School Central Bicol State University of Agriculture - Grade Level 7

Sipocot Campus
Teacher Maria Liziel L. Capio Learning Area Science
Date Section Time
Grade 7
Detailed Teaching 7: 45 pm -8:30
4th
Lesson Dates and February 25, Love am Quarter
Time 2025 Obedience 2: 45- 3:45 PM Quarter
Plan
Forbearance 3:45 – 4:45 PM

2 I. OBJECTIVES

Student learn that trophic levels help understand the transfer of energy
A. Content Standard
from one organism to another as shown in food pyramid.

The students explain the process of energy transfer through trophic levels in
B. Performance Standard
food chains.

Describe the trophic levels of organisms as levels of energy in food pyramid;

C. Learning Competencies and Use examples of food pyramids to describe the energy transfer between
organisms from one trophic level.

At the end of 1 hour lesson, at least 75% of the students will be able to:
D. Specific Objectives
a. Describe how organisms contribute to the flow of energy in an ecosystem.
b. Demonstrate understanding about the different types of energy pyramid
in an ecosystem.
c. Reflects on the importance of each organism in our ecosystem.

II. CONTENT
Topic ENERGY FLOWS IN AN ECOSYSTEM
III. INTEGRATION
A. Skills Reading, Speaking, Listening, Presenting, identifying
B. Values Cooperation, Collaboration, Participation, Critical thinking
C. Subject Science-Biology-Environmental
IV. LEARNING RESOURCES
A. References
1. Teacher’s Guide page Page. 69-70
2. Learner’s Material pages Page. 126-129

3. Textbook pages
4. Additional Material from Learning
Resource (LR) Portal
B. Other Learning Resources PowerPoint presentation, Manila Paper, Tape, Marker, Colored paper, color.

C. Sustainable development goals SDG 7: Affordable and Clean Energy: Understanding energy flow highlights
the importance of sustainable energy sources. Ecosystems are powered by
the sun (solar energy), and understanding this natural process can inspire
innovation in renewable energy technologies. Lessons can discuss how
human energy choices impact ecosystems and explore alternative, cleaner
energy solutions.
SDG 12: Responsible Consumption and Production: Understanding energy
flow can promote responsible consumption patterns
SDG 14: Life Below Water & SDG 15: Life on Land: Healthy ecosystems, both
aquatic and terrestrial, are crucial for maintaining energy flow. Pollution,
habitat destruction, and overexploitation of resources disrupt these flows,
impacting biodiversity and ecosystem services. The lesson can emphasize
the importance of protecting these ecosystems to ensure the continued
flow of energy and the benefits they provide.
V. PROCEDURES
A. Preliminaries
1. Greetings
Good afternoon, everyone! Good morning /afternoon, Ma’am!

2. Opening Prayer
May I request everyone to stand up as we will (Students will stand up.)
now begin our class with a prayer?

May I ask someone to please lead the prayer? (Someone will lead the prayer.)
In the name of the Father, and of the Son, and of the Holy Spirit. Amen.
Praise be thy name of our Lord Jesus Christ. Now and forever, Amen.

Again, afternoon class!

3. Classroom Management

Before you take your seats, kindly pick up the

pieces of dirt under your chair. Arrange your chairs
properly. Sit up straight and keep your phones in
silent mode as it may distract the class. You can
still use your phones when needed or when I told
you to do so, just make sure it is in silent mode.

4. Checking of Attendance
Now, let us check the attendance. Who is the (Students will pick up the pieces of dirt under the chair, sit properly, and
secretary of class? May I know if there are any keep their phones in silent mode.)
absent for today?

That’s great! It's nice to hear that everybody is Ma’am, I'm glad to report that no one is absent in our class today.
present today. Thank you.

5. Classroom Rules
These are the classroom rules I want every one of
you to observe. Whenever you are in my class, you
should follow these rules in order to maintain
peace and order. Let’s call these rules as the 4 Rs.
1. Raise your hand if you want to speak.
2. Refrain from making loud noises.
3. When I call you, you should stand up and
respond.
4. Respect one another.
Is that clear?
Good!

