DAILY LESSON PLAN

GRADE QUARTER/DOMAIN/DATE/DURATION WEEK & DAY PAGE

LEVEL 2nd Quarter / Nov. 2. 2022/ (60 MINS) NO. NO.
Grade 7 7:40-8:40 am WEEK1 DAY2 1

I. OBJECTIVES
The learners demonstrate an understanding of the parts and functions of the
A. Content Standards compound microscope
B. Performance The learners should be able to employ appropriate techniques using the compound
Standards microscope to gather data about very small objects
C. Learning
Competencies/
Focus specimens using the compound microscope (S7LT-IIb-2).
Objectives Write the LC
code for each
II. CONTENT LIVING THINGS AND THEIR ENVIRONMENT
III. LEARNING
RESOURCES
A. References
1. Teacher’s Guide
pages Teacher’s Guide in Science 7 pp. 108-109
2. Learner’s
Materials pages
3. Textbook pages K-12 You and the Natural World pp. 122-124
4. Additional
Materials from Learning
https://www.youtube.com/watch?v=bf61-vvHbHs
Resource (LR)
portal
B. Other Learning
K-12 Curriculum Guide 2016
Resources
IV. PROCEDURES
Group Game (5-minute)

Give these riddles to the students to spark their interest for the lesson of the
day
A. Reviewing
previous lesson What Am I?
or presenting the Although I’m not a playground
new lesson I am something with a slide
I can be found in a lab
I help things be magnified

This item helps you see things

Too small for the naked eye
Just insert them on a slide
And then this will magnify

Although your eye gets put on this

It is not a door peephole
It’s something used in a lab if
Viewing small things is your goal

I have a slide but I’m not a playground

I have a lens but I’m not a camera
I can help you see cells but I’m not a prison guard
I can be found in a laboratory but I’m not a test tube
I have your eye pressed to me but I’m not a peephole
(Source: https://riddles-for-kids.org/microscope-riddles/)
 Mood Setting (5-minute)
PIN A TAIL GAME
B. Establishing
Initially, the learners will be asked to view the animals with tail, place and fit the
a purpose for
the lesson tail correctly. Then, the representative will be blind folded and should fit the tail
correctly with a guide. The group with the fittest tail will win and get a recitation
merit.

Showing different focused specimen under different magnification

What are these pictures?

C. Presenting
examples/instanc
es of the new
lesson

Photo credit to https://canva.com

The teacher will inspire the learners that they can come up with these images when
they will learn the skill of focusing today

 The students will be oriented on the different tasks and the main goal of the
day’s lesson
 The teacher will present a short video that shows proper ways of focusing
D. Discussing
the microscope (2.3minute) [ https://www.youtube.com/watch?v=bf61-
new concepts vvHbHs]
and
practicing
Guide Question
new skills #1 1. What are the steps that you should remember when focusing a specimen under
a microscope?
 Probing Questions in case the students won’t be able to answer the question

1. What should you do with the mirror to be able to catch light?

2. Why will you look under the stage?
3. Why is it important to check and rotate the diaphragm?
2. What objective should you set first when you want to focus the specimen?
3. What should you put on the slide?
4. What is found at the center of the slide?
5. What should you move down so that the objective lens will be near to the
specimen?

The teacher will give the directions and show the scoring rubrics of the
E. Discussing performance task
new concepts
and practicing DEMONSTRATING HOW TO FOCUS THE
new skills #2
SPECIMEN UNDER THE MICROSCOPE Learning Competency: FOCUS

THE SPECIMEN BEING OBSERVED UNDER THE MICROSCOPE OBJECTIVES:

A. Demonstrate the correct way of focusing the specimen being observe under
a microscope
B. Provide the other group with a focused specimen to be viewed under a
microscope
C. Show proper ways in handling of a microscope

DIFFERENT TASKS TO DO TO FOCUS THE SPECIMEN BEING OBSERVE UNDER THE

MICROSCOPE
F. Finding
practical
applications of
concepts and
skills in daily
living

Photo credit to https://canva.com

When you get sick, what does the doctor recommend you to do before he gives his
diagnosis?
Give concrete examples or situations that show knowledge in focusing microscope
is very useful?
G. Making
generalization What should you remember in focusing a specimen being observed under a
s and microscope?
abstractions
about the lesson
 Multiple Choice Questions
Write the letter of the correct answer on a ¼ sheet of paper.

1. Joan wants to focus a plant cell specimen. Which objective will she click first to
focus?
A. High power objective (40-60X) C. oil immersion (100 X)
B. Low power objective (10 X) D. scanner (4X)

2. What can be found under the stage that needs to be checked if you will focus the
specimen being observed?
A. Arm B. Base C. Diaphragm D. Mirror
H.
Evaluati
3. Why should you LOOK under the stage?
ng A. To check the diaphragm
learning B. To adjust the diaphragm
C. To make sure that there is enough light passing through the stage
D. All of the above

4. What should the student move down so that the eyepiece and the objectives will
be closer to the specimen on the slide?
A. Arm B. Base C. Body tube D. Stage

5. What knob should you roll in order to slightly move the body tube and focus the
specimen being observed?
A. Arm C. Coarse adjustment knob
B. Body tube D. Fine adjustment knob
For the learners who got lower than 4-5
Reread the steps in focusing the specimen being observed under a microscope. You
may see me in the science room later if you have questions. Be ready for an
A. Additional individualize focusing of a microscope.
activities
for
application For the learners who got 4-5
or Research on the latest innovations and discoveries of a microscope. Be ready for a
remediation short group sharing about them tomorrow.

V. REMARKS
VI. REFLECTION
A. No. of learners who earned 80% in the evaluation
B. No. of learners who require additional activities for
remediation
C. Did the remedial lessons work? No. of learners who have
caught up with the lesson
D. No. of learners who continue to require remediation
E. Which of my teaching strategies worked well? Why did
these
work?
F. What difficulties did I encounter which my
principal or supervisor can help me solve?
G. What innovation or localized materials did I use/discover
which I wish to share with other teachers?
Prepared:

ALBERT C. UMBAC
Teacher-I
Cabulihan Integrated School