School: Grade 7

Level:
Name of Learning Science 7
Teacher Area:
Daily Lesson Plan Teaching Quarter:
Dates and
Time:

I. CURRICULUM CONTENT, STANDARDS, AND LESSON

COMPETENCIES
A. Content Environmental Pollution with Emphasis to Air Pollution

B. Content Students demonstrate an understanding of the organisms

Standards that can only be seen using compound microscope to
gather data about very small objects.

C. Performance By the end of the Quarter, learners are able to

Standards employ appropriate techniques using compound
microscope to gather data about very small objects.

D. Learning Learning Competency

Competencie 1. Identify beneficial and harmful microorganisms
s

E. Learning At the end of a 60-minute session, the learners

Objective and will be able to:
Duration 1. Define microorganism;
2. identify types of microorganisms; and
3. identify beneficial and harmful
microorganisms
(Values Integration: Promoting
Respect to all living creatures
II. LEARNING RESOURCES

I. Primary DepEd SLM_Quarte 2_Module 3 “Useful and

Resources Harmful Organisms”

II. Other Department of Education. (2023, September 5). Investigating Plant

Resources Cells. DepEd Learning Resource Management and Development System.

Department of Education. (n.d.). The Other Forms of Living Things Part

1: Bacteria. DepEd Learning Resource Management and Development
System. Department of Education. (2023). MATATAG Curriculum
Guide: Science Grades 4 and 7.

III. TEACHING ANF LEARNING PROCEDURE

Teachers Activity Learners Activity

Preliminaries Hello! Good morning class!
Good Morning Maam!
 How was your weekend? Did you enjoyed it?

Good! So I presume that you are now ready Yes Maam! Sure we did.
for this weeks lessons?

Alright. So before we begin may I request Yes Maam! We are ready.

everyone to please stand for a short prayer,
Jacky kindly lead the class.

In the name of the father….

Now I want you to arrange your chairs Amen.
properly, go back to your respective seats
and kindly pick up the pieces of paper so
that we’ll have much more focus on our
discussion today. Can you do that?

Thank you! Good job everyone! Yes Maam!

So this time , we will now be talking about a
very interesting topic. But before that allow
me to present to you the competency and
the learning targets we have for today.
(Presents the competency and learning
objectives)

Do you have prior concerns with regards to

our lesson?

Brilliant! Then let’s get going. No Maam! We think we’re

ready!

I. ELICIT Accessing Prior Knowledge:

Class, this time I want to focus on a picture
hidden on the puzzle. Try to connect the
puzzle and make sense of the picture then
tell me what can you make of it. Ready?
Begin!

(After 1 minute)
Maam! I do have an idea!
Yes Jake, what do you think is the puzzle all
about?
It’s a microscope. In fact we
discussed this last week maam!

Excellent! Exactly that puzzle is a picture of a

miciroscope. But , what again is the use of
microscopes? Maam, microscopes are used to
observe tiny objects just like
microorhanisms.
 Brilliant Diane! Indeed microscopes are
designed to observer tiny objects that are
not visible using our naked eyes.

What type of objects can we observe using

microscopes? Maam we can observe
microscopic orgnanisms ike
bacteria, viruses or even DNA
using a more powerful lense.

Very good Jacky! Now that you’ve mentioned

it, that leads us to our next activity.
II. ENGAGE Activity 1: Defining Microorganisms
This time class, we will be making sense of
the microorganism , because this will be our
topic for this morning. Are you ready?

Great! Yes Maam we are ready!

Good. So here is the task, I want to pair with
your seat mate and in ¼ sheet of paper, I
want you to identify the correct terms that
would complete the statement defining
microorganisms. Using the texts on the box,
try to identify which terms best fit to
complete the statement. You have 3 minutes.

Are you ready?

Aye!
Bacteria
multicellular
Microorganism
Microscope
unicellular

Complete the paragraph below:

A _____________ is a ____________ organism,
typically ____________ (single-celled), that can
only be seen under a _____________.
Microorganisms include a wide range of life
forms such as ___________, archaea, fungi,
protozoa, algae, and viruses.

Times Up! Are you done?

Good, then let’s check.

What should be on the 1st blank? Kindly read
and answer Kate.

Very well, the answer is microorganism.

 Next , Gerald?

Correct! It’s microscopic.

How about the 3rd blank? Dave? Yes maam!

Perfect! The answer is unicellular. Then the

last word is? How about you Mary?
A microorganism is blank.
Great Job! We were able to define
microorganism as we unravel the words
found on the box that best fit the thought of Microscopic.
each sentence.

Sure. It’s unicellular.

The last word is bacteria.

III. EXPLORE SIMPLE EXPERIMENT

This time around , we will be using a
microscope to help us in our short
experiment for this morning.
Our activity is entitled “Where are the
Microbes?”. This will be a short experiment
where you will be working in a group of five.

