Republic of the Philippines
Department of Education
Cordillera Administrative Region
SCHOOLS DIVISION OF KALINGA
Bulanao, Tabuk City, Kalinga
I.
A. Content Standard/s The learners demonstrate understanding of organisms interacting with
each other and with their environment to survive
B. Performance Standard/s The learners should be able to employ appropriate techniques using the
compound microscope to gather data about very small objects
C. Learning Describe the different ecological relationships found in an ecosystem
Competencies/Objectives Week 6 (S7LT-IIh-10)
a. define food chain by showing relationship among producers,
consumers and decomposers;
b. identify trophic levels through the energy flow in a food chain
c. present ways to protect the habitat of organism in our environment
D. Subject Integration ESP(Values)-Care on Creation by presenting ways on how to protect the
habitat of organisms in the environment
Mathematics:
Calculating energy transfer efficiency in the different trophic level
AP- Pagtalakay sa Likas-Yaman ng ating bansa na matatagpuan sa ating mga
Kapaligiran
II. CONTENT Energy Transfer in the Ecosystems (Food Chain)
III. LEARNING RESOURCES
A. References
1. Teacher’s Guide pages TG-114-116
2. Learner’s Materials pages LM-119-126
3. Textbook pages
4. Additional Materials from
Learning Resources (LR) Reece, Jane B., et al. Campbell Biology: Concepts and Connections, 7th ed. Pearson
portal Education Inc., U.S.A. 2012
B. Other Learning Resources
C. Teaching Approaches □ Inquiry Approach, Constructivist Approach, Cooperative Learning Approach
Experiential Approach
Teaching Method □ Expository Method
□Picture Analysis
Teaching Strategies □School Backyard field trip
IV.
A. Apperception ACTIVITY: “Born to Survive”
(Time Duration 3 mins.)
The teacher will be flashing pictures of organisms that are being preserved and
protected at Balbalasang National Park and tell what is needed to complete the
picture diagram.
Picture # 1. Monkey + Banana
What organism is this?
Among the food shown, what is needed by the monkey in order to survive?
Picture # 2. Isabela Oriole + Catter pillar
What organism can you see here?
What is needed by the bird in order to survive?
Picture # 3. Warty Wild pig + Camote leaf
What is the organism in the third picture?
What should be eaten by the wild pig in order to survive?
Picture # 4. Brown deer + Grasses
What is the common food of this brown deer in order to survive?
Guide Questions:
1. In the different pictures, what do those animals eat?
2. Have you ever imagined a world without plants?
3. Why do organisms need to eat?
4. What is in the food that helps organisms to survive, grow, and
reproduce?
B. Presentation
1. Relate new to previous (Time Duration 5 min.)The teacher will lead learners to the concept of Energy
experiences transfer through this questions; 5mins.
1. Have you ever tried skipping meals?
2. What does it feel when you skip meals?
3. Can you perform your activities well? Why?
4. How do animals and humans obtain energy to keep them alive?
5. What do you call that kind of feeding relationship?
2. Teacher and learners must Time Duration (5 Mins.)
have the same viewpoint Animals and humans must eat either plants or other animals to obtain energy.
regarding what is to be Organisms that feed on other organisms are called consumers. Those that get
explained their energy by eating plants only are called first order consumers.
[Link]
-[Link]
In these figures, which organisms are being eaten?
How do you call plants?
Which organisms are the consumers?
In your community, what other organisms do you know that eat plants
only?
[Link] /2019/12/[Link]
In these figures, which organisms provide energy to the snake and chicken?
What order of consumer do they belong?
[Link]
In these figures, which organisms provide energy to the hawk and crocodile?
What order of consumer do they belong?
How does energy from the Sun reach the third-order consumers?
Photos: Courtesy of Rodolfo S. Treyes
In these figures, What will happen to these animals if they die?
How do you call those ants that feed on the dead cockroach?
What are decomposers?
3. Explain and interpret the Time Duration (10 mins.)
concept The teacher will post this blank flow chart on the board and students will fill it
out based on the presented picture of a food chain.
ACTIVITY 1: SATISFY MY HUNGER!
Trace the flow of energy among organisms by filling up the boxes below.
The arrow ( ) pointing to the next box means “eaten by”.
Guide questions:
1. What does the arrow mean in the food chain?
2. Which among the organism in the food chain is the producer?
3. Which among them are considered consumers?
4. In what order does the snake belongs?
5. What organism is in the first order consumer?
6. What is the ultimate source of energy that drives the food chain?
Processing:
These orders of consumers also together with the producers constitute also the
trophic level or level of energy transfer which is represented by a pyramid.
Why pyramid?
The amount of available energy at each trophic (feeding) level decreases as it moves
through an ecosystem. As little as 10 percent of the energy at any level is transferred
up to the next level.
In the energy pyramid below, calculate the amount of energy that is passed up from
one trophic level to the next, assuming only 10% of the energy from the previous level
is available for the next level.
(The teacher flash on the screen the different types of consumer)
(Time Duration 5 min.)
ACTIVITY:2 Let’s do the basic MATH!
