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Lesson Exemplar Quarter 2

Lesson

for Science 3
Lesson Exemplar for Science Grade 7
Quarter 2: Lesson 3 (Week 3)
S.Y. 2024-2025

This material is intended exclusively for the use of teachers participating in the implementation of the MATATAG K to 10 Curriculum during the School
Year 2024-2025. It aims to assist in delivering the curriculum content, standards, and lesson competencies. Any unauthorized reproduction, distribution,
modification, or utilization of this material beyond the designated scope is strictly prohibited and may result in appropriate legal actions and disciplinary
measures.

Borrowed content included in this material are owned by their respective copyright holders. Every effort has been made to locate and obtain
permission to use these materials from their respective copyright owners. The publisher and development team do not represent nor claim ownership over
them.

Development Team

Writer:
 Kristine N. Busmion (Siliman University)

Validator:
 Genelita S. Garcia (Philippine Normal University)

Management Team
Philippine Normal University
Research Institute for Teacher Quality
SiMMER National Research Centre

Every care has been taken to ensure the accuracy of the information provided in this material. For inquiries or feedback, please write or call the Office
of the Director of the Bureau of Learning Resources via telephone numbers (02) 8634-1072 and 8631-6922 or by email at [email protected].

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SCIENCE (BIOLOGY) / QUARTER 2 / GRADE 7

I. CURRICULUM CONTENT, STANDARDS, AND LESSON COMPETENCIES

1. Content 1. Familiarity and proper use of a compound microscope are essential to observe cells.
Standard 2. The organelles of plant and animal cells can be identified using a compound microscope.
s 3. Cells are the basic unit of life and mitosis, and meiosis are the basic forms of cell division.

2. Performance By the end of the Quarter, learners will be able to create a visual representation, such as poster, model,
Standards or e-poster, explaining the trophic level in a chosen ecosystem.

3. Learning 1. Identify the parts and functions, and demonstrate proper handling and storing of a compound
Competencies microscope
and Objectives Lesson Objective 1: Identify the parts of a compound microscope and the function of each part.
Lesson Objective 2: Demonstrate the proper handling and storing of a compound microscope

2. Use proper techniques in observing and identifying the parts of a cell with a microscope such
as the cell membrane, nucleus, cytoplasm, mitochondria, chloroplasts, and ribosomes
Lesson Objective 1: Use proper techniques when observing the parts of a cell under a microscope.
Lesson Objective 2: Identify the parts of a cell, such as the cell membrane, nucleus, and cytoplasm, with a
microscope

3. Differentiate plant and animal cells based on their organelles

Lesson Objective 1: Identify the parts of a plant cell and the function of each.
Lesson Objective 2: Identify the parts of an animal cell and the function of
each.
Lesson Objective 3: Compare and contrast plant and animal cells based on their organelles.

4. Recognize that some organisms consist of a single cell (unicellular) like in bacteria and some
consist of many cells (multicellular) like in a human
Lesson Objective 1: Describe unicellular and multicellular organisms
Lesson Objective 2: Identify examples of unicellular and multicellular organisms

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4. Content 1. Science equipment: The Compound Microscope
●Parts and Functions
●Using of Microscope

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 2. Plant and animal cells
●Parts and Functions
●Similarities and Differences

5. Integration  Utilization of a microscope in investigating microorganism and their roles in the ecosystem
 Distribution of plant and animal cells relating to global diversity patterns
 The intricate pattern of plant and animal cells for inspiration for artistic pieces

II. LEARNING RESOURCES

 Amazon (2024). Wonderattheworld.com. https://wonderattheworld.com/wp-content/uploads/2023/12/Amazon-lap-book.jpg

