Annex 1C to DepEd Order No. 42, s.

2016

GRADE - 7
Sta. Josefa
School: National High Section/s: Rizal
School

Student Kevin Paul P.

Learning Area: SCIENCE – 7
Teacher Deaño

DETAILED LESSON
PLAN Teaching Date: April 07, 2023 Quarter: III

8:30 AM –
Time: Module: Biology
10:00 AM

I. Objectives:

The learners demonstrate an understanding of the parts and functions of

A. Content Standards
the compound microscope.

B. Performance The learner should be able to employ appropriate techniques using the
Standards compound microscope.

The learner should be able to identify parts of the microscope and

C. Learning their functions.
Competencies/ Competency Code: (S7LT-IIa-1)
Objectives At the end of the 60 minutes discussion, the students should be able to:
(UNPACKED) with  Identify the parts and functions of the microscope;
Code  Identify the different types of microscopes;
 manipulate the microscope properly.

II. CONTENT
Microscopy
(SUBJECT MATTER)

III. LEARNING
RESOURCES

A. References

1. Teacher's Guide
K To 12 Teacher's Guide pages 132 - 133
Pages

2. Learner's Materials Campbell Biology. 9th.ed. pages 127 – 129

Pages Author – Reece B. Jane

3. Textbook Pages Science and Technology 7 pages 110 - 111

4. Additional Materials
from Learning
Resource (LR)
Portal
 Microscope, Specimens, Extension Wire, Charts, Paper, Tape and Scissors.

YouTube Video Clips

B. Other Learning
 https://www.youtube.com/watch?v=tVcEEw6qbBQ
Resources
 https://www.youtube.com/watch?v=P_BvJIiZEN4
 https://www.youtube.com/watch?v=bjcewKLlb2Y

C. Strategy/ Approach Collaborative Learning

D. Literacy/ Numeracy Literacy (Working Scientifically)

IV. PROCEDURES TEACHER’S ACTIVITY STUDENT’S ACTIVITY

Preliminaries:

Class, kindly stand up. Are you ready to pray classmates? Yes,
 Prayer
Kevin, please lead the prayer. we are!

 Checking of Once I call your name, please say

Present Sir! (All are present)
Attendance present.

Before you sit, kindly pick up

pieces of papers under your chair
and arrange your chairs. Yes, Sir!
 Checking of
Attendance Class, how are you today? Were, fine sir!

Well, are you ready to lend your

ears for our discussion today class? Yes, Sir!

The class will be divided into 5 groups. An illustration of the microscope

will be shown. The students will guess which part is being pointed by the
 Motivation
teacher. After guessing the part, they are going to tell what is the function of
that part. The group which will get the higher score will be the winner.

A. Reviewing Previous REVIEW

Lesson or Presenting
the New Lesson “Before we start our lesson, let’s
recall what we had yesterday.
What is our topic yesterday?” “Our topic yesterday is about
metals and non-metals.”

“Very good!”

“Please give me the difference

between the two based from their
properties.” “Metals can conduct heat and have a
high melting point while nonmetals are
insulators and have a low melting
point.”

“Very well said!”

“Give me 1 example for each.”

“Example of metal is copper and for
 non-metal is chlorine.”
“Great!”

B. Establishing a MOTIVATION
Purpose of the
Lesson “Before we proceed to our next
lesson, we will play a game first. I
will divide you into two groups.
This will be the group one and this
will be the group two. I will give
both groups a puzzle that you are
going to solve. The first group that
will finish the task will win the
game. “Yes, Sir.”
Is that clear?”

“I will now distribute to you the

materials.”
(Teacher distributes the materials)

At the count of 3, the game will

start. (student’s actively participating)
1,2,3!

Since group ___ solve the puzzle

first, they are the winners. Let us
give them a “Yes Clap”. (Students clap)

“What do you think is being “Microscope”

portrayed by the Illustration you
formed in the game?”

“Alright!”

