Q2 Lesson Exemplar Science Grade 7 Lesson 1 (Week 1) 2024-2025 PDF

# Lesson Exemplar for Science Grade 7 ## Quarter 2: Lesson 1 (Week 1) ## S.Y. 2024-2025 **This material is intended exclusively for the use of teachers participating in the implementation of the MATATAG K to 10 Curriculum during the School Year 2024-2025. It aims to assist in delivering the curri...

# Lesson Exemplar for Science Grade 7 ## Quarter 2: Lesson 1 (Week 1) ## S.Y. 2024-2025 **This material is intended exclusively for the use of teachers participating in the implementation of the MATATAG K to 10 Curriculum during the School Year 2024-2025. It aims to assist in delivering the curriculum content, standards, and lesson competencies. Any unauthorized reproduction, distribution, modification, or utilization of this material beyond the designated scope is strictly prohibited and may result in appropriate legal actions and disciplinary measures.** **Borrowed content included in this material are owned by their respective copyright holders. Every effort has been made to locate and obtain permission to use these materials from their respective copyright owners. The publisher and development team do not represent nor claim ownership over them.** ## Development Team * **Writer:** Kristine N. Busmion (Siliman University) * **Validator:** Genelita S. Garcia (Philippine Normal University) ## Management Team * Philippine Normal University * Research Institute for Teacher Quality * SIMMER National Research Centre **Every care has been taken to ensure the accuracy of the information provided in this material. For inquiries or feedback, please write or call the Office of the Director of the Bureau of Learning Resources via telephone numbers (02) 8634-1072 and 8631-6922 or by email at [email protected].** # Science (Biology) / Quarter 2 / Grade 7 ## I. Curriculum Content, Standards, and Lesson Competencies | **1. Content Standard** | 1. Familiarity and proper use of a compound microscope are essential to observe cells.<br/>2. The organelles of plant and animal cells can be identified using a compound microscope.<br/>3. Cells are the basic unit of life and mitosis, and meiosis are the basic forms of cell division. | | ----------------------- | -------------------------------------------------------------------------------------------------------------------------------------------------------------- | | **2. Performance Standards** | By the end of the Quarter, learners will be able to create a visual representation, such as poster, model, or e-poster, explaining the trophic level in a chosen ecosystem. | | **3. Learning Competencies and Objectives** | 1. Identify the parts and functions, and demonstrate proper handling and storing of a compound microscope<br/>&nbsp;&nbsp;&nbsp;&nbsp; *Lesson Objective 1: Identify the parts of a compound microscope and the function of each part.*<br/>&nbsp;&nbsp;&nbsp;&nbsp; *Lesson Objective 2: Demonstrate the proper handling and storing of a compound microscope*<br/>2. Use proper techniques in observing and identifying the parts of a cell with a microscope such as the cell membrane, nucleus, cytoplasm, mitochondria, chloroplasts, and ribosomes<br/>&nbsp;&nbsp;&nbsp;&nbsp; *Lesson Objective 1: Use proper techniques when observing the parts of a cell under a microscope.*<br/>&nbsp;&nbsp;&nbsp;&nbsp; *Lesson Objective 2: Identify the parts of a cell, such as the cell membrane, nucleus, and cytoplasm, with a microscope*<br/>3. Differentiate plant and animal cells based on their organelles<br/>&nbsp;&nbsp;&nbsp;&nbsp; *Lesson Objective 1: Identify the parts of a plant cell and the function of each.*<br/>&nbsp;&nbsp;&nbsp;&nbsp; *Lesson Objective 2: Identify the parts of an animal cell and the function of each.*<br/>&nbsp;&nbsp;&nbsp;&nbsp; *Lesson Objective 3: Compare and contrast plant and animal cells based on their organelles.