School OTON NATIONAL HIGH SCHOOL Grade Level 7

RAISSA N. MABANES Living Things and their Environment

Teacher Learning Area
Teaching Dates
January 24, 2023 (3:40 – 5:00) Second
and Time Quarter

SECTIONS
GRADES 1 to 12 7-POMELO 7-SPS 7-POMELO 7-SPS
DAILY LESSON PLAN 8-MAGNOLIA 8-MAGNOLIA
7-SPA 7-RASPBERRY 7-SPA 7-RASPBERRY
Objectives must be met over the week and connected to the curriculum standards. To meet the objectives, necessary procedures must be followed and if needed, additional
lessons, exercises and remedial activities may be done for developing content knowledge and competencies. These are assessed using Formative Assessment strategies.
I. OBJECTIVES Valuing objectives support the learning of content and competencies and enable children to find significance and joy in learning the lessons. Weekly objectives shall be
derived from the curriculum guides.

A. Content Standards The learners demonstrate an understanding of reproduction being both asexual or sexual

The learners should be able to employ appropriate techniques using the compound microscope to gather data about very
B. Performance Standards small objects

The learners should be able to differentiate asexual from sexual reproduction in terms of :
C. Learning Competencies /
Objectives 7.1. number of individuals involved

Write the LC Code for each 7.2. similarities of offspring to parents (S7LT-IIg-7)

1. classify the organisms present in the community (using pictures of some plants, animals, and microorganisms) on how
they are reproduced in terms of number of parents involved
2. enumerate other examples of organisms that are reproduced with the involvement of:
Localized Objectives a. two individuals (parents)
b. one parent
3. differentiate asexual from sexual reproduction

II. CONTENT Content is what the lesson is all about. It pertains to the subject matter that the teacher aims to teach. In the CG, the content
can be tackled in a week or two.
Topic: Asexual and Sexual Reproduction

Subject Integrated: Edukasyon sa Pagpapakatao, MAPEH, English and ICT

 Critical Mindedness, Cooperation, Art appreciation
Values Integrated:
List the materials to be used in different days. Varied sources of materials sustain children’s interest in the lesson and in learning. Ensure that there is a mix of concrete and
manipulative materials as well as paper-based materials. Hands-on learning promotes concept development.
III. LEARNING RESOURCES

A. References
1. Teacher's Guide pages pp. 99 – 104
2. Learner's Materials pages pp. 102 – 109
3. Textbook pages

Rabago, Lilia. Science and Technology. Manila, Philippines: SD Publication, 1997.

4. Additional Materials from
Learning Resource (LR) portal Olivares, Maria. Science and Technology for the Modern World II. Manila,

Philippines: Diwa Scholastic Press Inc., 2003.

B. Other Learning Resources Integrated Science Books

These steps should be done across the week. Spread out the activities appropriately so that students will learn well. Always be
guided by demonstration of learning by the students which you can infer from formative assessment activities. Sustain
learning systematically by providing students with multiple ways to learn new things, practice their learning, question their
IV. PROCEDURES learning processes, and draw conclusions about what they learned in relation to their life experiences and previous
knowledge. Indicate the time allotment for each step.
DVELOPMENTAL ACTIVITIES ASSESSMENT ACTIVITIES
 Review the previous lesson through a scrambled words.

A. The teacher prepared an activity to check the level of Formative Assessment: (Listing the learner's answers)
understanding of the learners in the previous lesson.

Title: UNSCRAMBLE THE SCRAMBLED

Direction: Arrange the letters to form a word/words

which corresponds to the given description. Write your
answer on the boxes provided.

1. Plant-like protist; also known as lumot

G R N E E A E G A L

G R N E E A E G A L G R E E N A L G A E

2. Rod-
shaped
A. Reviewing previous lesson bacteria; present in yogurt
or presenting the new lesson
I L I L C A B
I L I L C A B

B A C I L L I

3. Partly fungus and partly alga.

N I E L C H

N I E L C H

L I C H E N
 4. Animal-like protest; causes Amoebiasis
B A E O M A
B A E O M A
A M O E B A

5. Big group of organisms having characteristics of both plants

and animals.
R T O P S T I
R T O P S T I
P R O T I S T

6. “I am responsible in the perpetuation of life on Earth.”

O N T I C U R P D O R E
O N T I C U R P D O R E
R E P R O D U C T I O N

The learners should be able to

1. classify the organisms present in the community
(using pictures of some plants, animals, and
microorganisms) on how they are reproduced in
B. Establishing a purpose for terms of number of parents involved
the lesson 2. enumerate other examples of organisms that are
reproduced with the involvement of:
a. two individuals (parents)
b. one parent
3. differentiate asexual from sexual reproduction
 The teacher will give the learners a hint on what they will be
learning today. Picture parade

Ask the learners the following questions:

1. What animals/plants can you see in the picture?

2. What do these pictures show about?
Formative Assessment: (Listing the learner's answers

1. There is a cat with kittens, kataka-taka, tilapia, and

onions in the picture.

