CONTEXTUALIZED LESSON PLAN IN SCIENCE 7

SECOND QUARTER
S.Y: 2019-2020

Grade Level : 7- Daisy

Subject : Science
Date : Oct. 24, 2019
I.OBJECTIVES
A. CONTENT Organisms interacting with each other and with their environment to survive
STANDARDS
B. PERFORMANCE Conduct a collaborative action to preserve the ecosystem in the locality
STANDARDS
C. LEARNING
COMPETENCIES Differentiate biotic from abiotic components of an ecosystem;
S7LT-IIh-9

Learning Objectives
Cognitive: Identify the components of the ecosystem.
Affective: Name the biotic and abiotic components of an ecosystem.
Psychomotor: Share ideas on the benefits that we get from the ecosystem.
Contextualized Objective: Appreciate the beauty and importance of local
landmarks.

Integration to other Subj.: DRRR : Discuss different community-based practices for managing disaster risk to
specific hazards;
DRR11/12-IIg-h-44

SLTHTM III. TOURISM AND INDUSTRY

II.CONTENT Ecosystems

III.LEARNING RESOURCES
A.REFERENCES
1. Teacher’s Guide Pages

2. Learner’s Materials Science 7, pages:128-129

Pages

3. Textbook Pages

4. Additional Materials
from Learning
Resource (LR) portal

B. Other Learning Resources Projector

https://www.youtube.com/watch?v=fX31EymLQZQ

IV.PROCEDURES
A. Reviewing Previous Lesson HUNTING TIME !!!
or Presenting the New Lesson DIRECTIONS:
-The class will be divided into two groups. Each group will be given 5 minutes to go
(ELICIT)
outside. And list down biotic and abiotic factors that can be found outside the
classroom. In a form of short essay, Group 1 will write 5 importance of Biotic and
Abiotic Factors while the group 2 will make a diagram about the examples of Biotic
and Abiotic Factors. Students will be given 5 minutes to brainstorm and 5 minutes for
their presentation.
Below is the rubric to be use during the presentation.
RUBRICS 10 6 4 SCORE
Presentation Situation were Situation were relevant Situation were not
imaginative, relevant and in good taste relevant and in poor
and in good taste taste
Timeliness The group finish their The group finish their The group finish their
presentation before presentation on time presentation after the
the set time set time
Teamwork 100% of the members 75% of the members 50% and less of the
participated participated members participated
Total

Questions to be ask:
 Based on your activity, what will happen if there is a limited supply of one of
the abiotic or biotic factors?
 How it will affect the environment?

B. Establishing a Purpose for

the Lesson (ENGAGE) PRE-ACTIVITY: MATCH MAKING !!! (Unlocking difficulties)
GG The class will divided into two. They will be given different words to match
according to their meaning. Similar to your English subject, you need to find out the
definitions of each words given below.
Each group will be given 3 minutes to brainstorm and another 3 minutes to
present their output.

Biotic (livingthings) components are all the living things

in an ecosystem
Abiotic (non-livingthingd) non-living chemical and physical parts
of the environment
Oxygen colorless, odorless, gaseous
element, represented by the symbol
"O"
Plants characterized by being
photosynthetic and having a rigid
cell wall
Cells A cell is the smallest unit of
life. Cells are often called the
"building blocks of life".
Stimuli an answer or reply, as in words or in
some action.
Temperature degree of hotness or coldness
measured on a definite scale
C. Presenting
Examples/Instances of the -Let the students give their insights about the picture shown.
Lesson Milagrosa Falls

Mandog Beach

Mandog Beach

Kaipilan

- What did you observe in the picture?

- How can you show your appreciation to these landmarks?

D. Discussing New Concepts
and Practicing New Skills #1
(EXPLORE)
-The teacher will instruct the students to watch a video clip about “Biotic and Abiotic
Factors”.
Question to be asked:
- What are the example of biotic and abiotic factors?
- Give some importance of biotic and abiotic factors?

E. Discussing New Concepts

and Practicing New Skills #2 -Based on the video clip “Biotic and Abiotic Factors” students will be given an
activity.

THINK-GROUP-SHARE !!!
-The class will grouped into two. Students will be given scrambled words/sentences
wherein they will arrange it as to the characteristics and examples of an biotic and
abiotic factors.
-Students will be given 5 minutes to brainstorm and another 5 minutes to present
their output to the class.
F. Developing Mastery
(Leads to Formative -Students will present their output to the class.
Assessment 3) (EXPLAIN)
They will be rated as shown below
RUBRICS 5 4 3 2 SCORE
Presentation Well-presented Presented with Presented with Presented with no
of Outputs with well- less efforts done no efforts done efforts done
modulated
voice
Timeliness The group The group The group The group
submitted and submitted and submitted and submitted and
post their post their output post their output post their output
output on the on the board on on the board on the board late
board before time after the set time
the set time
Cooperation 100% of the 75% of the 50% and less of 25% and less of
members members helped the members the members
helped helped helped
Total
G. Finding Practical
Applications of Concepts and PUT ME IN !!!
Skills in Daily Living Directions:
Students will be divided into two. Each group will list down maximum of 10
(ELABORATE)
examples of biotic and abiotic components that can be found at their respective
Barangays.
They will be given 5 minutes to brainstorm and 5 minutes for their presentation.
Biotic Abiotic

H. Making Generalizations The teacher will ask the students.

and Abstractions about the
Lesson
I. Evaluating Learning
(EVALUATION)
Questions to be asked:
- Based on your answer in the table, what is the importance of these in your
daily living?
PERFORMANCE ACTIVITY
QUERY TIME !!!
DIRECTIONS:
The class will group into two. Teacher will read/show the questions (with allotted
time), the first group who will show their right answers will gain five points.

1. Which of the following is an example of abiotic components of the environment?

A. flowing lava B. grass on mountain C. animals D. tress
2. The following are abiotic factors that may affect the population of organisms
EXCEPT.
A. temperature B. topography C. sunlight D. prey
3. How can you distinguish abiotic components from biotic components of the
ecosystem?
A. multiply B. contains cells C. moves D. support life
4. What should replace the check mark?
Biotic factors – tress, bacteria, animals
Abiotic factors – light, water, √
A. soil B. worms C. ferns D. trees
5. Dina wants her plants to become healthy. Which of the following may help her?
A. oxygen B. water C. sound D. wood
6. Which of the following is a basic need of all living things?
A. oxygen gas B. light C. hydrogen gas D. water
7. Plants get their nitrogen from _______ .
A. rain B. the soil C. the air D. the bedrock
8. What characteristics of living things the ability to adapt to their environment
condition so that they will continue to survive?
A. response to stimuli B. metabolism C. adaptation D. homeostasis
9. When used materials are turned into new materials, like plastic bottles tuned to a
beautiful display, the practice being used is ________.
A. recycling B. reducing C. reusing D. reclaiming
10. Which of the following are traits of abiotic components?
A. reproduce B. contain DNA C. can move D. do not grow

J. Additional Activities for

Application or Remediation List down at least 3 ecological relationships.

IV. REMARKS
V. REFLECTION
a. No. of learners
who earned 80%
in the evaluation
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 work
well? Why did
these work?