-Learning Module (Quarter 4, Module 2D)

Materials: Laptop, LCD Projector, Speaker, Word Sheet

Teaching Approach/Strategies: Deductive Method, Inquiry-Based Instruction, Constructivist

Approach, Collaborative Strategy

Integration
 Dep.Ed. Core Value: Makakalikasan
 Learning Across Discipline: English (Cause and Effect Relationship)

III. Procedure
A. Preliminary Activities
a. Prayer
b. Classroom Management
c. Checking of Attendance
d. Review of the Previous Lesson: Coordinate System

B. Motivation
The class will be divided into three. In each round, each group must have 1 representative. The group
representative needs to identify if the image that will be projected is an example of SOIL, WATER and
ENERGY RESOURCES. The first representative who will raise their group placard after the image
will be projected will be given the chance to answer.

C. Lesson Proper
 The teacher will discuss the concept of renewable and non-renewable resources and the
different means in conserving and protecting these resources.

D. Enrichment
The teacher will present some human activities that greatly affect our natural resources. Determine
whether the given activity is beneficial or harmful to natural resources. Write the corresponding letter
of the activities according to its appropriate column.

A. Regulating of river quarry

B. Cutting trees for building houses
C. Turning off lights when not in use
D. Burning plastics and other garbage
E. Using chemical fertilizers in farming
F. Turning rice fields into commercial centers
G. Throwing waste to the seashore and rivers
H. Using gadgets like cellphone while charging
I. Fixing broken faucets and leaking water pipes
J. Planting trees in the backyard and river banks
K. Using compost materials in a vegetable garden
L. Separating biodegradable and non-biodegradable waste
BENEFICIAL HARMFUL
A  
   
   
   

E. Generalization/ Valuing
 Generalization: How important is it for us to conserve our resources?
 Learning Across Discipline (Araling Panlipunan): In your English subject, you have learned the
concept of the cause and effect relationship. How can we say that a statement/ phrase is a
cause or an effect?
 Value (Makakalikasan): In what ways can you show responsible actions for our nature in your
home and in your community?

IV. Assessment
Open your SCIENCE Fourth Quarter – Module 2D: Conserving and Protecting Natural Resources on
pages 10-12. Read the questions carefully and choose the letter of the correct answer.

V. Assignment

Study the table and give the effects of these activities on natural resources. You can find this one in
your SCIENCE Fourth Quarter – Module 2D: Conserving and Protecting Natural Resources on page
13.
Effects on Natural Resource
Human Activities
s
1. Blowing off mountains using dynamite to build roads  1. Destruction of plants and an
imals’ natural habitats
2. Turning rice fields into residential or commercial centers 2.

3. Cutting off too many trees for lumber, paper, and building  3.
houses
4. Mining and quarrying excessively to get precious metals, s 4.
tones, and gravel

5. Using too much chemical fertilizers to increase soil fertility 5.

Prepared by:

Gerele B. Durano
Teacher II