2. The different plants and animals. Some have

offspring or baby.
C. Presenting examples/
instances of the new lesson
(Elicit)

Study pictures of some organisms undergoing sexual and asexual Formative Assessment:
reproduction. Question and Answer Method

Ask the learners the following questions:

D. Discussing new concepts
1. Yes, Maam.
and practicing new skills #1 1. Do all living things reproduce?
2. Living organisms needs to survive of their own
(Engage) 2. Why is reproduction important?
kind. It’s the continuity of life.
3. How do they reproduce?
3. Organisms reproduce through sexual and asexual
means.
 The teacher will give an activity entitled “Who Are My Parents?” Brainstorming/ Group Discussion
The class will be divided into three groups and each member will
be assigned to a specific role such as:

a. Leader
b. Secretary/Writer
c. Material Manager
E. Discussing new concepts and d. Reporter
practicing new skills #2 (Explore)

Each group will receive an activity sheet consisting of activity’s

objectives, materials needed, procedure and guide questions to
be answered by each group. This activity will be performed or
done for 15 minutes only.

(See attached activity)

After publishing all the results of the activity, the teacher will let
the students present their work in front by answering the guide
questions below:

a. What is sexual reproduction?

F. Developing mastery (Leads to b. How many parents are involved in sexual reproduction?
Formative Assessment 3) c. What are the examples of animals that undergo sexual
(Explain) reproduction? Brainstorming/ Group Discussion
d. What is asexual reproduction?
e. How many parents are involved in asexual reproduction?
f. What are the examples of animals that undergo sexual
reproduction?

G. Finding practical applications Through a PowerPoint presentation, the teacher will further
of concepts and skills in daily discuss about the difference between the sexual and asexual
living (Elaborate)
reproduction.
Key Concepts:

1. Reproduction is the fundamental processes of living

organism and is responsible in the “perpetuation of life”
on Earth. Organisms reproduce to survive or need to
sustain their species so that they will not become extinct.
2. There are two major modes of reproduction: asexual and
sexual reproduction.
3. Sexual reproduction needs two parents, have male and
female sex cells or gametes, offspring look different from
parent (mixed DNA). Examples of these process are
fertilization in animals and humans and pollination in
plants. Fertilization is a type of sexual reproduction that
combines the male and female gametes of an organism Discussions
to form a zygote.
A. External fertilization - is a type of reproduction in
which the sperm of a male creature fertilizes the egg
of a female organism outside the female’s body
B. Internal fertilization - occurs when the sperm fertilizes
the egg inside the female
Example: Humans reproduce through fertilization .
(more examples)
*Insert application in ESP (Moralidad)

C. Pollination is the combination of the male and female

gametes of a flower and it happens when a pollen
grain of the right kind lands on the stigma of the
pistil.
Example: bees transfer pollen of a male flower to the
female flower. (more examples)
*video clip
*Insert application in Agriculture

4. In asexual reproduction, a single organism, no sex cells,

and the sole parent and the offspring is genetically
 identical to the parent (same DNA).
Example: Yeast, bacteria, ginger, etc.

To generalize the lesson, let the learners watch a video clip and
ask the questions.

H. Making generalizations and 1. What are the two types of reproduction? Question and Answer method
abstractions about the lesson 2. Differentiate asexual from sexual reproduction.
3. Give examples of organisms produced by one parent.
Enumerate some organisms produced by two parents.

Formative Assessment

Using a Venn diagram, students will differentiate sexual and Sexual Asexual
asexual reproduction. Word Bank will be provided by teacher so
that learners will be guided.

I. Evaluating learning
(Evaluate)
WORD BANK
One parent Same DNA

Two parents Mixed DNA

Fertilization Types of Reproduction

Pollination No sex cells involved

Produces offspring With sex cells

The teacher will provide an extension activity for the students to

J. Additional Activities for work with. Using a differentiated instruction strategy called
application or remediation “Think-Tac-Toe”, the students will be given choices on how they
(Extend)
demonstrate their understanding of the lesson.
 Come up with your
own story depicting In a form of a blog,
Draw a picture
the lives the people answer the question
depicting the
who are always “What are the
difference between
practicing the disadvantages of
sexual and asexual
sexual reproduction early pregnancy
reproduction.
(with many among teenagers?”
children).
In a form of graphic
organizer,
Look for a pair and
enumerate the Using a song,
come up with a 3D
features of sexual differentiate sexual
model of sexual and
and asexual from asexual
asexual
reproduction. Make reproduction.
reproduction.
as artistic as you
are.
Subjects Integrated:
a. MAPEH for drawing, making a model and composing
song.
b. English for using graphic organizer, article writing and
story making.
c. ESP for internalizing the disadvantages of practicing
sexual reproduction very early.
ICT for blog making.
V. REMARKS
Reflect on your teaching and assess yourself as a teacher. Think about your students’ progress this week. What works? What
else needs to be done to help the students learn?
VI. REFLECTION
Identify what help your instructional supervisors can provide for you so when you meet them, you can ask them relevant
questions.
A. No. of learners who earned
80% on the formative
assessment
B. No. of learners who require
additional activities for
remediation
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 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 by:

RAISSA N. MABANES

Teacher I

Checked by:

BENJAMEN L. BANAAG JR.

Master Teacher I

RUBRICS FOR SCORING

 Excellent (10) Very Good (8) Satisfactory (6) Needs
Improvement (4)

Delivery Well prepared. Prepared. Somewhat prepared. Unprepared

Captured the audience Good eye contact with Little eye contact with No eye contact with
with excellent delivery good delivery fair delivery poor delivery

Content Well achieved Achieved the Objectives not well Failed to meet the
objectives. objectives. achieved. objectives.
Substantial information Moderate information Few information given. Information not useful.
given. given.

Teamwork Teamwork manifests Teamwork is good. Little evidence of No teamwork.

very good results. Each member perform teamwork. Only one member do
Each member perform satisfactorily. Some members did the task.
his best. not perform assigned
task well.