Instruction: Observe the food pyramid and simply calculate the percent of
energy being pass from one trophic level into the next
GUIDE QUESTION AND CALCULATIONS:
1. In the figure above, how many percent of calories does the butterfly
received? __________________
2. About how much energy is lost when it enters each link of the food chain?
__________
3. How many percent of energy does the Cat receive?__________________
4. Why does the amount of available energy decreases from one trophic level
to another as it moves away from the producer?
_______________________________________________________________
_______________________________________________________________
_______________________________________________________________
[Link] only 10% of the energy from one trophic level passes up to the next level,
what happens to the 90% energy that is not passed on?
4. Organize the materials to ACTIVITY 3: “ LET ENERGY FLOW”
permit thinking Instruction: (15 Minutes)
1. Each group will go outside to their assigned ecosystem.
2. List down the organisms found in your assigned ecosystem.
[Link] them according to the categories listed in the table below.
4. The organisms you listed will be your basis in making your own food chain.
[Link] group is only given 10 minutes to do the activity. The group who fails to
follow the time will be given 5 points deduction from the total score.
Group 1:Will be sent at the School fishpond
Group 2: Will be sent at the school flower garden
Materials: Manila paper, pentel pen, activity sheet
The teacher will group the students into two and construct their own Food
chain based on the type of ecosystem assigned to them. In doing this they
need to observe and fill out the data given below:
List down the organisms found in your School community. Classify them
according to the following categories.
Organism Producer First-Order Second-Order Third-Order
Consumer Consumer Consumer
Presentation of Output: 10 mins.
5. Explanations through To further gauge students mastery of the lesson, each group will present their output
analogies and stories, in front:
illustrations, models,
diagrams, demonstrations, Guide Questions: Which organism is the:
outlines, and summaries 1. Producer? ___________________
2. Primary consumer? ___________________
3. Secondary Consumer? ___________________
4. Tertiary Consumer?_______________________
5. Which among them considered the Omnivore, Carnivore, Herbivore and
Decomposer?
The teacher will elaborate further
See attached Rubrics
C. Application (Time Duration 5 mins)
Based on your presentation a while ago;
1. What will happen to that particular Food Chain if environmental problems
and human abuses arise?
2. How are you going to lessen the effects of these environmental problems to
our ecosystem?
3. How are you going to show your appreciation to our ecosystem?
4. Why is it important to learn the transfer of energy in our ecosystem?
The teacher will elaborate further the possible effects.
D. ASSESSMENT Direction: Choose the letter of the best answer. Write the letter
of your answer on the space provided before each number.
_________1. Which organisms feed on secondary consumers?
A. decomposers B. primary consumer
C. producers D. tertiary consumers
_________2. Which refers to a series of organisms through which
energy is transferred in the form of food?
A. ecosystem B. food chain
C. food cycle D. food web
_________3. Every time you move up a stage in a food chain,
what happens to its energy?
A. decrease energy B. increase energy
C. less biomass D. more biomass
_________4. Which organisms directly feed on producers?
A. carnivores B. decomposer
C. herbivores D. omnivores
_________5. Which refers to a network of food chains?
A. chain web B. ecosystem
C. food web D. web cycle
For item number 6, refer to the diagram below:
Plants-----> Caterpillar-------> birds
_________6. Which is shown by the diagram above?
A. ecosystem B. food chain
C. food cycle D. food web
_________7. Which organisms break down dead or waste matter
into simpler substances?
A. consumers B. decomposers
C. producers D. scavengers
_________8. About how much energy is available for the
consumer at the next trophic level?
A. 10% B. 90% C. 45% D. 85%
_________9. Which organism feeds on the remains of dead
animals? A. consumers B. decomposers
C. producers D. scavengers
_________10. How are carnivores and omnivores classified?
A. consumers B. primary consumers
C. producers D. secondary consumers
V. REMARKS
1. No. of learners who earned 80% of the evaluation
2. No. of learners who require additional activities for remediation
who scored below 80%
3. Did the remedial lesson work? No. of learners who have caught up
with the lesson.
4. No. of learners who continue to require remediation
5. Which of my teaching strategies worked well? Why did this work?
6. What difficulties did I encounter which my principal or supervisor
can help me solve?
7. What innovation or localized materials did I use/discover which I
wish to share with other teachers?
Prepared: KIMBERLEE C. BUAY
Signature over Printed Name
Position: TEACHER III
Date: September 16,2023
Republic of the Philippines
Department of Education
Cordillera Administrative Region
SCHOOLS DIVISION OF KALINGA
Bulanao, Tabuk City, Kalinga
Rubric
Criteria 3 points 2 points 1 point Group Score
Presentation/Delivery Group output is Group output is Group output is
presented clearly presented not presented not
and confidently very clear but clear and not
confidently confidently
Idea All answers are 1 answer is 2 or more
correct incorrect answers are
incorrect
Team work All members 1 member did not Only 1 member
helped in help in answering answers the
answering the the activity activity
activity
Timeliness Activity is done Done with the Done with the
on time activity 1 minute activity 2 or more
after the allotted minutes after the
time. allotted time
Total Score