How do you like it?

That will be great maam!

Activity Title: “Spot the Microbes!”

Objective:
Students will observe different prepared
images or samples of microorganisms and
classify them into groups based on shape or
type (bacteria, virus, fungi, protozoa, algae).

⏰ Time Allotment: ~20 minutes

🧰 Materials Needed (per group or student):

 Printed or digital microscope images

or illustrations of different
microorganisms (The students will be given 20
 minutes to conduct the
(You can use bacteria, virus, fungi, activity)
protozoa, and algae)
 Classification chart or worksheet
 Scissors, glue, or markers (if printed)
 Optional: Magnifying glass for fun
engagement (even if not necessary)

📋 Procedure:

1. (5 minutes) – Brief students on the

task:
“You will observe and classify these
tiny organisms based on their shape or
type.”
2. (10 minutes) – Group work:
o Students sort the
microorganism images into
groups: Bacteria, Viruses,
Fungi, Protozoa, and Algae.
o They paste them into the right
section of a worksheet/chart
(or arrange them digitally if
using tablets).
3. (5 minutes) – Share briefly:
A few students/groups explain one type
of microorganism they sorted and what
clues helped them.

IV. EXPLAIN Time is up! Now that you are done with the
activity. Let us now try to analyze the result
of out activity by answering these questions.

 What features helped you classify each

microbe?
 Which ones look similar? Which ones
look very different?
 Did you find any that were hard to
classify?

Maam, can I try the 1st

question?
Sure Jenny, please.

We classified each microbe

based on their shape, structure,
and unique features. For
example:
  Bacteria often have
simple shapes like rods
(bacilli), spheres (cocci),
or spirals (spirilla).
 Viruses look like tiny
geometric shapes or have
spikes and a “spacecraft-
like” appearance.
 Fungi may appear fuzzy
or thread-like, especially
mold spores or yeast
cells.
 Protozoa are often
irregular in shape, with
visible nuclei and
sometimes tiny hair-like
parts (cilia or flagella)
for movement.
 Algae are usually green
or have chloroplasts and
may look like tiny plants
or strands.

Wow! That’s great Jenny. But how did you

find out about these characteristics?
Well, we used to have the same
lesson way back in elementary
with our science teacher and
that’s when I find it interesting
so I studied about it ma’am.

Great! See, each type of microbe is unique.

And with their uniqueness we can easily
classify them. Thank you Jenny. Now what
about the 2nd question?
Which ones look similar? Which ones look
very different? Sure Maam. Some bacteria and
Yes Marielle? protozoa look similar because
they are both single-celled and
small, but viruses look very
different because of their
unique shapes and lack of a cell
structure. Algae also stand out
because they often appear
green and plant-like.

Good. You see, although they are quite

similar but if we study them , we can actually
find that they are essentially unique from
one another. Thanks Marielle. Last question
 “Did you find any that were hard to classify? Yes Ma’am, some protozoa
Yes Danny? can be difficult to classify
because they come in various
shapes and sizes, and some
look similar to bacteria or
algae. Additionally, viruses
can be tricky because they
don't have a typical cell
structure and vary greatly in
shape.

Great! So how do you plan to identify them

correctly? In that case ma’am, studying
comprehensively each
microbes unique qualities and
characteristics should be the
first step.
Very well said. So that concludes our simple
activity. Did you happen to enjoy our activities
so far?

Yes Ma’am, we’re having a

great time here!
V. ELABORATE Very well then. This time allow me give you an
offline web-based material (learning material)
about microorganisms and examples of
beneficial and harmful ones. Kindly go over the
file found on your tablets as I navigate through
the screen so you can follow me.

DISCUSSION: (On the screen and on the

learners devices, pictures and discussion will
be available as the teacher navigates the
material)

Microorganisms, often referred to as microbes,

are tiny living organisms that are too small to
be seen with the naked eye. They are present
all around us in the air, water, soil, and even
inside our bodies. Microorganisms play crucial
roles in the environment, human health, and
many industrial processes. Despite their small
size, they have a significant impact on life as
we know it.

What Are Microorganisms?

Microorganisms are unicellular (single-celled)

or multicellular organisms that are typically
invisible without the use of a microscope. They
belong to different domains and have diverse
shapes, structures, and functions. Most
microorganisms can be found in extreme
environments, such as hot springs, salty
oceans, or the deep ocean, as well as in more
common settings like our homes or within the
human body.

Microorganisms are typically classified based

on their structure, genetic makeup, and
function. This classification results in the five
main types of microorganisms : bacteria,
viruses, fungi, protozoa, and algae. Ma’am, meaning to say that
these tiny organisms can be
different from one another?

