Republic of the Philippines

DEPARTMENTOF EDUCATION
Caraga Administrative Region
DAPA NATIONAL HIGH SCHOOL
Dapa, Surigao del Norte

Date: November 16-19, 2015

Day/s: Monday - Thursday
Grade/ Section/Time: Grade 7- Angel Alcala -7:40-8:40
Grade 7- Quintin Kintanar -8:40-9:40
Grade 7- Anacleto Del Rosario-9:55-10:55
Grade 7- Eduardo Quisumbing - 1:30-2:30
Grade 7-Gregorio Zara -3:30-4:30

I-COMPETENCIES: Identify which of the things found in the environment are biotic or abiotic and describe
the different ecological relationships found in an ecosystem

II-OBJECTIVES: After the lesson, the students should be able to:

1. identify the components of the environment,
2. compare living and nonliving things, and
3. describe how organisms interact with each other and with their environment.

III- SUBJECT MATTER

Topic: Module 5- Interactions
Materials Needed: School Ground, Hand Lenses
References: K to 12 Leaners Material pages 1-4
Kto12 Teachers Guide pages 1-4
IV-STRATEGIES/ PROCEDURE: School Ground and Garden Trip
OWAW: Interactions: Iis a kind of action that occurs as two or more objects have an effect upon one another.
The idea of a two-way effect is essential in the concept of interaction, as opposed to a one-way causal effect.
1. Routinary Activities
Checking of Attendance
Drill and Motivation
2. Activity
Pre-test:Conduct pretest: sheet of paper

1. A plant needs water, radiant energy, minerals, oxygen, and carbon dioxide to live. This statement shows that
an organism depends on which of the following?
A. Abiotic components B. Biotic components C. Climate D. Minerals
2. Which of the following represents an abiotic component of the environment?
A. Sprouting mongo seeds C. Grass on mountain slopes
B. Dugong nursing its young D. Flowing lava

All these interactions involve energy and its transformation through trophic levels. Producers like plants
convert radiant energy into chemical energy through photosynthesis. This energy is transformed to other forms
in the environment as one organism feeds on another organism.
In this module, the students will discover that there are levels of organization that are beyond the level
of the organism.
In this activity, you will ask the students to identify the components of the environment, compare the living and
nonliving things, and describe how organisms interact with each other and with their environment.
Visit your school garden or a pond near your school. On a separate sheet of paper, ask the students to
describe or draw the place.

3. Analysis
How do organisms interact with each other and with their environment?
How is energy transferred from one organism to the other?

4. Abstraction
 Colorful tropical fish swim through warm water around a coral reef. The fish are part of the coral reef
ecosystem. Beautiful orchids grow on trees that tower above the rain forest floor. The orchids and the trees
are part of the rain forest ecosystem. A hawk swoops down on a rabbit hopping through the tall grass of a
prairie. The hawk, rabbit, and grass are part of the prairie ecosystem.

WHAT IS AN ECOSYSTEM? An ecosystem is all the living and nonliving things in a certain area. All the
plants and animals, even the microorganisms that live in the soil, are living parts of an ecosystem. Air,
water, and rocks are nonliving parts of an ecosystem. Ecosystems are smaller parts of all the living
environments on Earth. Earths entire living environment is called the biosphere. The biosphere is made up
of large areas called biomes. Land biomes include grasslands, deserts, coniferous forests (forests of cone-
bearing trees), deciduous forests (forests of trees that shed their leaves), and tropical rain forests. There are
also biomes in bodies of water, such as the ocean. The biomes, in turn, are made up of many ecosystems.
The desert biome, for example, covers all the deserts of the world. Each individual desert is an ecosystem.
The Mojave Desert in California is a desert ecosystem.

WHY DOES AN ECOSYSTEM NEED PARTS? Every living thing in an ecosystem depends in some way
upon other living and nonliving things in the ecosystem. All the parts of an ecosystem work together.

The living things in an ecosystem are either producers or consumers. Producers do not eat other living
things. Producers make food. Trees, grasses, and other green plants make food. Green plants are called
primary producers. Plants use nonliving nutrientsnourishing substances, such as the chemicals in soil and
waterto help them make food. They use energy in sunlight to make food. They also use carbon dioxide
gas in air to make food. Consumers are animals that eat other living things. Animals that only eat plants are
called herbivores. Herbivores are primary consumers. Rabbits, mice, and plant-eating insects are primary
consumers. Animals that eat other animals are called carnivores. Carnivores are secondary consumers. Bears
and hawks are secondary consumers. Ecosystems also have decomposers. Decomposers break down dead
plants and animals. They break down animal wastes. Fungi, such as mushrooms and mold, and bacteria are
decomposers. They turn dead material and waste into chemical nutrients. Plants take up the nutrients with
their roots. They use the nutrients to make more food.

5. Application
The students will make a herbarium or a terrarium.

V-ASSESSMENT Conduct posttest: sheet of paper

1. A plant needs water, radiant energy, minerals, oxygen, and carbon dioxide to live. This statement shows that
an organism depends on which of the following?
A. Abiotic components B. Biotic components C. Climate D. Minerals
2. Which of the following represents an abiotic component of the environment?
A. Sprouting mongo seeds C. Grass on mountain slopes
B. Dugong nursing its young D. Flowing lava

REMARKS:

Prepared by:

AISSA D. IJAPON
Teacher-I
Checked by:
MARIETTA C. ASIGNAR
HT-III/Dept. Head- Science