LANAO SCHOOL OF SCIENCE AND TECHNOLOGY

INC.
LEARNING PLAN IN SCIENCE 7
Prepared by: JHONREY P. MANGINSAY

QUARTER: 2 TIME FRAME:43 days

TOPIC: LIVING THINGS AND THEIR ENVIRONMENT
STAGE 1
CONTENT STANDARDS: PERFORMANCE STANDARD:
The learners demonstrate an understanding of: The learners shall be able to:

- The parts and functions of the compound microscope 1. Employ appropriate techniques using the compound
- The different levels of biological organization microscope to gather data about very small object.
- The difference between animal and plant cells 2. Conduct a collaborative action to preserve the ecosystem in
- Organisms that can only be seen through the microscope, many the locality.
of which consist of only one cell
- Reproduction being both asexual or sexual
- Organisms interacting with each other and with their
environment to survive
ESSENTIAL QUESTION:
MEANING MEAKING:
Essential Understanding: 1. How does biological organization arrange the different levels
of life?
The student will understand that…
- Biological organization refers to the system of classification of the 2. How can the knowledge of cell promote proper nutrition and
levels of living things arranged in hierarchical order. healthful habits and maintain proper functioning of the
- One should engage in activities that promote proper nutrition and different organ system?
healthful habits to maintain proper functioning of the organ
system. 3. How can we conserve the ecosystem?
- The conservation of the ecosystems depends upon the ecological
interactions among organisms and between organisms and the 4. How can the knowledge of different levels of biological
environment. organization promote activities that protect, conserve and
- Microorganisms can be categorized as beneficial and harmful. preserve the ecosystem in a locality?
ACQUISITION OF KNOWLEDGE: ACQUISITION OF SKILLS:

1. Identify the parts of the microscope and their functions 1. Focus specimens using the compound microscope
2. Describe the different levels of biological organization from cell to 2. Predict the effect of changes in one population on other
biosphere populations in the ecosystem
3. Differentiate plant and animal cell according to presence or 3. Predict the effect of changes in abiotic factors on the
absence of certain organelles. ecosystem.
4. Explain why the cell is considered structural and functional unit of
all organisms.
5. Identify the beneficial and harmful microorganisms.
6. Differentiate sexual from asexual reproduction in terms of:
a. Number of individuals involved
b. Similarities of offspring to parents
7. Describe the process of fertilization
8. Differentiate biotic from abiotic components of an ecosystem.
9. Describe the different ecological relationship found in an
ecosystem.

TRANSFER GOAL:

Students on their own and in the long run will be able to

1. Conduct a collaborative action to preserve the ecosystem in the locality.
 STAGE 2
OBTAINING EVIDENCES OF UNDERSTANDING THROUGH VARIED ASSESSMENTS

TRANSFER TASK IN GRASPS FORM RUBRIC CRITERIA FOR

TRANSFER TASK:
Goal To help the company achieve an Environmental Compliance Certificate (ECC). 1. Content
2. Use of scientific
data to justify
Role Environmental assessors ( chemist, biologist, engineer) proposals and
decisions
3. Conservation and
Audience Executives
management
plans

Situation A certain corporation plans to start a housing project in a grassland community. Pursuant
to EIS System, the said corporation is currently applying for Environmental Compliance
Certificate ECC so they can proceed with project and undertaking.

Product/ Report /Role Play

Performance

Standard The report is expected to be comprehensive, based on accurate scientific data, and
proposing environmental-friendly measures that are practical and realistic.