Exactly Erich! In fact there 5 main types of

microbes.

Types of Microorganisms

1. Bacteria
o Description: Bacteria are
single-celled organisms that
lack a nucleus (prokaryotic).
They are the most abundant
microorganisms on Earth and
can live in many environments,
from soil to the human gut.
o Shapes: Bacteria come in
different shapes:
 Cocci (spherical),
 Bacilli (rod-shaped),
 Spirilla (spiral-
shaped).
o Reproduction: Bacteria
reproduce asexually through a
process called binary fission,
where a single cell divides into
two identical cells.
o Example: Escherichia coli (E.
coli), commonly found in the
intestines of humans and
animals.
2. Viruses

Description: Viruses are the smallest of all

microorganisms and are not considered living
organisms in the traditional sense because they
cannot replicate on their own.

o They need a host cell to

reproduce.
o Structure: A virus consists of
a core of genetic material
 (DNA or RNA) surrounded by
a protein coat called a capsid.
Some viruses also have an
outer lipid envelope.
o Function: Viruses can only
replicate inside the cells of a
host organism, and in doing so,
they can cause disease.
o Example: The influenza
virus, COVID-19 (SARS-
CoV-2), and the common
cold.
2. Fungi
o Description: Fungi can be
single-celled (like yeast) or
multicellular (like molds and
mushrooms). They are
eukaryotic, meaning they have
a defined nucleus.
o Role: Fungi are important
decomposers in ecosystems,
breaking down dead organic
material. Some fungi also form
symbiotic relationships with
plants, helping them absorb
nutrients.
o Example: Mushrooms,
penicillin-producing molds
(used in antibiotics), and yeast
used in baking.
3. Protozoa
o Description: Protozoa are
single-celled eukaryotes that
can be found in water, soil,
and in the bodies of humans
and other animals. They are
more complex than bacteria
and have specialized structures
for movement and feeding.

o Movement: Protozoa may

have cilia (hair-like structures),
flagella (whip-like structures),
or pseudopodia (temporary
extensions of the cell).
o Example: Amoeba,
Paramecium, and the parasite
Plasmodium (causes malaria).
4. Algae
o Description: Algae are
photosynthetic
microorganisms that can be
 unicellular or multicellular
(like seaweed). They contain
chlorophyll and can produce
their own food using sunlight
(photosynthesis).
o Habitat: Algae thrive in
aquatic environments, both
freshwater and saltwater, but
can also be found in moist land
environments.

Example: Chlorella,
Spirulina, and seaweeds

Now that we know about them

Ma’am, how can we tell if they
Good bacteria are beneficial because they are bad or good bacteria?
help with digestion, immunity, and protect
against harmful microbes. They live in
harmony with the body and do not cause
disease. Bad bacteria are harmful because
they can cause infections and diseases by
producing toxins or damaging tissues. They
often invade the body and cause symptoms
like fever, pain, and swelling. Identifying
whether a bacterium is good or bad depends
on its role in the body, its ability to cause
disease, and its relationship with the host.

Woah! That was superb! Thank

you so much ma’am!
That ends our discussion about
microorganism. Do you still any more
questions class?

Great! Now let’s get for a short quiz shall No Ma’am , we’re good!
we?
Aye!
VI. EVALUATE Test I. Essay

1. How do you define

microorganism?
2. What are the 5 different
types of microbes? Identify
them according to their
unique characteristics.

Test II.
Directions: Identify whether a microbe
mentioned is beneficial or harmful to
human. Write GOOD for beneficial and BAD
 for harmful ones.
1. Lactobacillus
2. Streptococcus
3. Penicillium
4. Covid-19
5. Vibrio Cholerae
VII. EXTEND Watch this youtube video on
Microorganisms using the link :
youtube.com/watch?v=JZjzQhFG6Ec

Prepared:
Rubrics:
Criteria Excellent Good (3) Satisfactory Needs
(4) (2) Improvement
(1)
Content Thoroughly Addresses the Addresses the Does not
addresses question with question but adequately
the question accurate with minor address the
with information but inaccuracies or question or
detailed and lacks detail. omissions. contains major
accurate inaccuracies.
information.
Clarity Response is Response is Response lacks Response is
clear and mostly clear clarity or is unclear or
well- but may have poorly disorganized.
organized. minor organized.
organization
issues.
Relevance All Most Some Most
information information is information is information is
is relevant relevant, with relevant, but irrelevant or
to the minor there are off-topic.
question. irrelevant several
details. irrelevant
details.
Grammar Free from Minor grammar Noticeable Numerous
& grammar and spelling grammar and grammar and
Mechanic and spelling errors that do spelling errors spelling errors
s errors. not affect that slightly that
understanding. affect significantly
understanding. affect
understanding.