Lesson Guide G7 Q2 On Template2

Lesson Guide in Science Grade 7
Lesson 20
Competency:
S7LT-IIg-8 Differentiate sexual from asexual reproduction in terms of
number of individuals involved and similarities of offspring
to parents.
I. Objective:
Differentiate sexual and asexual reproduction.
II. Topic:
Difference Between Sexual and Asexual Reproduction
III. Resources Needed:
worksheet, pen, article or video clip
IV. References:
Science Grade 7 Learners Material, pp.121
https://www.google.com.ph/
V. Preliminary Activity/Priming:
Identify whether the following organisms reproduce sexually or
asexually.
______________________
___________________
______________________
___________________
VI. Activity:
Lets Make a Difference!
VII. Analysis:
1. What are the modes of reproduction?
Quarter 1 Module 1 - Living Things and Their Environment
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2. How many parent/s is are involved in sexual reproduction?
How about in asexual reproduction?
3. How are offspring similar to the traits of their parents in sexual
and asexual reproduction?
4. In which mode of reproduction are sex cells involved?
5. How is sexual reproduction different from asexual
reproduction?
VIII. Abstraction:
What is the difference between the sexual and asexual
reproduction?
In asexual reproduction, a single organism is the sole
parent and the offspring is genetically identical to the parent.
In asexual reproduction, two parents produce offspring
that have unique combinations of genes. Offspring of sexual
reproduction differ genetically from their siblings and both
parents.
IX. Application:
Based from the analysis, state the advantages and
disadvantages brought by sexual and asexual reproduction.
X. Assessment:
Directions: Indicate which of the statements below refer to:
A. Sexual reproduction
B. Asexual reproduction
Write the letter of the correct answer.
1.
2.
3.
4.
5.
Two different types of sex cells unite to form a zygote.

The characteristics of the offspring are like those of the
parent.
The new individual may have been a part of the body of a
single parent.
The offspring is a combination of the traits of both
parents.
New individuals from a single parent are reproduced very
fast.
Answer:
1. A 2. B
3. B
4. A
5. B

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XI. Agreement:
Some organisms do both sexual and asexual
reproduction. Most plants that produce seeds (sexual
reproduction) can also reproduce asexually through cuttings or
runners.
1.
Make a research on these organisms.
2.
Name some of them.
3.
Explain the advantages that it can provide for the
organisms.

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Activity 20
Lets Make a Difference!
Objective:
Differentiate sexual and asexual reproduction.
Materials:
worksheet, pen, article or video clip
Procedure:
1. Recall the characteristics of sexual and asexual reproduction.
2. Fill in the table below to compare sexual and asexual reproduction.
Modes of
Reproduction
No. of Parent
Involved
Similarity of
Offspring to the
Parents
Involvement
of Sex Cells
Asexual
Reproduction
Sexual
Reproduction
Analysis:
1. What are the modes of reproduction?
2. How many parent/s is are involved in sexual reproduction? In
asexual reproduction?
3. How are offspring similar to the traits of their parents in sexual and
asexual reproduction?
4. In which mode of reproduction are sex cells involved?
5. How is sexual reproduction different from asexual reproduction?

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Lesson 21
Competency:
S7LT-IIh-9 Differentiate biotic and abiotic components of an
ecosystem.
I. Objectives:
1. Identify the components of the environment
2. Compare living and nonliving things
3. Describe how organisms interact with each other and with their
environment.
II. Topic:
Components of an Ecosystem
Hand lens, pen, paper
IV. References:
Science Grade 7 Learners Material, pp. 123-125
The teacher will show a picture of an aquarium. She will ask the
students to identify what are included in the environment of the fish.
VI. Activity:
In the Garden
VII. Analysis:
1. What are the things that you see in your school garden?
2. Which of these things are living? Which of these things are
nonliving?
3. Observe the things that you identified as living. What do they
have in common?
4. Observe the things that you identified as nonliving. What do
they have in common?
5. What is the role of each living things in the environment?
6. What is the role of each nonliving things in the environment?
7. How do living things interact with each other and with its
physical environment?