LEVEL 1
DIRECTED PROMPT
Field Activity: Explore an Ecosystem Assessing a Road Widening Project Ecological Impact Assessment (EIA ) Transfer Task
1. Look for unmanaged
area/vacant lot within the
school or ear the vicinity of
your school.
2. Use a string to partition a
segment of your chosen area.
3. Examine closely the area.
4. List down all living things
observed in the area.
5. List down the non-living
factors that you think
contributes to the survival of
the living things.
Then answer the following
questions:
1. What are the living things
found in your area? Identify
them and infer there possible
roles.
2. How are the survival needs of
living things in your area
met?
A. UNIT ASSESSMENT ACTIVITIES MATRIX
SCAFFOLD FOR TRANSFER
LEVEL 2
OPEN PROMPT
In this activity, you will assess the
impact of a road widening project
in your area.
You will gather data and from these
data, make an assessment of
the effects of road widening to
the ecosystem.
TASK:
1. Gather data about the biotic
community that could
possibly be affected by the
project. What will be the
impact of the project to the
organisms in the area?
2. Gather data (through
interview) about the possible
effect of the project to the
residents.
3. What will be the impact of
the project to the settlers in
the area?
LEVEL 3
GUIDEDD TRANSFER
Refers to a wide range of predictive
task within environmental planning.
It focuses on the prediction and
evaluation of the effects of human
activities on the structure and
functions of normal ecosystem
components.
You will listen to a talk by a
resource speaker from the
department of Environment and
Natural Resources (DENR) about
EIA. There is also summary of
the steps of EIA in Activity 3.5
of the learning module.
Then you are to conduct an
ecological impact assessment for
anyone of the following activities:
a. Reclaim a coastal land
b. Conversion of natural areas
into residential or into the
industrial lots
LEVEL 4
INDEPENDENT TRANSFER
The Environmental Impact
Statement (EIS) system refers to
the comprehensive process of
assessing the significance of the
effect of the project or undertaking
on the physical, biological and
socio-economic environment and
designing appropriate measures as
well as environmental quality
enhancing alternatives.
A certain corporation plans to start
a housing project in a grassland
community. Pursuant to the EIS
System, the said corporation is
currently applying for an
Environmental Compliance
Certificate (ECC) so that they can
proceed with their project and
undertaking.
3. If a fence will be built in the
lot, how do you think will
that affect the biotic
community in the area?
4. Read carefully the material
found in the following
websites. The material
contains information about
the interrelationships
occurring within the
ecosystem.
4. What can be done to c. Construction of high-rise
minimize the negative impact buildings
of the road widening project? You will submit a written report of
Suggest concrete measure. your EIA. The report should contain
the following:
1. Description of baseline
conditions
2. Discussion of potential
impacts (through case,
studies, modelling, and
theoretical conditions)
Suggested management and
controlling strategies.
Your team of environmental
assessor composed of chemist, a
biologist, and an engineer, is tasked
to help the company to achieve
ECC. The executives are interested
to know the potential impacts of
their housing project to the grass
land community and more
importantly they want to hear
possible ways and measures by
which they can minimize (mitigate)
the negative impacts. Each member
will prepare a report of his
assessment and proposal, and
present it to the business
executives. These will then put
together to come up with the final
report that will be submitted for
the ECC application. The report is
expected to be comprehensive,
based on accurate scientific data,
and proposing environmental
friendly measures that are practical
and realistic.
 B. UNIT ASSESSMENT
MAP
TYPE KNOWLEDGE AND PROCESS/ SKILLS UNDERSTANDING TRANSFER
(ACQUISITION) (MEANING MAKING) (OUTPUT)
PRE-ASSESSMENT/ DIAGNOSTIC EXPLORE
Administration of Pre-Test Eliciting Prior Knowledge Through
(NG) IRF sheet
(NG)
FIRM UP
Reading activity and Team Laboratory Activities
Teaching (G)
(G)

Internet / Library Exploration or Field Activities

Research (G)
(G)
Learning Stations Revising Prior Knowledge through
(G) IRF Sheet
(NG)
DEEPEN
Listening Team Strategy Case Study Analysis
(G) (G)
Situation Analysis
(G)
Strengthening New Knowledge
through IRF sheet (G)
TRANSFER
Post-Test (G) Journaling: Synthesis Journal Transfer Task
(G) (G)
 UNIT ASSESSMENT MAP
TYPE KNOWLEDGE AND PROCESS/ SKILLS UNDERSTANDING TRANSFER
(ACQUISITION) (MEANING MAKING) (OUTPUT)
FORMATIVE ASSESSMENT EXPLORE
Administration of Pre-Test Eliciting Prior Knowledge Through
(NG) IRF sheet
(NG)
Picture and Situation Analysis
(G)
FIRM UP
Reading Activity and Team Laboratory Activities
Teaching (G) (G)
Learning Stations (G) Panel Discussion (G)

