Detailed Lesson Plan in Science Grade 7

Teacher: JESSA C. DE ASIS Subject: SCIENCE

School: LA DICHA NATIONAL HIGH SCHOOL Quarter: SECOND

Grade: SEVEN Date: November 30-31, 2023

I. Objectives
Content Standard: The learners demonstrate understanding the difference between animal and plant cells.

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

Learning Competency: Differentiate plant and animal cells according to presence or absence of certain organelles.

Objectives:
 Identify parts and functions of plant and animal cell;
 Compare plant cell from animal cell;
 Importance in knowing the different parts of plant and animal cell.
II. Content:

Subject Matter: Plant and Animal Cell

Integration: English: Learners will be using as their medium of communication in their reporting and
some queries and answers.

Values: Proper behavior, attentive listening, teamwork, cooperation, cleanliness and following correct
procedure and appreciate the existence of tiny living organism and the functions of every detail of our
systems.

Strategies: 7 E’s Learning Model, Cooperative Learning, Learners will be using as their medium of
communication in their reporting and some queries and answers, Collaboration Learning, Problem
solving.

References:
Google, Internet, Science 7 Learner’s Material, Unit 2: Living Things and Their Environment.

Materials:
Laptop, TV, PowerPoint presentation, activity materials.
 Teachers Activity Students Activity

A. Pre-liminary Activities
A pleasant morning to everyone! Good morning, Ma’am!
Before we get started on our discussion for today, let’s (The students will follow)
seek first guidance from our Dear Lord Jesus Christ.
Everybody stand up, and let’s pray.

So, we’re blessed by this day, and it’s nice to see your
welcoming faces here again. Before anything else, I would
like to remind all of you of the most essential part of the day.
It’ll be first, keep yourself groomed and comfortable,
minimize distractions and noises.

“Before you sit kindly pick up pieces of trash under your chair
and arrange your chairs properly.”
“You may now take your seats.”
“Who is absent today? As I call your name, say present.
Did you get it?
Yes, ma’am!
III. Learning Tasks:
ELICIT (Access prior knowledge)

Review (Student’s will answer)

Before we proceed to our next topic, let’s first know what you
have learned from the previous lesson.
Cell: Basic Structural and Functional Unit
of Life
If cell is the basic unit of life, then why not atom? Can I hear
from you Mr._______?
Exactly! Atom is the basic unit of matter while cell is the basic
It is because a cell is alive, and atom is
unit of life and that’s the difference between the two.
not

It’s good to know that you learned from our previous

lesson. I am sure that all of you are now ready and
prepared for our new topic for today.

ENGAGE (Get the students’ minds focused on the topic)

As for our initial activity for today, let’s have a brain boom drill.
All you must do is to guess the right word being portrayed in the
illustration.

Are you ready?

Okay, let’s do this.

Cell

Animal

Eukaryotes
Reflection:

A. No. of learners achieve 80%: ____

B. No. of learners who require additional activities for remediation: ___

C. Did the remedial lessons work? ___

D. No. of learners who have caught up the lesson: ___

E. No. of learners who continue to require remediation: ___

F. Which of my teaching strategies worked well? Why did this work? ___

G. What difficulties did I encounter which my principal or supervisor help me solve? ___

H. What innovation or localized materials did I used/discover which I wish to share with another
teacher? ___

Prepared by: Noted by:

JESSA C. DE ASIS MARLON U. BAÑAGA

Science Teacher School Head/OIC
 Activity 1: Demonstrating Techniques of Separating
Mixtures
Objective:
• Apply and perform appropriate techniques in separating the components
of mixtures like filtration, hand picking, magnetism, decantation and sieving.
 Identify the different ways or method you used in separating mixtures.

Materials Needed:
Sand, gravel, stone, nails, water, marbles, paper clips.

Procedures:
1. Mixed the samples given to your group.
2. Given samples like water, sand, gravel, stone, rice grains, oil, iron filings,
and charcoal.
3. After mixing the samples, separate it using or applying any separating
methods/techniques.
4. Answer the guide questions that follow.
5. Choose a presenter to present the outputs in front of the class.
6. Groups will be given 10 minutes to finish task and present output in front.
7. Group who finishes first answering the guide questions will earn higher
points.

Guided Questions:
1. What are the techniques/methods applying in the mixture given to your
group? Write all that applies.
Answer:

2. Write the meaning of the used separating techniques/method in your

mixture.
Answer:

3. How important is separating mixtures? Why?

Answer:
The separating methods that we use in the samples given to our group is ________________ method.
_____________ methods or technique is __________________________________________.
It is very important to have separating methods of mixtures because it can be very essential in our
everyday activity.

The output of the students will be assessed based

on the following: a. Correctness of the responses-25
 pts. b. Completeness of the materials-15 pts. c.
Teamwork and Neatness- 10 pts.

A magnet could be used to separate

? water and sand
? sand and iron filings
? sand and salt
? colours in a food dye
 Worksheet in Science 7
Group No. : ____________________ Section: ________________ Score: ________
Title: Greenhouse Gases (Greenhouse Effect and Global Warming)
Objective: To be able to present how sources of greenhouse gases affects the atmosphere.
Materials: Worksheet

Procedure:
1. The students will be grouped into 7.
2. The members of each group will brainstorm about their assigned activity.
3. Output of each group will be written inside the box.