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VIII. Abstraction:
The two components of an ecosystem are the biotic and abiotic
components. The biotic component is composed of living factors while
abiotic component is composed of nonliving factors or the physical
environment.
Living things have basic needs to meet in order to survive. These
basic needs: water, nutrients, sunlight (for plants), and shelter, are
provided to them by their physical environment. Living things meet their
basic needs through their interaction with their physical environment.
IX. Application:
Imagine life without trees. What kind of life would it be?
X. Assessment:
Identify whether the following are biotic component or abiotic
component. Write your answer on the space provided.
Plants - ____________
Animals - ___________
Soil - ______________
Water - ____________
Sunlight - _______________
Answer:
1. Biotic
2. Biotic
3. Abiotic
4. Abiotic
5. Abiotic
XI. Agreement:
Make a list of other biotic and abiotic components of ecosystem and
find out how they are interrelated.
Bring the following materials: transparent jar, garden soil, stones

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Activity 21
In The Garden
Objectives:
Identify the components of the environment
Compare living and nonliving things
Describe how organisms interact with each other and with their
environment.
Materials:
Hand lens, pen, paper
Procedure:
1. Visit your school garden.
2. Observe the living and nonliving things present in the garden.
3. List down the living and nonliving things.
Living Things
Nonliving Things
Analysis:
1. What are the things that you see in your school garden?
2. Which of these things are living? Which of these things are
nonliving?
3. Observe the things that you identified as living. What do they
have in common?
4. Observe the things that you identified as nonliving. What do
they have in common?
5. What is the role of each living things in the environment?
6. What is the role of each nonliving things in the environment?
7. How do living things interact with each other and with its
physical environment?

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Lesson 22
Competency:
S7LT-II9 Differentiate biotic and abiotic components of an ecosystem.
I. Objectives:
1. Describe interdependence among the components of the
environment
2. Construct a terrarium
3. Infer what happens to organisms if their environment is not able to
provide them with their basic needs
II. Topic:
Interdependence in Ecosystem
Transparent jar, stick, water, garden soil, dead twigs, stones,
small plant, some insects, medicine dropper
IV. References:
https://en.wikipedia.org/wiki/Ecosystem
Identify whether the following pictures are biotic component or
abiotic component of an ecosystem.
VI. Activity:
Making a Terrarium
VII. Analysis:
1. Which are the biotic components in your terrarium? How about the
abiotic components?
2. How can plant survive in the covered jar? Where can it get the
needed nutrients for photosynthesis?
3. How can the insects survive? From where will they get the oxygen?
4. What will happen to the insects when the plant dies? Why?
VIII. Abstraction:
A terrarium is an example of a mini ecosystem. An ecosystem is
a community of living organisms in conjunction with the nonliving
components of their environment (things like air, water and mineral soil),
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interacting as a system. These biotic and abiotic components are regarded
as linked together through nutrient cycles and energy flows. As
ecosystems are defined by the network of interactions among organisms,
and between organisms and their environment, they can be of any size but
usually encompass specific, limited spaces (although some scientists say
that the entire planet is an ecosystem).
IX. Application:
Explain the sayings: No man is an Island?
X. Assessment:
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
B. Dugong nursing its young
C. Grass on mountain slopes
D. Flowing lava
3. Setting up an aquarium that represents a mini ecosystem has to
have which of the following requirements?
A. Fish and water only
B. Water, sand, soil, and light only
C. Populations of fish, snails, and plants only
D. Communities of different species of organisms, water, sand,
soil, and sunlight
4. Temperature, light, air, water, soil, and climate are all __________
parts of the environment.
A. biotic
B. abiotic
C. boreal
D. living
5. A glass container chiefly enclosed for growing and displaying
plants and small animals.
A. Aquarium
B. Terrarium
C. Shark Tank
Answer:
1. A 2. D
3. D
4. B
5. B
XI. Agreement:
There are other kinds of interactions and interdependence that
take place among organisms and their environment. Cite some
examples.