Revising Prior Knowledge through

IRF (NG)
DEEPEN
Listening Teams Strategy
(G)
Situation Analysis
(G)
Strengthening New Knowledge IRF
Sheet
(NG)
TRANSFER
Post-Test (G) Journaling: Synthesis Journal Transfer Task
(G) (G)
 UNIT ASSESSMENT MAP
TYPE KNOWLEDGE AND PROCESS/ SKILLS UNDERSTANDING TRANSFER
(ACQUISITION) (MEANING MAKING) (OUTPUT)
SUMMATIVE ASSESSMENT EXPLORE
Administration of Pre-Test Eliciting Prior Knowledge through IRF Transfer Task
(G) sheet (G)
(NG)
Picture and Situation Analysis (G)
FIRM UP
Reading Activity and Team Teaching (G) Laboratory Activities (G) Experimental Inquiry

Internet/ Library-Exploration (G) Laboratory Activities (G)

Learning Stations (G) Panel Discussion(G)
Revising Prior Knowledge through IRF
(G)

DEEPEN
Listening Teams Strategy
(G)
Situation Analysis (G) Transfer Task (G)

Strengthening New Knowledge through

IRF (G)
TRANSFER
Post-Test (G) Journaling: Synthesis Journal Transfer Task
(G) (G)
SELF-ASSESSMENT Porfolio
 B. TABLE OF SPECIFICATION
LESSON CONTENT (ACQUISITION) (MEANING-MAKING) TRANSFER NO.OF ITEMS
KNOWLEDGE/PROCESS/SKILL UNDERSTANDING (30%)
S (30%)
(40%)
Microscopy 5 4 4 13
Levels of Biological organization 5 4 4 13
Animal and Plant Cell 5 4 4 13

Fungi, Protist and Bacteria 5 4 4 13

Asexual reproduction 5 4 4 13
Sexual reproduction 5 4 4 13
Components of an ecosystem 5 3 3 11
Ecological relationships 5 3 3 11
a. Symbiotic relationships
b. Non-symbiotic relationships
c. Transfer of energy through
trophic levels
TOTAL 40 30 30 100
 C. PRE-ASSESSMENT MATRIX
CODE LEVEL OF ASSESSMENT WHAT WILL I ASSESS? HOW WILL I ASSESS? HOW WILL I SCORE? RELATED ACTIVITES
(Learning MC items
Competencies)
A KNOWLED Differentiate biotic A student measured 1 point for each Activity 18. Field
GE from abiotic some abiotic factors correct answer Activity
(15%) components of present in an “Explore an
ecosystem. aquarium in the Ecosystem”
science laboratory.
Which data did
the student
most likely
record?
a. The number of
each type of
snail.
b. The size
and number
of each
species of
fish
c. The
temperature
and oxygen
content of
water
d. The weight
and color of
each type of
scavenger
A PROCESS/SKI Predict the “My Food Chain” Rubric Scoring Activity 23.
LLS effect of Make a list of the Guide: 3- Internet
(25%) changes in one food you ate for Prediction is Exploration
population on breakfast, lunch, valid; explanation Activity 24. My
other and dinner. Trace is correct and Food Chain
populations in the probable links based on the
the ecosystem. in the food chain concept involved.
that lead up to
you eating each 2- Prediction is
food. valid; explanation
Questions to answer: however is
1. Which insufficient.
are
producer
s?
M UNDERSTANDING Enduring Situation Rubric Scoring Guide: Activity 22.
(30%) Understanding: Analysis: Ecological
Student will Situation 1: 3- Explanation was Relationship
understand that… Philippine Eagle related to the EU; Activity 23.
the conservation of Center: generalization is Internet
the ecosystem valid and insightful; Exploration
depends upon the Process Questions: and justification Activity 24. My
ecological Pretend that you are showed proper Food Chain
interactions among an ecologist who is citation and use of Activity 25.
organisms and the one of the sponsors events from the Video
environment. of the Philippine articles. Analysis
Eagle Foundation: Activity 27.
Essential Question: 1. Justify why you 2-Explanation was Situation
1. How can have to related to the EU and Analysis
we prioritize the generalization is
conserve eagle project- valid, but he
the over the justification showed
ecosyste homeless weak citation and
m? human use of events from
population. the articles
2. What are the
implications of 1-Explanation was
your decision? related to EU but no
3. How will you justification was
decision gives; generalization
contribute to show little
the relationship to the
conservation of cases given.
the
ecosystem? 0-no explanation and
justification were
found in the answer;
generalization is
invalid or missing.
Situation 2:

Starfish breakout threatens

corals in Negros:

Process Questions:
1. What are the interactions
involved in the above
situation?

2. What happened to the

balance and harmony in
their interactions?

3.What are its effect and

consequences?

4. What was the solution

done by locals regarding
the problem? How would
you assess their solution?

5.What better long term

solution can you offer in
order to conserve marine
ecosystem?
Situation 3:illegal
logging blamed for
Cagayan de Oro Flash
Floods

Process Questions:
1. Why was
illegal logging
blamed for the
flash floods?
2. Could the
residents and
local government
still reverse the
situation? How?
3. How can we
conserve the
forest
ecosystem?

Synthesis:
1. Look at your
answer to the
essential
question in the
above table.
What does all the
answer have in
common?
2. Are all factors
the same?
How do the
answers differ?
3. Complete the
following
statement and
support your
answer with
examples from
the above
 situations.

The conservation
of the ecosystem…
Supporting reasons
and examples:
T PRODUCT/ Transfer Goal: The Environmental Rubric: Activity 18. Field
PERFORMAN Students will own Impact Statement 1. Content Activity Explore an
CE (30%) their own.. (EIS) system refers 2. Use of scientific Ecosystem Activity
Conduct a to the data to justify 33. Environmental
collaborative action comprehensive proposals and Impact Assessment
to preserve the process of decisions
ecosystem in the assessing the 3. Conservation
locality. significance of the and
effect of the project management
or undertaking on plans
the physical,
biological and socio-
economic
environment and
designing
appropriate
measures as well as
environmental
quality enhancing
alternatives. A
certain corporation
plans to start a
housing project in a
grassland
community.
Pursuant to the EIS
System, the said
corporation is
currently applying
for an Environmental
Compliance
Certificate (ECC) so
that they can
proceed with their
project and
undertaking.
Your team of
environmental assessor
composed of chemist, a
biologist, and an engineer,
is tasked to help the
company to achieve ECC.
The executives are
interested to know the
potential impacts of their
housing project to the
grass land community and
more importantly they want
to hear possible ways and
measures by which they
can minimize (mitigate) the
negative impacts. Each
member will prepare a
report of his assessment
and proposal, and present
it to the business
executives. These will then
put together to come up
with the final report that will
be submitted for the ECC
application. The report is
expected to be
comprehensive, based on
accurate scientific data,
and proposing
environmental friendly
measures that are practical
and realistic.
 CALENDAR OF ACTIVITIES
MONDAY TUESDAY WEDNESDAY THURSDAY FRIDAY
EXPLORE EXPLORE FIRM-UP FIRM-UP FIRM-UP
Activity 1. IRF chart Pre-test Activity3. Activity 4. Activity 5. The Levels of
Activity 2. Picture Scaffold for Transfer Level 1 Continuation Scaffold for Biological Organization
analysis Transfer Level 1
DEEPEN DEEPEN EXPLORE EXPLORE EXPLORE
Scaffold for Transfer Continuation of Internet/Library Exploration Laboratory Activity: Laboratory Activity:
level 2 Scaffold for Transfer Activity 6. Identify Parts of animal and Plant Activity 7. Comparing Activity 8: Identifying the
Level 2 Cell Animal and Plant Cell parts of a Compound
(using edible materials) Microscope
FIRM-UP DEEPEN DEEPEN DEEPEN EXPLORE
Laboratory Activity: Case Study Situation Analysis Experimental Inquiry: Activity 13. Nitrogen-fixing
Activity 9: Examining Activity 10. More Activity 11. Representing the Activity 12. Culturing Bacteria
Structure of Animal and Observations on Plant Interrelationship of Organ System Microorganisms
Plant Cell and Animal Cells
EXPLORE EXPLORE FIRM-UP DEEPEN DEEPEN
Activity 14. Human Activity 15. Identifying Situation Analysis: Scaffold for Transfer Level Continuation of Scaffold
Diseases Caused by Fungi Activity 16. Viral diseases that affect People 3 for Transfer Level 3
Bacteria
EXPLORE EXPLORE FIRM-UP DEEPEN EXPLORE
Activity 17. Picture Activity 18. Field Activity 21. Situation Analysis Activity 22. Case Activity 23. Internet
Analysis Activity” Explore an study exploration
Ecosystem” Ecological
Relationship
FIRM-UP DEEPEN EXPLORE FIRM-UP DEEPEN
Activity 24. My Food Activity 25. Video Activity 26. IRF chart Activity 27. Situation Activity 28. Experimental
Chain analysis Analysis Inquiry