Introduction of Topic

“Today our topic is all about the

Microscope. To understand more
about the topic, here are the
objectives.” OBJECTIVES:

(Students will read the objectives) At the end of 60 minutes discussion,

the students should be able to:

 Identify the parts and functions

of the microscope;
 identify the different types of
microscopes; and
 manipulate the microscope
properly.

“Okay, thank you for that!”

C. Presenting Instances, ACTIVITIES

Examples of the New
Lesson (Integration “Before we proceed into our
in English Subject) discussion, let’s have first our
activity.”
 “I will show you a video clip about
microscope. You need to identify
the types of microscopes and the
parts of a compound microscope.
You can use the materials inside
this envelope for the reporting.”

“You need to choose 1 “Yes, Sir.”

representative to explain your
output.”

“Here are the rubrics:”

 Content – 25%
 Creativity – 25%
 Presentation – 25%
 Teamwork – 25%
Total: 100%
“None, Sir”
“Any questions before I will play
the video?”
(Students do the activity)
“Okay, I will play the video now.
Please observe properly.”

(Videos clip are done)

“Now, I will give you 2 minutes to (Students do the brainstorming.)

do the brainstorming.”

“Timer starts now.”

“Time is up! Please get ready for

the reporting.” (Students will present by group)

“Now, each group will present

your
output.”

“Very good, all of you have very (Students do the fireworks clap)
good observation. I am very happy
that you understand the video.
Please give all of you a
FIREWORKS CLAP.”
D. Discussing New ANALYSIS
Concepts and
Practicing New “Now, what is a microscope? Any
Skills No.1 Idea?” “Sir, microscope is a device used to
view small things that cannot be seen
by naked eye.”

“Very good. Thank you.”

“Can a microscope be able to view

the plant and animal cell?” “Yes, Sir.”

“Based from the video clip, what

are the different types of
microscopes?” “Sir, the different types of microscopes
are the simple, compound and electric
microscope.”
“For our lesson today, we will
learn
about the compound microscope, (Students listen attentively)
its parts and functions and how to
manipulate it.”

(Shows a picture or chart of a

microscope)

 Condenser: This is a
system of different lens
elements which is mounted
beneath the stage of the
microscope.
 Base: This is the bottom
part of the microscope; it
contains the lamp.
 Coarse Focus: Also
referred to as rough focus,
this knob raises and lowers
the microscope stage
quickly. It should only be
used in connection with the (Students listen attentively while taking
low magnification lenses. down notes)
 Eyepiece Lens: Also
known as ocular lenses,
they magnify the image of
the objective.
 Fine Focus: This focus
knob moves the stage up
and down in small steps. It
is used to focus at different
layers of the specimens.
 Head: This is the top part
of the microscope. It
carries the eyepiece(s) and
other optical elements.
 Mechanical Stage: This
type of stage is equipped
with a slide holder and two
knobs to turn.
 Nosepiece (or revolving
nosepiece, turret): This part
carries the objectives. It
can be rotated.

 Objective Lens: This is a

highly magnifying lens
system; it is located close
to the specimen to be
observed. The image of the
objective is then magnified
again, by the ocular lens
 which is close to the eye.
 Stage: This is the flat
surface on which the slides
are placed on. It can be
moved up and down for
focusing.
 Stage Clips: These are clips
that hold the slide.
 Trinocular Head: This
microscope head has three
exits, two for viewing (for
binocular vision) and a
third exit to connect a
camera.

E. Developing Mastery ABSTRACTION

(Leads to Formative
Assessment) “We will now proceed to the
proper
way of using the microscope.”

(demonstration)

First familiarize yourself with the

microscope.
 Inspect the head. The head
holds the optical elements,
which include the eyepiece
and eyepiece tube, the nose
piece, and the objective
lenses (there can be as
many as 5 lenses).
 Study the arm. The arm
connects the head to the
base. The microscope is
usually carried by the arm.
 Examine the base. The base
holds up the microscope
and provides the stage onto
which samples are placed.
The base also contains the
illuminator and the
focusing knobs (both fine
and coarse).

Second, prepare your slide.