Let’s have a simple recap about our topic from our

Yes, Ma’am!
previous discussion.

Who want to give me a simple recap from our

previous discussion?

Yes , Alexis.

It’s all about levels of biological organization.

Very good, first we have?

Yes, Mico.

Very good, how about the group of cells that Cell

perform certain function?

Yes, Rica. Tissue ma’am.

Very Good, we have cell, tissue, organs, organ
system, organism, population, community,
ecosystem, biome and Biosphere.

ELICIT (3 minutes) Student’s Activity

Let’s play a game.
“GUESS IN LOUD”
Direction:
1. The students will guess the letters
that is missing to complete the word,
once they already know they will
shout the answer.
Example:

Consider as the smallest function unit of ecology.

E O S S E M

1. It is a type of consumer that eat Answer: ECOSYSTEM

plants.
H R B V R E

2. It is a type of consumer that consume ANSWER: HERBIVORE

meats.
C A N V O E S
ANSWER: CARNIVORES
3. It is a type of consumer that consume
plants and meats.
O M I O R
ANSWER: OMNIVORE
4. The number of organisms at trophic
level can be visualized through a
_______.
P R M D
PYRAMID

ENGAGE (5 minutes)
To introduce our topic, let’s have first an interactive
activity.
“WHAT TROPHIC LEVEL I BELONG”
Direction:
1. The teacher will present a picture of
different organisms.
2. The student will guessed what level they
belong based on their sizes and food
they consume.
The teacher will draw a pyramid and
insert the picture inside.

Example:
Grass – Grasshopper – mouse- snake pANSWER:
PICTURES:
Based on our activity, what do you think is our topic
for today?

Yes, Maica.

Very good, very well said. It seems like you already

have the idea about our lesson for today. But before
we start the discussion, let us first reveal the Energy flow in an ecosystem.
objectives for today’s lesson. I want every one of
you to keep these learning objectives in mind
because it will guide and help you understand what
are the specific things you should learn from this
lesson. May I ask someone to please read the
learning objectives?

At the end of 1 hour lesson, at least 75% of the students will be able to:

a. Describe how organisms contribute to the flow of energy in an

ecosystem.
b. Demonstrate understanding about the different types of energy
pyramid in an ecosystem.
c. Reflects on the importance of each organism in our ecosystem.
Thank you very much for reading our learning
objectives.

EXPLORE (10 minutes)

Before we proceed with our new discussion, let us

have another activity,
“WHO I SHOULD EAT”

Mechanics:

1. The teacher will group students into

two.
2. The students will randomly select their
task.

TASK :

1. Based on the student prior

knowledge, draw an example of
food chain.
2. Based on your group prior
knowledge, draw / cut example of a
food web (minimum of 5 organism).
RUBRICS 4 POINTS 2 POINTS 1 POINT
After 5 minutes the students will present it in front. CREATIVITY AND The students The students The students did
CLEANLINESS make an effort to put some effort not put any effort.
GUIDE QUESTION: What is the different between food finish the task, and paste it
chain and food web? use different clean.
material like
colors and paste it
I will present first the rubrics.
neat and clean.

PRESENTATION The students very The task at Not well

well presented some point is presented.
the task in front, well presented.
with louder voice
and good posture.

AFTER 5 MINUTES. COLLABORATION The group Some Almost

participated to participants did participant did
finished the task. not participate. not contribute to
the group.
Okay Class finished or not finished present your
answer.
EXPLAIN (15 minutes)

NOW, GROUP 1 PRESENT YOUR ANSWER: EXPECTED ANSWER.

Very Good Group 1, now group 2.

Food chain is a linear arrangement of organisms according to the

order in which organism feeds on another.

This interconnecting food chain is called a Food web.

Very good, let’s proceed to group 3.

Very Good Group 3.

In an ecosystem, different populations of organisms

have different roles that partially determine their
trophic levels. An ecosystem’s success depends on
the relationship among organisms in the different
trophic levels.