EXPLORE EXPLORE EXPLORE FIRM-UP DEEPEN

Activity 29. Picture Activity 30. Internet or Activity 31. IRF chart Activity 32. Write a Activity 33. Ecological
Analysis Library Exploration reaction Paper Impact Assessment (EIA)
 DEEPEN DEEPEN DEEPEN DEEPEN DEEPEN
Scaffold for Transfer Continuation of Continuation of Scaffold for Transfer Level Completion of Scaffold for Scaffold for Transfer Level
Level 3 Activity: EIA Scaffold for Transfer 3 Activity; EIA transfer 3 4: Transfer Task
Level 3 Activity; EIA
DEEPEN DEEPEN DEEPEN
Completion of Transfer Completion of Transfer Completion of Transfer Task
Task Task
 RUBRIC ON ASSESSMENT OF INTERVIEW/ROLE-PLAY
Criteria
Content Background OUTSTANDING
Information 4 3
Provides exhaustive and reliable
background information about the
area; information provided is
clearly relevant to the objective of
the study.
Use of Scientific Data Convincingly discusses, based on
to Justify Proposal and rich and elaborate scientific data,
Decisions the potential environmental
impact of the corporation’s
activities and undertakings
expresses information clearly and
concisely making the proposal
reasonable and highly convincing.
Conservation and Proposed management and
Management Plan conservation plans reflect in-
depth understanding of the
relationship and process
happening within the chosen
ecosystem. Management plan
promote original, practical, and
innovative techniques.
Description Score
SATISFACTORY DEVELOPING BEGINNING
2 1
Provides comprehensive and Provides background Provides incomplete information
accurate background information about the area; about the area; many information
information about the area; some information are not are not relevant to the objective
information provided is relevant to the objective of the of the study.
relevant to the objective of the study.
Study.
Adequately discusses, based on Discusses, the potential Superficial discussion of the
accurate scientific data, the environmental impact of the potential, environmental impact
potential environmental impact corporation’s activities and of the corporation’s activities and
of the corporation’s activities undertakings but with minimal undertakings, and with very few
and undertakings expresses use and reference to scientific
or almost no reference to
information clearly and data; some information clearlyscientific data; many important
concisely making the proposal making the proposal information not expressed clearly
reasonable and convincing. unconvincing in certain parts.making the proposal
unconvincingly.
Proposed management and Proposed management and Proposed management and
conservation plans reflect clear conservation plans reflect some conservation plans reflect lack of
understanding of the flawed and incomplete understanding of the relationship
relationship and process understanding of the and process happening within the
happening within the chosen relationship and process chosen ecosystem. Management
ecosystem. Management plan happening within the chosen plan are unrealistic and
promote realistic, practical, and ecosystem. Management plans impractical.
innovative techniques are innovative but not very
Realistic and practical.
TOTAL