 Position your sample
between 2 pieces of glass
to make a slide.
 Place the slide on the
center of the stage over the
glass hole.
 Move the 2 stage clips over
the sides of the slide to
secure it into place.

Third, arrange the revolving nose

piece and knobs.
 Turn the nose piece turret
until the shortest lens is
above your sample. It
should click and feel rigid
 when it is in place. The
shortest objective lens is (Student observe the demonstration of
the least powerful and is the teacher and write down important
the easiest level to begin procedure)
when magnifying an
object.
 Twist the coarse focus
knob (the large one) on the
side of the base so the stage
moves upward toward the
short objective lens.
Perform this without
looking into the eyepiece.
It's important to make sure
the slide does not touch the
lens. Stop twisting the
coarse knob just before the
slide contacts the lens.

Fourth, focus the microscope.

 Look through the eyepiece.
 Arrange the illuminator
until you've arrived at a
comfortable level of light.
The brighter the illuminator
shines, the better you will
be able to see your
specimen, but do set it to
the maximum brightness if
it hurts your eye.
 Twist the coarse focus
knob the opposite way as
you had before, so the
stage moves away from the
lens. Do this slowly until
the sample begins to focus.
 Turn the fine focus knob
the perfect the focus in
greater detail.

Fifth, magnify the image.

 Reposition the slide as
necessary to situate the
area of desire study directly
under you gaze.
 Switch lenses by rotating
the nose piece turret to a
longer lens.
 Perform necessary focusing
adaptations. “None, Sir.”
Sixth, put the microscope away.
 Turn off the power, lower
the stage, remove your
specimen and cover the
equipment with a dust-
repellent cover.

“Do you have any questions,

clarifications?”
F. Finding Practical APPLICATION
Applications of
 Concepts and Skills “Now, are you prepared to use the
in Daily Living compound microscope?”

“Yes, Sir.”

“Okay, Very Good!”

“Now let’s do the groupings

because we only have ten pieces of
compound microscope that is
available in our laboratory.”

“Count from 1 -10, number one

will stay here followed by number
two and so on and so forth.” (Student will proceed to their
designated places)

“Here are the instructions. Each

group has one microscope and 5
prepared slides, your task is to
view the 5 specimens under the
microscope and then draw what
you have seen. I will give you 15
minutes to finish the activity.”

“You may start now.”

(Students present their work)
(After 15 minutes)

G. Making GENERALIZATION
Generalization and
Abstraction about “Can a microscope view the plant
the Lesson and animal cell?”
“Yes Sir”

“So, microscope is used to?”

“View small things that cannot seen by
naked eye.”

“Correct, Microscope is an
apparatus used in library to view a
specimen, it has different type
from simple to compound.”

“Microscope has different parts,

that you need to familiarized to be
able to use the microscope
properly.”

H. Evaluating Learning QUIZ

A. Explain the importance of microscope (10 points).

B. Give or label the parts that are ask in the picture below (14 points).
 C. Arrange the following sentence on how to use the microscope
properly: Use 1to 6 number to show your arrangement (6 points).
a. Turn off the power, lower the stage, remove your specimen
and cover the equipment with a dust-repellent cover.
b. Look through the eyepiece.
c. Turn the nose piece turret until the shortest lens is above your
sample.
d. Reposition the slide as necessary to situate the area of desire
study directly under you gaze.
e. Inspect the head. The head holds the optical elements, which
include the eyepiece and eyepiece tube, the nose piece, and
the Z objective lenses.
f. Position your sample between 2 pieces of glass to make a
slide.

I. Additional Activities ASSIGNMENT

for Application or
Remediation
Make research on the animal and plant cells.

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 remediation

work? No. of learners
who caught up with
the lesson.

D. No. of learners who

require to continue
remediation.

E. Which of my
strategies work well?
Why did this work?

F. What difficulties did I

encounter which my
principal help me
solve?
G. What innovation or
localized materials did
I use/ discover which
I wish to share with
another teacher?

Prepared by: Submitted to:

KEVIN PAUL P. DEAÑO MARK JOHN MARIÑAS MARTINEZ

Student Teacher Cooperating Teacher