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Activity 22
Making a Terrarium
Objectives:
1. Describe interdependence among the components of the environment
2. Construct a terrarium
3. Infer what happens to organisms if their environment is not able to
provide them with their basic needs
Materials:
Transparent jar, stick, water, garden soil, dead twigs, stones,
small plant, some insects, medicine dropper
Procedure:
1. Clean the glass jar. Make sure it is free of any chemical. Let
it dry
2. Drop some stones into the jar. Do this very carefully so that
the jar will not break. This stones will serve as the first layer
in your terrarium.
3. Add garden soil up to around 1/5 the height of the jar. Press
the soil gently to have a firmer layer.
4. Wet the soil using the medicine dropper. The amount of
liquid must not be too much or too little.
5. Using the long stick, carefully put in the small plant. Make
sure that the plant is stable.
6. Drop in the dead twigs and add the insects.
7. Cover the jar and put it in a place where it can receive just
enough amount of sunlight. If moisture forms inside the jar
after a day, uncover the jar for some minutes to let the
excess water evaporate.
8. Set it aside and observe how the organisms survive inside
the covered jar.
Analysis:
1. Which are the biotic components in your terrarium? How about the
abiotic components?
2. How can plant survive in the covered jar? From where it can get the
needed nutrients for photosynthesis?
3. How can the insects survive? From where will they get the oxygen?
4. What will happen to the insects when the plant dies? Why?

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Lesson 23
Competency:
S7LT-IIh-10 Describe the different ecological relationships found in an
ecosystem.
I. Objectives:
1. Identify the different relationships existing among organisms in an
ecosystem.
2. Differentiate the kinds of symbiotic relationship.
3. Determine how living organisms affect one another.
II. Topic:
Ecological Relationships
Sub Topic: Symbiotic Relationship
III.Resources Needed:
sample ecosystem in the school ground, magnifying lens
IV. References:
https://en.wikipedia.org/wiki/Ecological_relationship
In the environment, there are plants, animal and microscopic
organisms such as bacteria and fungi. A group of organisms of the
same kind living in the same place at the same time is called
population.
In the figure below, what populations of organisms do you see?
VI. Activity:
In a Relationship
VII. Analysis:
1. Which organisms are benefitting in the relationship?
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2. Which organisms are harmed by other organism?
3. What are the different kinds of symbiotic relationships?
4. How will you describe mutualism? Commensalism? Parasitism?
VIII. Abstraction:
Symbiotic relationships are special type of interactions between
species. Som etim es beneficial, sometimes harmful, these relati onships
are essential to many organisms and ecosystems, and they provide a
balance that can only be achieved by working together. The symbiotic
relationships are m utualism, commensalism, and parasitism and
competition.
Mutualism is a relationship in which organisms benefit from each
other. This is a positive, positive relationship. An example of this would
be the bee and flower. Bee gets nectar and honey from flower. The bee
contributes back to the flower by spreading the pollen so that the flowers
can reproduce. This is a very common contribute to both the flower and
the bee, they both rely on each other to survive.
Commensalism is a relationship in which one organism benefits
from another organism that is not affected. This is a positive, neutral
relationship. For example, a small fish called the Pilot Fish follows
underneath a shark and when the shark eats something the pilot fish eats
the scrap pieces of the shark original kill.(Blue Planet BBC Documentary
2001).
Parasitism is a relationship in which one organism (the parasite)
benefits while the other(the host) is harmed. This is a positive, negative
relationship. (Campbell)( Dionne L Rice Jr). The parasite usually lives on
or inside the other organism. For example, mosquito is a parasite, feeding
on a hum an while transferring the disease called Malaria. Other examples
would be ticks or fleas that live off of many large mammals. Sim ilarly,
head lice are an exam ple of parasitism because they feed on blood from
the humans head.
IX. Application:
How can environmental pollution affect the relationship among
organisms in the ecosystem?
X. Assessment:
Match the organisms in Column A to the symbiotic relationships that
they might have in an ecosystem in Column B.
Column A
___1. Bees and flower
___2. Orchids attached on a big tree
___3. Tapeworm in human intestine
___4. Grasses in the backyard
___5. Larva of an insect lives on the leaves
of a plant
Column B
A. commensalism
B. competition
C. mutualism
D. parasitism

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Answer:
1. C
2. A
3. D
4. B
5. D
XI. Agreement;
Observe organisms living in one community. Name them and
identify the kind of ecological relationship they have.

