GRADES 1 TO

12
DAILY LESSON
Week no: SEVEN
I.OBJECTIVES
A. Content
Standards
B. Performance
Standards
C. Learning
Competencies/
Objectives
II.CONTENT
III. LEARNING
RESOURCES
A. References
1.Teachers Guide
pages
2.Learners
Materials pages
3.Textbook pages
4.Additional
Materials from
Learning
Resource(LR)portal
B. Other Learning
Resources
IV.PROCEDURES

School
Teacher
Teaching Dates and
Time

Zaballero Subd. Elem. School

THELMA D. LATORRE

Grade Level
Learning
Area
Quarter

July 25-29, 2016

MONDAY

TUESDAY

WEDNESDAY

THURSDAY

Six
Science
First

FRIDAY

The learner uses science process and thinking skills to understand the characteristics and basic needs of living things, growth
and changes in animals and plants, diversity and biodiversity of living things, interactions in the environment and
demonstrates positive attitudes and values which are necessary for solving problems and making personal decisions about
issues that affect individuals, society and environment.
At the end of this chapter the learner is expected to develop functional understanding and application of science and health
concepts, basic and integrated process skills and acquire values, attitudes and practices related to body systems (circulatory
and nervous), ecosystem
Identify the living and nonliving things in a sample
ecosystem

Create a sample
ecosystem.

Ecosystem

ELC II.1.1

Identify the producers,

consumers, and
decomposers in an
ecosystem
Components of an
Ecosystem

Identify the different

kinds of consumers.

The Consumers

Illustrate the feeding

relationship between
organisms in a food
chain.
The Food Chain

ELC II.1.2

ELC II.1.2

ELC II.2.1

Into the Future: Science

and Health Six, p58

Into the Future: Science

and Health Six pp.58-59

MONDAY
A. Reviewing
previous lesson or
presenting the new
lesson

B. Establishing a
purpose for the
lesson

C. Presenting
examples/ instances
of the new lesson

D. Discussion new
concepts and
practicing new
skills #1

TUESDAY

WEDNESDAY

THURSDAY

FRIDAY

1. Science Word: abiotic,

biotic
2. Drill: Encircle the living
and box the non-living
things.
Stone
flower
tree
water
caterpillar
3. Review: What have you
learned about the
environment when you
where in Grade Five?

1. Science word:
terrarium, aquarium
2. Drill: Match the biotic in
column A with the abiotic
in column B

1. Science Word:
autotrophs, heterotrophs
2. Drill: Encircle which do
not belong to the group.
Fish, shark, elephant,
whale
lion, man, tiger,
leopard
Bird, butterfly,
caterpillar, fly
bugs, ants, scorpions,
giraffe
3. Review: Show picture of
animals. Ask the pupils
what they eat.

1. Science Word:
consumers
2. Drill: Match the animal
with the food they eat
3. Review: What are the
three components in the
ecosystem?

1. Word Drill:
interrelationship
2. Drill: Write Pproducer, C-consumer,
and D-decomposer
Corn
worm
lion
man
banana leaf
3. Review: What are the
three kinds of
consumers?

What would happen if

there where no plants on
earth? Would animals be
able to survive? What if
there where no animals,
will the plants survive?
Presentation: Tell the pupils
that they are going on a
field trip in some parts of
the school.

Have you been to a

forest? What do we find in
a forest?

. Earth is one big

ecosystem. Living things
get their food from the
environment. The
environment as a whole is
home to all living things.
Show pictures of animals,
insects and man.

Did you eat your

breakfast? What did you
eat? Can we survive
without food?

Have you been to a

forest? What do you
find in a forest?

Presentation: Show
pictures of different
kinds of animals or
consumers.

Presentation: Show a
picture of a food chain
that exists in a forest.

Activity Investigating the

living and non-living things
in a place.

Activity: Making a
Terrarium
a. Preparing the materials
b. Constructing the
terrarium
Clean the jar.
Place some charcoal
at the bottom of the

Activity: Observe different

form of organisms in an
ecosystem
a. Observe an
aquarium/terrarium.
b. List down the living
organisms found in it.
c. Use your Science

Activity: Classify the

kinds of animals
according to the food
they eat.
a. Identify
animals that eat plants;
animals that eat only
meat: and animals that

. Activity: Food Chain

a. Using the food chain
presented, discuss with
your group the
relationship that exist
between the organisms
in the chain.
b. Group Reporting

a. Setting of standards in
making a field trip.
b. Divide the class into three
groups.
1. First group will visit the
school garden.

A
Bird
Earthworm
Fish

B
soil
sea
air

3. Review: What is an
ecosystem?

Tell the pupils that they

will make a mini-forest or
terrarium.

MONDAY
2. Second group will go to the
aviary.
3. Third group will visit the
school pond.
c. Identify the living and nonliving things in the area assigned
to the group and observe how
they interact with each other.

d. Collect some samples of

living and non-living things.
Place them inside the
bottles.

E. Discussing new
concepts and
practicing new skill
#2

F. Developing
mastery
(Leads to Formative
Assessment 3)

Discussion: What
organisms have you
observed in your trip?
What organisms live
together in the same area?
Is it possible to find only
plants or animals in an
area? Aside from the plants
and animals, what else did
you find? What are some of
the non-living things you
found?
Introduce the term
ecosystem. The teacher
explains what ecosystem is
and the interaction of the
living and nonliving things
in it. The teacher gives
other examples of an
ecosystem like the desert,
jungle, sea and lake.