*<br/>4. Recognize that some organisms consist of a single cell (unicellular) like in bacteria and some consist of many cells (multicellular) like in a human<br/>&nbsp;&nbsp;&nbsp;&nbsp; *Lesson Objective 1: Describe unicellular and multicellular organisms*<br/>&nbsp;&nbsp;&nbsp;&nbsp; *Lesson Objective 2: Identify examples of unicellular and multicellular organisms* | ## 4. Content * **1. Science equipment: The Compound Microscope** * Parts and Functions * Using of Microscope * **2. Plant and animal cells** ## 5. Integration * Parts and Functions * Similarities and Differences * Utilization of a microscope in investigating microorganism and their roles in the ecosystem * Distribution of plant and animal cells relating to global diversity patterns * The intricate pattern of plant and animal cells for inspiration for artistic pieces ## II. Learning Resources * Banks, P. (2019). How to use a Microscope - Microscopes 4 Schools. Cam.ac.uk. https://www2.mrclmb.cam.ac.uk/microscopes4schools/microscopes2.php * FuseSchool. (n.d.). How to use a Microscope | Cells Biology | FuseSchool-GlobalEducation. https://www.youtube.com/watch?v=xzjowD1KN20&t=17s&ab_channel=FuseSchool-GlobalEducation * Take a Real Close Look at This History of Microscopes (2019). ThoughtCo. https://www.thoughtco.com/microscopes-timeline-1992147 * Microscope master. (2019). Onion Cells Under the Microscope - Requirements, Preparation and Observation. MicroscopeMaster. https://www.microscopemaster.com/onion-cells-microscope.html * Microscope.com. (n.d.). How to Use a Compound Microscope. Microscope.com. https://www.microscope.com/how-to-use-a-compound-microscope * Molnar, C., & Gair, J. (2019). 1.1 Themes and Concepts of Biology - Concepts of Biology-1st Canadian Edition. Opentextbc.ca. https://opentextbc.ca/biology/chapter/1-1-themes-and-concepts-of-biology/ * Parts of a Microscope. (2021, February 6). SmartSchool Systems. https://smartschoolsystems.com/parts-of-a-microscope-2/ * Science Museum. (2019, August 19). The Microscope. Science Museum. https://www.sciencemuseum.org.uk/objects-and-stories/medicine/microscope * SiouxScience. (n.d.). How to properly use a compound light microscope. https://www.youtube.com/watch?v=PKDj1x3iyP4&ab_channel=SiouxScience * Virtual Microscope | NCBioNetwork.org. (2021, October 27). Www.ncbionetwork.org. https://www.ncbionetwork.org/educational-resources/elearning/virtual-microscope ## III. Teaching and Learning Procedure ### A. Activating Prior Knowledge **Short Review** **Poem Analysis:** Look for a partner and study the Acrostic below. Answer the process questions. "Magnify the unseen world, Intricate details unfurled. Cells and creatures, big and small, Revealed beneath the lens, we call. Observing life in its tiny scope, Scientific wonders, giving hope. Concealed mysteries, now clear, Optical marvels bring them near. Patterns, structures, come alive, Exploring realms that thrive.” **Process Questions:** 1. What scientific instrument is described in the poem? 2. What is the significance of the phrase "scientific wonders, giving hope"? **KWL Chart:** Using the graphic organizer, the students will recall their prior knowledge about the given terms. The learners will only answer K and W at this point. **CELL AND MICROSCOPY: KWL CHART** | **The Microscope** | **WHAT I KNOW** | **WHAT I WONDER** | **WHAT I LEARNED** | | ---------------- | ------------------ | --------------------- | ----------------------- | | | K | W | L | **Notes to Teachers** The lesson will start with a Poem Analysis that the students will answer. After reading the acrostic, the students will work in pairs and answer the process questions. **Answer Key:** 1. Microscope 2. (Answers vary.) It highlights the impact of microscopes in advancing scientific knowledge and fostering optimism for future discoveries. At this point, the students already have an idea of what the lesson is all about. Using the graphic organizer, the students will write what they know and what they wonder about The Microscope. This KWL Chart will be revisited at the end of the lesson to answer the column on what they have learned about the different concepts. ### B. Establishing Lesson Purpose **Lesson Purpose** **Microscopy Timeline:** The students will read the material on the timeline of the microscope. Using the graphic organizer, plot the advancements of the microscope in the early years. **Microscopy Timeline** BASED ON THE ARTICLE, WHAT ARE THE KEY DATES AND EVENTS IN THE INVENTION OF THE MICROSCOPE. **The lesson proper will start with establishing the timeline of the discovery of the microscope. The students will read the article History of Microscopes Key Dates on the Timeline of the Microscope