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Activity 23
In a Relationship
Objectives:
Identify the different relationships existing among organisms in
an ecosystem.
Differentiate the kinds of symbiotic relationship.
Determine how living organisms affect one another.
Materials:
sample ecosystem in the school ground, magnifying lens
Procedure:
1. Choose a study area in your school
2. Observe carefully the different organisms in your study area.
Caution: Do not catch the organisms. Just observe them.
3. Fill in the table below to show how organisms interact with
one another and the types of relationship they are engaged
in. Use the symbols below to identify the types of relationship
they have.
Interacting Organisms
A
Symbiotic Relationship
Symbols:
+ the organism is benefitting
- the organism is harmed
0 the organism is neither benefitting nor harmed by the
relationship
Symbiotic Relationships
+ + mutualism
+ - parasitism
+ 0 commensalism
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Analysis:
1. Which organisms are benefitting in the relationship?
2. Which organisms are harmed by other organism?
3. What are the different ki nds of symbiotic relationships?
4. How will you describe mutualism? Commensalism?
Parasitism?

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Lesson 24
Competency:
S7LT-IIh-10 Describe the different ecological relationships found in an
ecosystem.
I. Objectives:
1. Identify the predators and prey animals in the environment
2. Describe how the predators capture the prey animals for
food
3. Describe how predators and prey animals interact with each
other in the environment
II. Topic:
Ecological Relationship
Sub topic: Predation
Worksheet, pencil, pen, pictures, video clips
IV. References:
http://idahoptv.org/sciencetrek/topics/predators/facts.cfm
The students will watch a video clip about predation.
(https://www.youtube.com/watch?v=CsfJL-IIVz4)
Question:
What did you observe in the video?
VI. Activity:
How Do They Eat?
VII. Analysis:
1. Which organisms are involved in the pictures?
2. Which are the predators?
3. Which are the preys?
4. Which part of the body does the predator use to get its prey?
VIII. Abstraction:
Predators may or may not kill their prey prior to feeding
on them, but the act of predation often results in the death of its
prey and the eventual absorption of the prey's tissue through
consumption. The way a predator hunts, catches and kills food is
determined by many factors such as the adaptations of the
predator and the prey, and the type of habitat they live in.
Predators have different weapons that are used to kill and eat
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prey. The specific "weapons" they have are also considered
adaptations. Three of predators' main weapons are sharp teeth,
claws and jaws.
IX. Application:
In an ecosystem, lizards hunt insects for their food. What
will happen to the population of insects if lizards population
increases? If lizards population decreases?
X. Assessment:
Identify the predators and the preys from the following
organisms.
Organisms
Predator
Prey
1.kingfisher and fish
2.mouse and deer
3.chicken and worm
4.pitcher plant and insect
5.hawk and chicks
XI. Agreement:
Bring pictures that show organisms in predation relationship.
Identify which is the predator and which is the prey.

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Activity 24
How Do They Eat?
Objectives:
Identify the predators and prey animals in the environment
Describe how the predators capture the prey animals for food
Describe how predators and prey animals interact with each
other in the environment
Materials:
Worksheet, pencil/pen
Procedure:
1. Observe each organism in the picture carefully. Fill in the
appropriate box to each of the organism.
Organisms
Organisms
involved
Predator
Prey
(Eater)
(Eaten)
Parts of the
body used
by the
eater to get
its food?

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Analysis
1. Which organisms are involved in the pictures?
2. Which are the predators?
4. Which part of the body does the predator use to get its prey?