Essentially there are two basic concepts about

ecosystems that need to be understood:

1. How energy is used by organisms;

2. How organisms acquire minerals and
other essential inorganic substances.
To deepen your understanding, lets procced on
our discussion.

ELABORATE (7 minutes)
Of the different abiotic factors that affect the
organisms that live in an ecosystem, energy is the
most important. It is needed by the living
components for survival. Energy from the sun is
captured by producers such as plants, algae and
some bacteria, and is used to synthesize food in
process of photosynthesis.

Organism are classified according to how they obtain food

in trophic level.
Alexa kindly read. Producers are also called autotrophs they can make their own food.

Who can give me an example of autotrophs? Plants ma’am.

Yes , Jane.

Very good, plants are example of an autotroph since they

produce their own food by photosynthesis, also there are
chemoautotrophs, they are bacteria and archaea that use
chemical reaction to produce their own food.
Organism that depends on producers and other organisms for food
Next, who wants to read? and energy are called consumers or heterotrophs.

Yes, Maica.

Thank you, there are organism that depends on producers

like for example insects, some insects eat plants for them
to live.
There are 3 types on consumers: Herbivores, Carnivores and
Next, Laarnie kindly read.
omnivore.

Jehan, kindly read. Herbivores those consumers who consume plants.

Example cow, they primarily eat grass, Goat and Carabao.

Omnivores, consume both plants and animals. Example, us human

Carnivores eat meat, example Lion they usually eat prey we consume both plants and animals.
like zebra’s, another example is Great White sharks, A
marine predator that hunts seals, sea lions and other
marine animals.

Decomposers, the ones that break down dead organism and

An ecosystem also has decomposers. obtained energy from organic wastes, such as feces and leaf litter.

Jim, kindly read.

Fungi, such as mushrooms and some bacteria such as

pseudomonas are examples of decomposers.

Also, we have Detritivores, organism that feed on dead or

decaying organic matter from plants and animals, as well
as fecal matter.

They play an important role in the ecosystem by getting rid

of bulk of decomposing organic matter in our planet.
Example: Earthworm, millipedes, dung beetles, wood lice.

A population that shares the same function and energy

requirement is assigned to a trophic level (feeding level).

Energy pyramid is a graphical model that shows how

energy flows in an ecosystem. It shapes represent how the
amount of energy available to consumers decreases at
each trophic level.

What did you observe about the picture?

Yes, Jake.
Very good, as what jake saw the insects serves as primary
consumers.

Why do you think insects is the primary consumers?

Yes, Carla. The insect ma’am is the primary consumers.

Very good, since the plants is the producers, once the

insects consume the plant, they will be the consumers and
once the insect capture and eat by other animals like frog,
the frog will be the secondary consumer and at the third
trophic levels, which are then consume by snakes at the
fourth trophic level. Snakes are then eaten by eagles,
which are at the fifth trophic level.
Because, insects consume plant ma’am.
Note that the consumers are relatively few at the top of
the pyramid because there is much less energy available
for them in which only 10%n= of energy in the trophic level
is passed on to the next trophic level with the 90% used for
growth, repair, and reproduction.

Plants = 10000 kcal

Insects = 1000 kcal
Frogs = 100kcal
Snakes = 10Kcal
Eagle -= 1kcal

KCAL stands for Kilocalorie. It’s a unit of energy, and it’s

commonly used to measure the energy content of food.
When a food label 100Kcal serving content means that
your body can potentially get 100 kilocalories of energy
from serving when its digested and metabolized.

The flow of energy in ecosystem can be described using

models and diagrams.

Maria, kindly read. Food chain is a linear arrangement of organisms according to

the order in which organism feeds on another.

Rarely do organism eat just one type of food. If you will

come up with the model made up of interlocking arrows
resemble a spider web. This interconnecting food chain is
called a Food web. It shows the precise feeding
relationships in an ecosystem more accurately than food
chains.