 Ananya Mandal. (2019, June 5). What is Staphylococcus Aureus? News-Medical.net. https://www.news-medical.net/health/What-is
Staphylococcus- Aureus.aspx
 Batul, A. (2013, January 17). Rhizopus bread mold under microscope. World under
Microscope. https://worldundermicroscope.wordpress.com/2013/01/17/rhizopus-bread-mold-under-microscope/
 FuseSchool - Global Education. (2018). Unicellular vs Multicellular | Cells | Biology |
FuseSchool. https://www.youtube.com/watch?v=1hrkwJ_HuR0&ab_channel=FuseSchool-GlobalEducation
 FuseSchool - Global Education. (2018). Unicellular vs Multicellular | Cells | Biology | FuseSchool. In
YouTube. https://www.youtube.com/watch?v=1hrkwJ_HuR0
 Lumen Learning. (2019). Prokaryotes and Eukaryotes | Biology for Majors I. Lumenlearning.com.
https://courses.lumenlearning.com/suny- wmopen-biology1/chapter/prokaryotes-and-eukaryotes/
 Molnar, C., & Gair, J. (2019). 1.1 Themes and Concepts of Biology – Concepts of Biology-1st Canadian Edition.
Opentextbc.ca. https://opentextbc.ca/biology/chapter/1-1-themes-and-concepts-of-biology/
 National Geographic Society. (2022b, May 20). Unicellular vs. Multicellular | National Geographic Society.
Education.nationalgeographic.org. https://education.nationalgeographic.org/resource/unicellular-vs-multicellular/
 National Geographic. (2020, March 13). Tardigrade, facts and photos. National
Geographic. https://www.nationalgeographic.com/animals/invertebrates/facts/tardigrades-water-bears
 Southern Biological. (n.d.). Introduction to Euglena. Www.southernbiological.com. https://www.southernbiological.com/introduction
to-euglena/
 TED-Ed. (2016). What is the biggest single-celled organism? - Murry Gans. In YouTube. https://www.youtube.com/watch?
v=FK9xHry877U
 Vedantu. (n.d.). Give examples of unicellular and multicellular organisms. Www.vedantu.com.
https://www.vedantu.com/question answer/give- examples-of-unicellular-and-multicellular-class-11-biology-cbse-
5f8a7c6e2331d1505cd0f44d

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III. TEACHING AND LEARNING PROCEDURE NOTES TO TEACHERS

A. Activating Short Review The lesson will start

Prior with a review of
Knowledge Cell Vocabulary: Students will describe unicellular and multicellular organisms. eukaryotic and
prokaryotic cell type.
They will also describe
examples of
multicellular and
unicellular organisms.

At this point, the

students already have
an idea of what the
lesson is all about.

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 KWL Chart: Using the graphic organizer, the students will recall their prior
knowledge about the given terms. The learners will only answer K and
W at this point.
Using the graphic
organizer, the
students will write
what they know, and
what to know about
unicellular and
multicellular
organisms. This KWL
Chart will be revisited
at the end of the
lesson to answer the
column on what they
have learned about the
topic.

B. Lesson Purpose
Establishing
Lesson Think-Pair-Share: The student will summarize the importance of
Purpose multicellularity. They will work in pairs to understand the video material and
answer the questions (What is the largest unicellular organism?
https://www.youtube.com/watch?v=FK9xHry877U)

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 Throughout the history of life on Earth,
organisms have evolved from simple single-
celled forms to complex multicellular
structures. This evolutionary transition has
allowed for a greater diversity of life forms
and the development of specialized
functions within organisms.
Considering this remarkable transformation,
it's important to explore the advantages that
multicellularity offers.

Process Questions:
1. What is the largest unicellular organism?
2. What advantages do multicellular organisms have over unicellular
organisms?

Unlocking Content Area Vocabulary

Table Completion: Complete table by providing the descriptions of the given terms.
1. Multicellular
2. Unicellular
3. Prokaryote
4. Eukaryote

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C. Developing and 1. Explicitation The lesson will start
Deepening Cell Type Foldable: Create a foldable that highlights the description, with a Think-Pair-
Understanding definition, and examples of unicellular and multicellular organisms. Share activity that
recognizes the
(Unicellular vs Multicellular
existence of unicellular
https://education.nationalgeographic.org/resource/unicellular-vs- and multicellular
multicellular/) organisms. Based on
the reading material,
they will create a
foldable that describes
the two cell types.

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2. Worked Example

Unicellular and Multicellular T-Chart: The students will create a T-Chart about After describing
unicellular vs multicellular organisms and prokaryotic vs eukaryotic cells based the two cell types,
on: the students will
differentiate
 Number of Cells
unicellular and
 Examples
multicellular
 Size
organisms. Also,
 Complexity
they will
 How they obtain nutrients
differentiate
 How they reproduce
prokaryotic and
 How they respond to environment
eukaryotic
organisms.

