GRADE LEVEL 7
MARIEL U. FERNANDEZ LEARNING SCIENCE
SUBJECT TEACHER
AREA
TEACHING DATE AND
DECEMBER 17, 2019 QUARTER SECOND
TIME
I. OBJECTIVES
The learners demonstrate understanding the different characteristics of
A. Content Standards vertebrates and invertebrates.
The learners should be able to make an inventory of vertebrates and
B. Performance Standards invertebrates that are commonly seen in the community and practice ways of
caring and protecting animals.
At the end of the discussion, the students are expected to:
A. Differentiate invertebrates and vertebrates through discussion and
C. Learning Competencies/ recitation;
Objectives B. Build and work together as a team through presenting a role play about
invertebrates and vertebrates; and
C. Value the importance and role and function of invertebrates and
vertebrates in our ecosystem through creating a short documentary film.
II. Content Invertebrates and vertebrates
III. LEARNING
RESOURCES
A. References Exploring Life Through Science Series. 2003. Phoenix Publishing House, Inc.,
1. Teacher’s Guide pages pp. 222
2. Learner’s Material pages Science for Daily Use 5. Tan, Conchita T. 2012.
3. Textbook pages pp. 73-82.
4. Additional Materials
None
from learning portal
B. Other Learning Linked Learning (2019). Retrieved from
References https://www.slideshare.net/reinater/vertebrates-and-invertebrates-15453176.
IV. PROCEDURES Teacher’s Activity Student’s Activity
A. Reviewing Previous Okay, before we begin our
Lessons (Recall) class, let’s start our day with a
prayer. So, who wants to lead a Student A will raise his/her hand and
prayer? Anyone from the class? lead the prayer in front of the class.
Yes, student A.
Student A: Let us pray. Lord thank
you for this day, we hope that we can
learn something new from our
teacher today…
Amen.
Thank you, Student A.
Good Morning class!
Before you take your seats, Good Morning Ma’am!
kindly arrange your chairs and
pick up all the trashes under The students will arrange their chairs
your chairs. and pick up all the trashes near to
Okay, you may now sit down. them.
Before we start our new lesson for
today, let’s have a review first of our
previous lesson.
Can somebody tell me what we last
discussion is? Yes, student B?
Student B will raise his/her hand and
recall that the previous lesson is all
Okay, thank you Student B for about the parts and function of
answering my question nervous system.
Class, do you believe that
everything has a purpose in this The students will answer “Yes,
world? Even living things and Ma’am”.
non-living things?
In our ecosystem, it is vividly
seen that every entity and
organisms have a function and
role in maintaining a balance. Student A will ask a question,
B. Presenting the new “Ma’am what is ecosystem?
lesson (Establishing a
purpose for the lesson)
The teacher will respond
“When we say ecosystem, it is a
community of living organisms
in conjunction with the The students will keep listening to
nonliving components of their the teacher.
environment, interacting as a
system.
C. Presenting Examples / Before we proceed to our
Instances of the New discussion, let’s have first an
Lesson activity which can help you
class to boost your energy in
which all of you must have to
participate.
The name of this activity is
called “Blind Artist”.
Here is the mechanics of this activity.
A. Everyone in this class must find
their own partner.
B. Then, every pair must have to
draw any animals that comes up
in their mind without looking
the paper of their partner.
C. After that, the pair must have to
take a guess of what animal is
in the paper.
D. Then, they must have to think
and choose if that animal
belongs to invertebrates or
vertebrates.
E. The pair who will get a perfect
score will be given a prize.
Are you ready class?
The students will respond, Yes!
So, let’s begin this activity…..
Ma’am!
Very good everyone! Thank
you all for participating in this
activity and to those winning The students will get excited and
pair, I will give you later the confuse about the drawing of their
prize.
partner.
Everyone, can you please organize and
arrange these chairs. After that you
may all sit down properly.
D. Discussing New Now, with the activity that we
Concepts and Practicing did, what do you think our Student C will stand up and answer
New Skills #1 lesson would be? that the lesson will be about
(Exploration) Yes, Student C? Invertebrates and Vertebrates.
Very Good! Let’s give him/her
a “Yes Clap”.
All of the students will do a “Yes
Clap”.
Now, let’s proceed to our topic
which is Invertebrates and
Vertebrates.
Animals can be classified as
either vertebrates or
invertebrates.