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Lesson 25
Competency:
S7Lt-IIi-11 Predict the effect of changes in one population on other
populations in the ecosystem.
I. Objectives:
Define food chain.
Identify the components of a food chain.
Differentiate producers and consumers.
II. Topic:
Food Chain
pen/pencil, worksheet, pictures
IV. References:
Biology Science and Technology Textbook for Second Year 2009
Edition,
pp. 75-76
Action Song: (to the tune of May Pulis sa Ilalim ng Tulay)
May damo, may damo sa ilalim ng tulay(2x)
May damo (6x) sa ilalim ng tulay
Kinain ng daga ang damo sa ilalim ng tulay (2x)
Kinain ng daga, kinain ng daga, kinain ng daga ang damo sa ilalim ng tulay.
Kinain ng ahas ang daga na kumain ng damo sa ilalim ng tulay (2x)
Kinain ng ahas, kinain ng ahas, kinain ng ahas ang daga, na kumain
ng damo sa ilalim ng tulay.
Kinain ng uwak ang ahas na kumain ng daga na kumain ng damo sa ilalim ng
tulay (2x)
Kinain ng uwak, kinain ng uwak, kinain ng uwak ang ahas na kumain ng daga
na kumain ng damo sa ilalim ng tulay.
Questions:
1. What are the organisms involve in the song?
2. Which organisms in the song are predators?
VI. Activity:
Watch What You Eat
VII. Analysis:
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1. What you have formed is called food chain. How will you
define food chain?
2. What composed the food chain?
3. Which is the first organism in your food chain?
4. Which is the producer in your food chain?
5. Based from the illustration, how will you define producer?
6. Which organisms are the consumers? Why are they called
consumers?
7. Which organism is the first order consumer? What did the first
order consumer feed on?
8. Which was eaten by the second order consumer?
9. Which was eaten by the third order consumer?
VIII. Abstraction:
A food chain is a sequence of organisms used as food
and the organisms that feed on them. It starts with a
producer followed by a series of consumers.
Organisms in a food chain have specific feeding levels
based on whether they are producers or consumers. These
levels are called trophic levels. Producers occupy the lowest
trophic level in an ecosystem and are the base of all food
chains.
The rest of organisms in the food chain are the
consumers. Primary consumers are those that feed directly
on producers. They are at the second trophic level of the
food chain. Animals that feed on primary consumers are the
second order consumers. They belong to the third trophic
level.
IX. Application:
Plant needs nutrients in order to grow and produce well.

Plants should also be protected from pests and diseases. To do
these, farmers usually apply chemical fertilizers to enrich and
spray pesticides to kill harmful insects that feed on plants.
What do you think will happen if human will eat food
coming from sources which have been heavily treated with
chemicals like this?

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X. Assessment:
Given the following organisms: grasshopper, rice plant,
snake and frog,
1. form a food chain,
2. identify the producer,
3. identify the secondary consumer.
4. In what trophic level is the grasshopper?
5. In what trophic level is the snake?
XI. Agreement:
1. List down the organisms found in your community. Classify
them according to the following categories.
Producer
First-order
Consumer
Second-order
Consumer
Third-order
Consumer
2. Construct a food chain using the organisms listed on the

table above.

Page 22
Activity 25
Watch What you Eat
Objectives:
Define food chain.
Identify the components of a food chain.
Differentiate producers and consumers
Materials:
pen/pencil, worksheet, pictures
Procedure:
1. Fill in the boxes with the pictures/names of given organisms
2. Arrange them according to which organism is eaten by
another
3. Make sure that the arrowheads of the arrows (which will be
read as eaten by) between each boxes is pointing to the
eater.
Producer
first order consumer
second order
consumer
third order
consumer
Analysis:
1. What is formed in the sequence of pictures in the activity?
Define your answer operationally?
2. What composed the food chain?
3. Which is the first organism in your food chain?
4. Which is the producer in your food chain?
5. Based from the illustration, how will you define producer?
6. Which organisms are the consumers? Why are they called
consumers?
7. Which organism is the first order consumer? What did the first
order consumer feed on?
8. Which was eaten by the second order consumer?
9. Which was eaten by the third order consumer?
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Lesson 26
Competency:
S7LT-IIi-11 Predict the effect of changes in one population on other
I. Objective:
Describe how energy is transferred from one organism to
another in the process of food chain.
II. Topic:
Energy Transfer
pictures of different organisms, picture of a sun
IV. References:
A. Identify the statements below. Rearrange the jumbled letters to get
the correct answer.
1. Usn The main source of energy
2. Srpdoceru Organisms that can make their own food
3. Nstlpa The most common producers in the ecosystem
4. mrcnsosue Organisms that feed on other oraganisms
B. Look at the picture below.
How will you interpret the picture?

Why does an organism eat another organism?
VI. Activity:
Arrange Yourself!
VII. Analysis:
1. Which is the producer in the food chain?
2. Which are the consumers?
3. Which organism provides energy to the mouse?
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4. Which organism provides energy to the hawk?
5. Where does the plant obtain its energy?
6. How does the energy from the sun reach the snake?
VIII.
Abstraction:
How is energy transfer from one organism to another?
Humans and other animals are not capable of making their

own food. They are dependent on the organic matter made by
photosynthetic organisms. These organisms that include the plants
and some microorganisms are considered as producers.
Animals and humans must eat either plants or other animals
to obtain energy. Organisms that feed on other organisms are
called consumers.
IX. Application:
The picture above shows that frog eats the worm and the frog is
eaten by the snake.
Will the snake acquire the total energy obtained by the plant
from the sun? Why?
What do you think will happen to the population of the worm if
the number of frog in the community increases? What will be its effect
on the population of snake? Depend your answer.
X. Assessment:
1. Given with the following organisms: rabbit, lion, carrot, fox,
construct a food chain.