For better understanding, I will present a video for you to

analyzed and understand. The students will watch the video.

https://youtu.be/j78g5iRnYBM?si=P9bwEqOMiilF_Pjh

THE ECOLOGICAL PYRAMID

The number of organisms at each trophic level can be

visualized. Through a pyramid, known as pyramid
numbers.
Othe ecological pyramids, such as energy and biomass
pyramids, are used to quantitatively show how much
energy is transferred from one trophic level to the next.

PYRAMIDS OF NUMBERS

Show the abundance or number of individual organisms

ate each trophic level in an ecological community.

It suggests that thriving community would have more

plants than herbivores, and more herbivores than
carnivores; otherwise, the community would collapse.
PYRAMIDS OF BIOMASS AND ENERGY

Biomass is the total mass of all living organisms at any

given time.
(g/m2)

Energy, on the other hand is the amounts of calories in

each individual or groups of organisms. (Kcl/cm2)

Is that clear class?

Very good.

All organisms have their own unique characteristic and

function in our ecosystem.

Producers: They provide energy, they are the primary

source of energy. They create habitats and provide shelter
for many organisms,
Consumers: Predators controls the population of their
prey, preventing any single species from becoming
dominant and disrupting the ecosystem.
Decomposer: they recycled nutrients back into the soil,
making them available for producers to use.

In accordance to Sustainable Development goals.

SDG 7: Affordable and Clean Energy: Understanding energy

flow highlights the importance of sustainable energy
sources. Ecosystems are powered by the sun (solar
energy), and understanding this natural process can inspire
innovation in renewable energy technologies.
SDG 12: Responsible Consumption and Production:
Understanding energy flow can promote responsible
consumption patterns.
Yes, Ma’am.
Who can give me an example of alternative energy source
that helps our ecosystem?

Yes, Miguel.

Very good. The used of solar power will benefits ecosystem

since it produces minimal greenhouse gas emission
compared to fusel fuels that not also affect our planet also
us human since it produces harmful pollutants. So, class be
responsible we must not take advantage all things in Earth
because we will the one who will suffer from the
consequences of being irresponsible.

SDG 14: Life Below Water & SDG 15: Life on Land: Healthy
ecosystems, both aquatic and terrestrial, are crucial for
maintaining energy flow. Pollution, habitat destruction,
and overexploitation of resources disrupt these flows,
impacting biodiversity and ecosystem services. To ensure
the continued flow of energy and the benefits they provide
we must protect ecosystem.
 Use of Solar power ma’am.
EVALUATE (4 minutes)

Now, I will give you an evaluation to test how well you Key to Correction
learned for today’s class.

Direction: Read the following statements/questions and

answer it correctly:
1. What types of organism depends solely on
plants for food? 1. C
a. Autotrophs 2. A
b. Detritivores 3. A
c. Herbivores 4. B
d. Heterotrophs 5. C
2. What do you call the linear arrangement of
organism according to the order in which one
organism feeds on another?
a. Food chain
b. Food web
c. Pyramid of biomass
d. Pyramid of numbers
3. What type of organisms can produce their own
food?
a. Autotrophs
b. Carnivores
c. Heterotrophs
d. Detritivores.
4. Which sequence is correct in food chain?
a. Birds – Grass – worm- fungi
b. Grass- insects- frog
c. Frog – insect – birds
d. Grass – frog – insects
5. It is one of the three types of consumers where
they eat meat.
a. Autotrophs
b. Carnivores
c. Herbivores
d. Omnivores

6-10.
Write the importance of organism in our ecosystem.

EXTEND (1 minutes)

For your assignment;

1. LET FILL THE TABLE BELOW.

The students will write their assignment.
COMPONENT DESCRIPTION EXAMPLE
Producers.
Herbivores
Carnivores
Omnivores
Decomposers
Detritivores
SCORE TOTAL:

V. REMARKS
VI. REFLECTION
A. No. of learners who earned 80% on the formative
assessment
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 by:

MARIA LIZIEL L. CAPIO

Student-Teacher

Checked by:

RONEL B. CARILLA
Cooperating Teacher