Vertebrates are animals that
have a backbone inside their
body. The major groups include
fish, amphibians, reptiles, birds
and mammals.
Fish live in water and breather
through gills. Their skin is
covered in scales and they have
fins to swim.
Next, Amphibians that can live
in water and on land. Their
babies live in the water and
breathe through gills. The
adults breathe through lungs
and through their skin.
Reptiles, There are lot of
reptiles which can live on land
and some in water. They
breathe through lungs. Their
skin is covered in scales and
some have a shell. Snake
Tortoise shell scales
Another is Birds that can live
on land and in the air. They
have feathers and wings.
Then, the mammals which can
live on land, some in water.
They breathe through lungs.
Their body is covered in skin
and fur.
Now, let’s move on to the
Invertebrates which don't have a
backbone. They either have a
soft body, like worms and
jellyfish, or a hard outer casing
covering their body, like spiders The students will listen carefully to
and crabs. those given examples by the teacher.
E. Discussing New To further understand the topic, The students will be listening to the
Concepts and Practicing let’s have an individual activity. instructions given by the teacher.
New Skills #2 This activity is called “First 6”.
(Exploration) • I’ll be dictating some
names of an animals and the
first six students who get their
work checked as correct, they
will receive another prizes.
Are you ready class?
Yes, Ma’am! We are ready!
(The teacher will be dictating
10 names of an animals until
the first six students will get the
correct answer for each
questions)
• Very good class! I hope that
this activity will be inculcated within
your minds to understand properly this
topic.
Class, let’s now have a group
activity. I will be dividing this
class into four groups. Okay,
listen up! I want you class to
create a short skit or role play
F. Developing Mastery
about the different species and
(Explain)
animals which shows
invertebrates and vertebrates. I Students will be divided into four
will only give you 10 minutes groups and go with their group mates
to brainstorm the ideas of your to plan about their short skit.
group and plan on how you will
be presenting this skit in class.
In order to apply this topic in a
real life situation, I’m going to
divide this class into three
groups where you need to work
G. Finding Practical together as a team. I want to
Applications of the think yourself as a researcher
Concepts and Skills in Daily where you need to create a short Students will be divided into three
Living (Elaboration) documentary film, discussing groups and go with their group mates
the importance, role and to brainstorm and plan their short
function and the difference documentary film.
between vertebrates and
invertebrates. The video must
have a maximum of 10 minutes.
H. Making Generalizations All in all class, what is the
Student D will answer the question
and Abstractions About the difference between
given by the teacher.
Lesson Invertebrates and Vertebrates?
Yes, student D?
Student D: Ma’am, vertebrates are
those animals that have a backbone
while the invertebrates doesn't have a
backbone.
Very well said! Thank you
Student D.
Okay, how about giving us an
example of vertebrates and
invertebrates? Student D will raise again his/her
hand.
Another hands from the class?
Student E will stand up and provide
an example of invertebrates and
vertebrates.
Student E: Ma’am! Monkey and
Frog is an example of Vertebrates
while worms is an example of
Invertebrates.
All students will do the “Good Job
Clap”.
Excellent! Let’s give him/her a
“Good Job Clap”
To assess and evaluate if you
learn this topic for today, we
are going to have a seatwork.
Kindly get a paper, one half
crosswise and answer these
following questions.
Instruction: Write True if the statement
is correct and write False if it’s
incorrect.
1. Invertebrates are those
animals that a soft body
I. Evaluating Learning which includes frog, cow,
(Evaluation) dog and rat.
2. Mammals can live in water
and on land. Their babies
live in the water and breathe
through gills.
3. Vertebrates includes fish,
amphibians, arthropods,
birds and reptiles.
4. Reptiles are cold blooded,
The students will be given 10
egg laying vertebrates.
minutes in answering these seatwork
5. All mammals are warm
quietly.
blooded.
J. Additional Activities for None
Application and
Remediation
IV. REMARKS
V. REFLECTION
A. No. of Learners Who
Earned 80% in the
Evaluation
B. No. of Learners Who
Required Additional For
Remediation Who Scored
Below 80%
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 Strategies
Worked Well? Why Did
These Work?
F. What Did I Encounter
Which my Principal or
Supervisor Helped Me
Solved?
G. What Innovation or
Localized Materials Did I
Use / Discover Which I
Wish To Share With Other
Teachers?
Prepared by:
Practice Teacher Checked by:
Cooperating Teacher
Noted:
Head Teacher