Questions:

1. What are the seven greenhouse gases in the environment?

2. Where these greenhouse gases do came from?

3. What are the effects of these greenhouse gases to the atmosphere?

4. What is the most abundant greenhouse gas in the earth’s atmosphere?

Rubrics
Criteria 3 points 2 points 1 point Group Score

Group output Group output is Group output is presented

is presented presented not very not clear and not
Presentation/Delivery
clearly and clear but confidently
confidently confidently

Concept is Concept is partially Group is trying to show the

clearly shown shown concept
Concept

All members 3 out 5 members Only 1 member answers

helped in only help in doing the activity
Team work
doing the the activity
activity

Done with the Done with the activity 2 or

activity 1 minute more minutes after the
Timeliness Activity is done
after the allotted allotted time
on time
time.

Total Score
Performance or learner outcomes
Students will be able to:
 Distinguish between biotic and abiotic factors in the environment.
 Compare the different levels of biological organization used in ecology.
 Explain the difference between a niche and a habitat.

Resources, materials and supplies needed

 Poster board, old magazines with pictures, scissors, glue, markers

Safety Considerations

Supplementary materials, handouts

Five-E Template

Teacher Does Probing Questions Students

responses/
Misconceptions
Engage:

Show anchor video to the 1. When you go to nearby 1. Response varies.

students. After watching the park, what kind of animals or
video, ask them some general plants do you usually 2. Response varies.
questions about the interaction see? Can you give me an
between organism and example?
environment.
2. Do you know how this
How animals gather food animal/plant searches for
shows one way organisms food?
interact with their
environment.

When you look at your

backyard or a park, you may
wonder why plants and
animals live the way they
do. You may also wonder
why a fish lays several
thousand eggs and why they
haven't overpopulated the
earth. Compared to human
like us, is it possible for us to
overpopulate the earth?
These questions are about
ecology which is the scientific
study of interactions between
organisms and their
environment.

Time: ______minutes

Explore:

We are going to examine how

organisms affect each other
and the physical environment.
We will also examine
relationships that exist in the
community, ecosystem, and
biosphere.
Before I said anything about
community, ecosystem,
biosphere, and organization of
life, I would like you to divide
into 7 groups. Each group will
have a term to work
with. Your job as a group is to
define the term and give
examples to support your
definition. Afterward, you
should draw or cut out pictures
that will help the class
remember your term. You
may use your book as a
guideline. After your poster is
complete, you will be asked to
explain it to the class. Also,
your group should write two
questions about their term so
you can test your classmates
after your presentation. Your
poster doesn�t need to be
fancy, but you must try to
come up with an explanation
for your term and give
examples to support your
explanation.

1. Biosphere
2. Biotic factor
3. Abiotic factor
4. Population
5. Community
6. Ecosystem
7. Habitat

You will have about 20

minutes (or the rest of class) to
finish up this exercise.

Time: ______minutes

Explain:
(Student lead discussion)
Students will present their
poster and each group will
have 5 minutes.
(Teacher lead discussion)
Show a transparency of pg. 59 1. Can anyone give me an 1. Responses vary. For
from the textbook. Have the example of Interactions within example, two lions are
students try to identify the population? chasing after the same
organization of life and rabbit in wildness.
explain to the students that this 2. How about individuals
is the level of organization interact within communities? 2. When the size of one
(the hierarchy of life). population grows so large it
3. What would be the habitat begins affecting the food
All organisms depend on and niche for squirrel? supply for another species
others for food, shelter, in community.
reproduction, or protection.
3. Habitat – forest, city
There are 3 levels of park with trees
organization provided by the Niche – to distribute seeds
ecologists.
1. Interactions within
population (members
of same population
compete with one
another for food,
water, mates and other
resources)
2. Individuals interact
within communities (a
change in one
population in a
community will cause
changes in the other
populations)
3. Interactions among
living things and
abiotic factors from
ecosystems

We all know a habitat is the

place where organisms live,
but habitat can be further
divided into niches. A niche is
the role a species plays in a
community.

Time: ______minutes

Extend / Elaborate:

For elaborate part of this

lesson plan, students will
complete question #5 from pg.
63 of the textbook as a
homework assignment.

Time: ______minutes

Evaluate:
 Pop quiz questions
Pop quiz at end of the lesson. 1. List 3 abiotic factors in an
ecosystem.
Time: ______minutes
2. Give an example that
would demonstrate the
differences between niche and
habitat.

3. Compare and contrast

population and communities.

Greenhouse gases are responsible for carrying out phenomenon of greenhouse effect.Greenhouse effect
is crucial to carry out life supporting activities as well as to keep a planet warm.Greenhouse gases traps
radiations of sun.Example of greenhouse gases are:

Carbon dioxideWater vaporMethaneNitrous oxideOzoneChlorofluorocarbonsHydrofluorocarbons