The Learners Demonstrate An Understanding of

School
GRADES 1 to 12 Grade Level Grade 7
Daily Lesson Log Teacher Learning Area Science

Teaching Date and
Quarter Second
Time
DAY:
I. OBJECTIVES
The learners demonstrate an understanding of:

A. Content Standards  Organisms interacting with each other and with their
environment to survive
The Learners should be able to:
B. Performance Standards  Conduct a collaborative action to preserve the
ecosystem in the locality
C. Predict the effect of changes in one population on other
populations in the ecosystem.
S7LT-IIi-11
Learning Competencies / Objectives  Construct food chains starting with the food wastes.
Write the LC code for each
 Decide on the best way to deal with food wastes in your
home or school.
II. CONTENT  Energy Transfer
III. LEARNING RESOURCES
A. References
1. Teacher's Guide Pages
2. Learner's Materials Pages pp.137-139
3. Textbook Pages
4. Additional Materials from Learning
Resource (LR) portal
two small, clear jars with covers and with holes all over at least
three large clay flower pots,soil, rubber gloves, trowel,
B. Other Learning Resource
microscope, slides and cover slips, magnifying lens, pole for
aerating composting materials and wire covers for the clay pots
IV. PROCEDURES
A. Show pictures of different decomposers and scavengers. Let the

student identify the organisms showed.
Reviewing previous lesson or presenting the

new lesson
 What are decomposers?

 Name some of the common scavengers you know.
B. Establishing a purpose for the Lesson
 Why are scavengers and decomposers important in an
ecosystem?
C. Presenting examples / instances of the Activity: What to do with food waste?
1. Set up the composting pots and jars in advance. In one
covered jar, put some food wastes. In the other covered jar,
put a layer of soil at the bottom, followed by a layer of food
wastes covered with a layer of soil. Repeat until the jar is full.
Do the same for the clay pots, filling one first before moving
to the second pot, until the third (or last pot) is full. Water the
jar and pots with soil if the soil dries up.
2. Do not water the jar of food wastes without soil.
Observe the food wastes and living organisms that you find
in the jar daily. Record your observations on a table like the
one below:
Day/Dat Observations about food wastes and

e living organisms
new lesson
3. Do the same for the jar with soil and the clay pots as soon
as they are full. Include observations about the soil.
4. After a week, and every week thereafter, mix the contents of
a clay pot to provide air to the organisms underneath the
surface the soil.
5. Continue your observations until the food wastes can no
longer be seen and everything looks like soil. This means
that decomposition of the food wastes is complete or nearly
so. You have made compost.
6. Use the magnifying lens and microscope to examine very
small and microscopic organisms. On Day 1, get small
samples of the soil and make wet mounts to examine it under
the microscope. Repeat this after a week and every week
thereafter until the observations are concluded.
7. Draw the microscopic organisms you observe and try to
identify them with the help of reference books.
D.
 What organisms did you find in the compost jar or pot from
Discussing new concepts and practicing Day 1? List them down in the order of appearance.
new skills #1  Construct at least one food chain and one food web based
on your observations.
E. Discussing new concepts and practicing

new skills #2
F. Developing mastery
(Leads to Formative Assessment 3)
G. In your own community, observe common and unique
population relationship. Determine how organisms in each
Finding practical applications of concepts relationship are affected. Imagine how your community would be
and skills in daily living like without these relationships. Write your observations and
predictions on a journal.
H.  What is the benefit of composting food wastes?

 What other methods would you recommend to dispose of
Making generalizations and abstractions food wastes?
about the lesson  How does the over production of wastes affect the recycling
capacity of the ecosystem?
I. Evaluating Learning 1.What are the best examples of decomposers?

A. Bacteria and fungi C. Bacteria and viruses
B. Protists and fungi D. Fungi and Viruses
2.In natural communities, what condition is likely to cause a
disruption or imbalance among species?
A. Removal of a predator
B. Introduction of a foreign species
C. Overgrazing
D. All of these.
3.How is energy replenished in ecosystems?
A. By the sun C. By recycling
B. By body functions D. By food chains
4.Which of the following exist only as parasites?
A. Bacteria C. Insects
B. Fungi D. Viruses
5.Soil organisms, such as fungi, worms, and bacteria are all
biotic parts of the woodland ecosystem. What is the role of
these organisms in the woodland ecosystem?
A. To provide nitrogen for the animals
B. To obtain dissolved oxygen from moisture
C. To break down the remains of other lving things
D. To store chlorophyll for the photosynthesis process
Answer: 1. A 2. D 3. C 4. D 5. B
J. Additional activities for application or

remediation
V. REMARKS
VI. REFLECTION
A. No. of learners who earned 80% in the evaluation

B. No. of learners who require additional activities

for remediation who scored below 80%
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 worked?
F. What difficulties did I encounter which my

principal or supervisor can help me solve?
G. What innovation or localized materials did I
Use or discover which I wish to share with other
teachers?

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School

GRADES 1 to 12 Grade Level Grade 7

Daily Lesson Log Teacher Learning Area Science

The learners demonstrate an understanding of:

II. CONTENT  Energy Transfer

III. LEARNING RESOURCES

A. Show pictures of different decomposers and scavengers. Let the

Reviewing previous lesson or presenting the

 What are decomposers?

Day/Dat Observations about food wastes and

E. Discussing new concepts and practicing

H.  What is the benefit of composting food wastes?

I. Evaluating Learning 1.What are the best examples of decomposers?

J. Additional activities for application or

A. No. of learners who earned 80% in the evaluation

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