TUESDAY

WEDNESDAY

THURSDAY

FRIDAY

jar.
Top it with gravel then
garden soil. Place the
small plants inside.
Put some stones.
Sprinkle the plants
with water.
Place the terrarium
near the window.
c. Taking care of the
terrarium.

book to find out the

meaning of producers,
consumers and
decomposers.
d. Identify the
producer, consumer and
decomposers in the
aquarium/terrarium.

eat both plants and meat

of other animals.
b. Group the
animals according to the
food they eat.
Plant Eaters
Meat Eaters
Both plants and
Meat

Presentation of each
group.
Each group will ask 1
question about the work
of the other group. They
can also comment or
suggest.

Reporting

Reporting

Reporting

Discussion about their

work

Discussion: What
animals eat only plants?
What animals eat only
meat of other animals?
What animals eat both
plants and animals?
Introduce the terms
herbivores, carnivores
and omnivores.

Discussion of the
groups answer

Discussion: What are the

things found in your
terrarium? What made it
a mini ecosystem? How
do the living and nonliving things in the
terrarium interact with
each other?

Discussion: What are the

biotic components of the
aquarium/terrarium? Who
are the producers? Why
are they called
producers? Who are the
consumers? What do
consumers eat? What are
decomposers? Are they
important in an
ecosystem? Why?

Explain and differentiate

the three kinds of
consumers.

Discussion: What does

the bird eat? Who eats
the bird? What will
happen if the snake
dies? What does the
chain of organisms
show? Introduce the
term food chain. Discuss
with the pupils the
correct way of arranging
organisms in the food
chain by identifying the
producer, consumer
(herbivore, carnivore,
omnivore) and

MONDAY

TUESDAY

WEDNESDAY

THURSDAY

FRIDAY
decomposer.

G. Finding practical
applications of
concepts and skills
in daily living

Draw a picture of the

assigned ecosystem to
your group.
What is the importance of
knowing our ecosystem?

Draw your terrarium and

label its components.
Give some pointers on
how to take care of their
terrarium.

H. Making
generalizations and
abstractions about
the lesson

What is ecosystem?
Concept Formation: An
ecosystem is an
environment where both
living and non-living
organisms exist and
interact with one another.

Concept formation: A
terrarium, aquarium,
pond, garden, desert,
rainforest, sea, lake, and
many more are just some
of the examples of an
ecosystem.

Give three examples each

of producers, consumers,
and decomposers.
Give some importance
why do we need to study
this lesson.
Concept Formation:
Producers are plants that
make their own food.
Consumers are animals
and man that feed on
other organisms for food.
Decomposers are
microorganisms and some
insects that feed on dead
plants and animals.

What would happen if all

the herbivores are gone?
Will the omnivores
survive? Why?

Concept Formation:
Consumers are grouped
according to what they
eat.
Herbivoresconsumers that eat only
plants.

Concept Formation: A
food chain shows the
relationship between
organisms. It is the
transfer of food from the
producer to the
consumers.

Carnivoresconsumers that eat meat

of other animals.
Omnivoresconsumers that eat both
plants and animals.

I.Evaluating
learning

Choose the letter of the

correct answer.
1. The interaction between the
abiotic and biotic is called
__________.
a. population
b. community
c. species
d. ecosystem
2. What are the living things in a
pond?
a. sand and pebble
b. water and sunlight
c. plants and fish
d. soil and stone
3. Water, soil and sunlight are
examples of
a. living things
b. non-living things
c. biotic

Observe an
aquarium/picture of an
aquarium. Answer the
question that follows.

1. Name the biotics in the

aquarium.
2. How do the plants help
the fish?

Write P-producer, Cconsumer, and Ddecomposers

1. mango tree
2. earthworm
3. man
4. snail
5. sea weeds
6. pig
7. chicken
8. caterpillar
9. ants
10. bacteria

True or False
1. Consumers eat only
plants.
2. Consumers that feed on
other animals are called
omnivores.
3. Animals that eat plants
are herbivores.
4. Consumers are classified
as herbivore, carnivore and
omnivore.
5. Man is an omnivore.

Arrange to form a food

chain. Then encircle the
producer and box the
consumers.
Flower, dragonfly, frog,
snake, eagle, bacteria

MONDAY
d. symbiotic
4. The physical environment that
affects life in the garden are
a. sunlight
b. water
c. temperature
d. all of the above
5. Which is not an ecosystem?
a. pond
b. fallen log
c. rainforest
d. sand dune

J. Additional
learning

TUESDAY

WEDNESDAY

THURSDAY

FRIDAY

Draw or cut pictures of

herbivores, carnivores
and omnivores in a
typewriting paper

Draw three samples of

food chain. Identify the
producer, consumer,
and decomposer.

3. What are the abiotics in

the aquarium?
4. Give an example of a
biotic and abiotic
interacting with each
other.
5. What would happen if
you do not clean the
aquarium for a month?
Why?

Cut a picture of an
ecosystem in a magazine.
Explain how biotic and
abiotic interact with each
other.

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 work?

No.

No.

No.

No.

No.

5
4

5
4

5
4

5
4

5
4

3
2
1
%

3
2
1
%

3
2
1
%

3
2
1
%

3
2
1
%

MONDAY
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?

TUESDAY

WEDNESDAY

THURSDAY

FRIDAY