Answer Key:

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3. Lesson Activity

Interactive Site: Students will read the material and complete the graphic To practice further,
the students will
organizer. Also, the students will answer the questions in the interactive site
now answer the
that is focused on the prokaryotic and eukaryotic cells.
questions in the
interactive website
entitled Prokaryotes
and
Eukaryotes Reference:
https://
courses.lumenlea
rning.com/suny-
wmopen-
biology1/chapter/proka
ry otic-transcription-
and- translation/
Which characteristic
is unique to
prokaryotic cells?
(contains a nucleoid)
Eukaryotic and
prokaryotic cells
share what
component? (DNA)
Which of the
following is not a
uniform feature of
cellular life?
(nucleus)
Dogs and mushrooms
are examples of what
type of organism?
(eukaryotic organisms)
Overall cell size is

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 restricted by the
need to
. (transport
materials inside the
cell)

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D. Making Learners’ Takeaways Towards the end of the
Generalizations lesson, the students
KWL Chart: Using the graphic organizer, the students will answer the L will revisit the KWL
column or what they have learned about the given term. Chart to map the
conceptual change. It
allows the learners to
identify their
takeaways of the
lesson.

Reflection on Learning
Reflection - Remember: Using the graphic organizer, reflect on your learning by
creating Reflection – Remembering by answering the questions.

The students, at this

point, will reflect on
their learning by
answering the
Reflection –
Remembering Activity
Sheet. This will allow
them to map what are
the meaningful things
they have learned, the
questions they still
have, and anything

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 they did not understand.

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IV. EVALUATING LEARNING: FORMATIVE ASSESSMENT AND TEACHER’S REFLECTION NOTES TO
TEACHERS

A. 1. Formative Assessment Teachers may

Evaluatin A. Multiple Choice. Write the letter that corresponds to the correct answer. encourage learners
g to have a quiz
Learning notebook to
monitor learners’
1. Which of the following is a characteristic of multicellular organisms? academic progress.
a) Composed of a single cell
b) Lack specialized cells The quiz
c) Can only reproduce asexually notebook may
d) Made up of many specialized cells also serve as
homework
2. What is a defining feature of unicellular organisms? notebook.
a) They have complex structures and systems
b) They reproduce sexually
c) They consist of a single cell Answer Key:
d) They are unable to adapt to different environments 1. d) Made up of
many
3. What enables multicellular organisms to have longer lifespans than most specialized
unicellular organisms? cells
a) Ability to hibernate 2. c) They consist
b) Specialized cells
of a single cell
c) Ability to reproduce sexually
3. d) Capacity to
d) Capacity to replace or repair damaged cells
replace or
4. Why do multicellular organisms have increased complexity compared to repair
unicellular organisms? damaged cells
a) They have more DNA 4. d) They consist
b) They lack cell specialization of many
c) They have a larger surface area-to-volume ratio specialized
d) They consist of many specialized cells working together

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 5. What is the primary advantage of unicellular organisms? cells working
a) Ability to perform specialized functions together
b) Adaptability to different environments 5. d) Ability
c) Larger size to
d) Ability to reproduce asexually reproduc
e
asexually

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 B. Venn Diagram: Create a Venn Diagram identifying the similarities and
differences of unicellular and multicellular organisms.

Homework (Optional)
Mini-Research Work. Research and write a short report (1-2 pages) on one
multicellular organism and one unicellular organism. Include information such
as their habitat, structure, functions, and significance in their respective
ecosystems. Reminder: Use reliable sources and do proper citation.

B. Teacher’s Note observations on Teachers are

Effective Practices Problems Encountered
Remarks any of the following encouraged to record
areas: relevant observations or
strategies explored any critical teaching
events that influence on
the attainment of the
materials used lesson objectives. Use
or modify

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 learner engagement/ the provided template
interaction
in recording the notable
instructional areas or
concerns.
Others
In addition, notes here
can also be on tasks
that will be continued
the next day or
additional activities
needed.
C. Teacher’s Entries in this section
Reflection Reflection guide or prompt can be on: are the teacher’s
reflections about the
▪ principles behind the teaching implementation of the
What principles and beliefs informed my lesson? whole lesson, which will
Why did I teach the lesson the way I did? serve as inputs for the
LAC sessions. Use or
▪ students modify the provided
What roles did my students play in my lesson? guide questions in
What did my students learn? How did they learn? eliciting teacher’s
insights.
▪ ways forward
What could I have done differently?
What can I explore in the next lesson?

Prepared by: Checked by: Approved by:

NARCELET E. MAHINAY KENT CHRISTIAN T. LUMAYAG ZENAIDA B. MACALINAO

Teacher 1 Science Coordinator School Head

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