in https://www.thoughtco.com/microscopes-timeline-1992147** **Answer key:** * **1000 CE** unidentified inventor reading stone * **1284** Italian Salvino D' Armate first pair of wearable eyeglasses * **1590** Dutch eyeglass craftsmen Zacharias Janssen and his son Hans Janssen telescope and compound microscope * **1665** English physicist Robert Hooke Discovered in a cork using the microscope lens the "pores" or "cells" * **1674** Anton van Leeuwenhoek basic microscope equipped with a single lens used to observe blood, yeast, insects, and a wide array of minuscule specimens ### C. Developing and Deepening Understanding **SUB-TOPIC 1: MICROSCOPY** **1. Explicitation** **The Microscope Anatomy:** Given a set of terms (parts of the microscope), the students will identify the function of its parts. **The development of subtopic on Microscopy will start with the identification of the the parts of the microscope. An actual microscope, an illustration, or the activity sheet, may be used so students can identify the parts.** **Microscope Anatomy** **LABEL THE PARTS** **LABEL THE PARTS OF THE MICROSCOPE.** | **1** | **6** | | ---- | ---- | | **2** | **7** | | **3** | **8** | | **4** | **9** | | **5** | **10** | | | **11** | | | **12** | **WRITE THE PARTS OF THE MICROSCOPE IN THE CORRESPONDING NUMBER.** | **1.** | **7.** | | ---- | ---- | | **2.** | **8.** | | **3.** | **9.** | | **4.** | **10.** | | **5.** | **11.** | | **6.** | **12.** | **Microscope Anatomy** **Label the Parts Key** The different parts are as follows: 1. Eyepiece 2. Arm 3. Stage clips 4. Coarse Adjustment Knob 5. Fine Adjustment Knob 6. Draw Tube 7. Revolving Nosepiece 8. Objective 9. Stage 10. Diaphragm 11. Illuminator 12. Base **After labeling the parts of the microscope, function of the corresponding parts is also identified.** **Microscope Anatomy** **PARTS AND FUNCTIONS** **IDENTIFY THE FUNCTIONS OF THE PARTS OF THE MICROSCOPE.** | **Parts** | **Functions** | | -------------- | -------------- | | Eyepiece (Ocular Lens) | | | Arm | | | Stage Clips | | | Coarse Adjustment Knob | | | Fine Adjustment Knob | | | Draw Tube | | | Revolving Nosepiece | | | Objective | | **Parts of a Microscope and their functions** * **Eyepiece (Ocular Lens):** The lens at the top of the microscope that you look through, usually with a magnification of 10x or 15x. * **Arm:** The part of the microscope that connects the base to the head and the eyepiece tube. It is used to carry the microscope. * **Stage Clips:** Metal clips on the stage that hold the slide in place. * **Coarse Adjustment Knob:** A larger knob used for focusing the microscope. It moves the stage or the body tube up and down to bring the specimen into general focus. * **Fine Adjustment Knob:** A smaller knob used for fine-tuning the focus of the specimen after using the coarse adjustment knob. It moves the stage slightly to sharpen the image. * **Draw Tube:** The tube that connects the eyepiece to the microscope body. * **Revolving Nosepiece:** The part that holds two or more objective lenses and can be rotated to easily change power (magnification). * **Objective:** The lenses closest to the specimen, that are typically of varying magnifications (e.g., 4x, 10x, 40x, 100x). * **Stage:** The flat platform where the slide is placed for observation. * **Diaphragm (Iris):** A rotating disk under the stage with different sized holes. It is used to vary the intensity and size of the cone of light that is projected upward into the slide. * **Illuminator:** A light source located at the base of the microscope. * **Base:** The bottom part of the microscope that provides stability and support. It houses the illuminator and other electrical components. **Create the Storyline:** Using the graphic organizer, summarize the steps in using the microscope. Teacher may use another graphic organizer. **Using the Microscope** **STEPS** **AFTER WATCHING THE VIDEO, OUTLINE THE STEPS ON HOW TO USE THE MICROSCOPE** | **Step 1** | **Step 2** | **Step 3** | **Step 4** | **Step 5** | | -------- | -------- | -------- | -------- | -------- | **When the students identify the parts and functions of a microscope, they are now ready to manipulate it.