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2. Trace the flow of energy among organisms by filling up the boxes
below.
Energy from the
Sun
Producer
st
nd
1 order cons umer 2
rd
order consumer 3 order cons umer
How does energy from the Sun reach the third-order

consumer?
XI. Agreement:
Construct food chains that will start with the food wastes (dead
organisms) and living organisms fo und in compost pots.

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Activity 26
Arrange Yourself!
Objective:
Describe how energy is transferred from one organism to
another in the process of food chain.
Materials:
pictures of different organisms, picture of a sun
Procedure:
1. Each group will be provided by pictures of different organisms
(snake, grass, mouse, hawk) and picture of sun.
2. Each member will hold one picture.
3. The students will arrange themselves so they can form a food
chain
4. The first group to form a food chain will perform a yell about
their formed food chain.
Analysis:
1. Which is the producer in the food chain?
2. Which are the consumers?
3. Which organism provides energy to the mouse?
4. Which organism provides energy to the hawk?
5. Where does the plant obtain its energy?
6. How does the energy from the sun reach the snake?

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Lesson 27
Competency:
S7LT-IIi-11 Predict the effect of changes in one population on other
I. Objectives:
Construct food chains starting with the food wastes.
Decide on the best way to deal with food wastes in your home or
school.
II. Topic:
Energy Transfer
Books, Internet, pictures,
IV. References:
Show pictures of different decomposers and scavengers. Let the
student identify the organisms showed.
Post the following questions:

1. What are decomposers?
2. Name some of the common scavengers you know.
3. Why are scavengers and decomposers important in an ecosystem?
VI. Activity:
What to do with food waste?
VII.
Analysis:
1. What organisms did you find in the compost jar or pot from Day 1? List
them down in the order of appearance.
2. Construct at least one food chain and one food web based on your
observations.
3. What is the benefit of composting food wastes?
4. What other methods would you recommend to dispose of food wastes?
VIII.
Abstraction:
In an ecosystem, materials are constantly recycled. If the matter
in dead organisms were not recycled, all available matter would one day
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be used up. This problem does not occur because the matter in dead
organisms and in waste materials is recycled in the ecosystem.
Decomposers, mainly bacteria and fungi, release the materials
in dead organism and waste products, and these materials can be used
again. Scavengers are animals such as buzzards and jackals that feed on
dead animals. Decomposers are consumers. As they feed on dead
organisms and waste materials, decomposers produce carbon dioxide and
water as by-products of respiration. These by-products are then recycled
through the ecosystem.
IX. Application:
How does the over production of wastes affect the recycling
capacity of the ecosystem?
X. Assessment:
Directions: Read each item carefully. Choose the letter of the correct
answer.
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
C. Overgrazing
B. Introduction of a foreign species
D. All of the above
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
XI. Agreement:
In your own community, observe common and unique population
relationship. Determine how organisms in each relationship are
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affected. Imagine how your community would be like without these
relationships. Write your observations and predictions on a journal.

Page 30

Activity 27
What to do with food waste?
Objectives:
Construct food chains starting with the food wastes.
Decide on the best way to deal with food wastes in your home or
school.
Materials: two small, clear jars with covers and with holes all over
at least three large clay flower pots
soil, rubber gloves, trowel, microscope, slides and cover slips,
magnifying lens, pole for aerating composting materials and
wire covers for the clay pots
Procedure:
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/Date
Observations about food wastes and living organisms
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
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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.
Analysis:
1. What organisms did you find in the compost jar or pot from Day 1?
List them down in the order of appearance.
2. Construct at least one food chain and one food web based on your
observations.
3. What is the benefit of composting food wastes?
4. What other methods would you recommend to dispose of food
wastes?

Page 32

Lesson 28
Competency:
S7LT-IIj-12 Predicts the effect of changes in abiotic factors on the
ecosystem
I. Objectives:
1. Identify the changes happening in abiotic factors of the
ecosystem
2. Predict the effect of changes in abiotic factors on the ecosystem
3. Suggest solutions in some environmental problems
II. Topic:
Effects of Changes in Abiotic Factors on the Ecosystem
Chairs, tables, blackboard, posters, manila papers, articles on
environmental issues
IV. References:
Science and Technology II Biology Textbook 2009 Edition; pp.
344-352
biology.tutorvista.com/ecology/abiotic-factors.html
Let the students view a short video about the destruction of natural
resources. The teacher may also use the music video of the song
Kalikasan by Asin
Let the students interpret the song or the video
VI. Activity:
Analyzing an Issue on Land Use
VII. Analysis:
1. How could be the problem affect the organisms in the ecosystem?
2. Has the group come up with a way or ways to resolve the issue?
2. In what ways do problem can be solved?
3. Do you agree with the solution?

Page 33

VIII. Abstraction:
An ecosystem is defined as any community of living and nonliving things that work together. Biotic factors are all of the living
organisms within an ecosystem. These may be plants, animals, fungi,
and any other living things. Abiotic factors are all of the non-living
things in an ecosystem. These factors directly affect how organisms
survive. Any changes in the abiotic component of an ecosystem
directly affect the whole ecosystem where it belongs.
Human beings have made many changes in the environment.
They have cut down trees and planted crops in their place. They turned
rice fields into both residential and commercial areas. Human
interventions brought about progress, but destroyed the natural
environment. Industrial plants fill the air with smoke and dangerous
chemicals pollute the bodies of water. These environmental problems
have endangered not only humans, but also most other living
creatures.
IX. Application:
Cite some changes in abiotic components in your community.
What effects do these changes create on the living things in your
community?
X. Assessment:
How should an ecosystem below be used to protect its
biotic components? Choose the best answer from the given
options.
1. Coral reef
A. Promote it as an ecotourism destination
B. Collect corals as souvenir items for tourists
C. Collect coral fishes and sell them to pet shops
2. Rainforest
A. Cut the big trees into log
B. Advertise it as a camping site
C. Get only minor forest products
3. River
A. Filter it for drinking
B. Use the water for irrigation
C. Construct a dam to generate electricity
4. Hilly land
A. Make it as jogging area
B. Convert it into an industrial area
C. Develop it into a housing subdivision
5. Mangrove swamp
A. Convert it into fishpond
B. Gather mollusks for food
C. Cut the mangroves to make charcoal
Page 34
Answer:
1.
2. C
3. A
4.A
D. A
XI. Agreement:
Listed below are some environmental problems and issues in
our country:
1. Continuous logging
2. Converting rice fields to subdivision
3. Overfishing
What effects do these activities create on the ecosystems?
Suggest solutions to solve the problems.

Page 35

Activity 28
Analyzing an Issue on Land Use
Objectives:
1. Identify the changes happening in abiotic factors of the ecosystem
2. Predict the effect of changes in abiotic factors on the ecosystem
3. Suggest solutions in some environmental problems
Materials:
Chairs, tables, blackboard, posters, manila papers
Procedure:
1. Study the situations below with your group.
The town of Masagana is a prosperous place. Its shoe and bag
industries export big volume of shoes and bags to many countries of Asia
and Europe. The towns population is increasing due to the migration of
workers-with their families-needed in the shoe factories. Some families
have built houses just everywhere.
There are plans to build houses, roads, schools, and other
infrastructures on the nearby hills. A meeting is to be held to discuss the
issue: Should the town allow the construction of houses on the hills?
2. Imagine your group to be the persons attending the meeting. Each
member chooses a role, assumes the role and speaks from that
position. The roles are as follows:
- town mayor (presides over the meeting)
- a councillor
- an owner of a shoe factory
- an officer of the bantay kalikasan project
- a resident who has been living in the town for many years
- a land developer
3. Discuss with your group the different roles
4. Conduct the meeting in front of the class. Act out the roles. You
may use props like chairs, tables, blackboard, manila paper,
posters, etc.
The rest of the class will listen to the arguments.
5. Summarize the argument of each person in one or two sentences.
Analysis:
1.
2.
3.
4.
How could be the problem affect the organisms in the ecosystem?

Has the group come up with a way or ways to resolve the issue?
In what ways do problem can be solved?
Do you agree with the solution?

Page 36

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