** **Before actually manipulating the microscope, the students will watch the video entitled How to use a Microscope | Cells | Biology | FuseSchool in: https://www.youtube.com/watch?v=xzjowD1KN20&t=17s** **The students will create a storyline on how to use the microscope then with the actual manipulation of a microscope is available for use by students.** ### D. Making Generalizations **Learners' Takeaways** **KWL Chart:** Using the graphic organizer, the students will answer the L column or what they have learned about the given term. **CELL AND MICROSCOPY: KWL CHART** | **The Microscope** | **WHAT I KNOW** | **WHAT I WONDER** | **WHAT I LEARNED** | | ---------------- | ------------------ | --------------------- | ----------------------- | | | K | W | L | **Towards the end of the lesson, the students will revisit the KWL Chart to map the conceptual change. It allows the learners to identify their takeaways of the lesson.** **Reflection on Learning** **One Minute Paper:** Using the graphic organizer, reflect on your learning by creating a one-minute paper by answering the questions. **THE ONE MINUTE PAPER** | **What are the two most meaningful things you have learned in the lesson?** | **What questions remain in your mind?** | **Is there anything you didn't understand?** | | ---------------------------------------------------------------- | -------------------------------------------- | -------------------------------------------- | | | | | **The students, at this point, will reflect on their learning by answering the one-minute paper. This will allow them to map what are the meaningful things they have learned, the questions they still have, and anything they did not understand.** ## IV. Evaluating Learning: Formative Assessment and Teacher's Reflection ### A. Evaluating Learning **1. Formative Assessment** **A. Matching Type.** Match the terms in Column B with the description in Column A. | **Column A** | **Column B** | | ----------- | ----------- | | 1. The process which a microscope enlarges an image. It is calculated by multiplying the magnification of the objective lens by the magnification of the eyepiece. | A. Base | | 2. The lens at the top of the microscope that you look through to observe the specimen. It further magnifies the image produced by the objective lens. | B. Eyepiece | | 3. The light source used to illuminate the specimen. It can be from a built-in light source, a mirror, or an external light. | C. Illuminator | | 4. The platform on which the specimen is | D. Magnification | | | E. Objective Lens | | | F. Stage | **Notes to Teachers** Teachers may encourage learners to have a quiz notebook to monitor learners' academic progress. The quiz notebook may also serve as homework notebook. **Answer Key:** 1. D 2. B 3. C 4. F 5. E **B. Labelling.** Identify the parts of the microscope by writing your answer on the blank provided. | **1.** | **2.** | **3.** | **8.** | **9.** | **10.** | **11.** | **12.** | | ---- | ---- | ---- | ---- | ---- | ---- | ---- | ---- | | | | | | | | | | **Answer Key:** * **1.** Eyepiece Tube or Body Tube * **2.** Nosepiece * **3.** Objective Lenses * **8.** Eyepiece/Ocular Lens * **9.** Arm * **10.** Coarse Focus * **11.** Fine Focus * **12.** Base **Homework (Optional)** **Discussion.** Read and answer the guide questions that follow. The discovery of the microscope led to the discovery of many things in biology. What are the various applications of microscopes in daily life? Provide specific examples to illustrate the impact of microscopy on everyday life and future developments. **B. Teacher's Remarks** **Note observations on any of the following areas:** * Strategies explored * Materials used * Learner engagement/interaction * Others **Effective Practices** **Problems Encountered** **Teachers are encouraged to record relevant observations or any critical teaching events that influence on the attainment of the lesson objectives. Use or modify the provided template in recording the notable instructional areas or concerns.** In addition, notes here can also be on tasks that will be continued the next day or additional activities needed. ### C. Teacher's Reflection **PREPARED BY:** AUSTRIA, PhD III **CHECKED:** MYLENE A. BASCOS Teacher III **NOTED:** FERDINAND T. Principal **JERRY R. TAMAYO** Head Teacher III, Science Department 22 7 STE - 7 CARNATION - 7 ILANG-ILANG - 7 MAGNOLIA 7 ROSE -