COMPONENTS SUBJECT A: ENGLISH SUBJECT B: SCIENCE SUBJECT C: MATHEMATICS

I. Learning Outcomes Identify details that support the topic sentence Differentiate biotic from abiotic components of
Infer thoughts and feelings expressed in a given an ecosystem
text
II. Topics/Subject Matter Identifying Supporting Details Components of an Ecosystem

III. Values Integration Discuss the importance of nature Embrace the responsibility of taking care of the
preservation environment
IV. Materials and References Curriculum Guide- p. 132 Curriculum Guide- p. 40
Reading and Writing Skills- p. 1-18 Science 7 LM- page 113
Science and Technology in Action 3rd Edition https://courses.lumenlearning.com/boundless-
laptop, projector, PowerPoint presentation, biology/chapter/threats-to-biodiversity/
video clip, pictures, worksheets laptop, projector, PowerPoint presentation,
video clip, pictures, worksheets
V. Strategy
Activities Task 1- “Listen, Understand, and Task 1- Picture Analysis
Remember”
Have the class listen to a short audio clip about global The class will be divided into three (3) groups. Each
warming. Ask them to jot down the salient details group will be tasked to study and analyze a certain
presented. Let them infer the thoughts and feelings picture and answer the questions on the worksheet
expressed in the text by answering the guide questions provided. Have each group select a representative to
below: report their output to the class.
1. What is being talk about in the text? Questions:
2. Why has climate change become a serious issue 1. What are the things that you see in the picture?
to humans? 2. Which of these things are living? Which are
3. What are the causes and effects of climate non-living?
change? 3. Observe the things that you identified as living.
4. What general feeling is being conveyed by the What do they have in common?
listening text? 4. Observe the things that you identified as non-
5. Why do you think nature preservation is very living. What do they have in common?
important? 5. What interactions do you observe happening
(The audio clip will be supplemented by a video in among the living and non-living things?
consideration of the visual learners.)
 Task 2- Read to Learn
Task 2- “Raise Your Queries” Have students read a short text about the
In groups, have students watch a short educational components of the ecosystem.
video on greenhouse effect and global warming. Questions:
Task them to formulate questions using the WH- 1. What are the different components of the
Questions. ecosystem?
2. What makes living things different from non-
Group 1- What Group 3- When living things?
Group 2- Why Group 4- How 3. How do organisms interact with each other and
with their environment?
Task 3- “Bear with Me” 4. What will happen to organisms if their
The teacher will have a discussion of the following environment is not able to provide them with
using a PowerPoint presentation. their basic needs?

Importance of supporting details in a paragraph Task 3- Watch Out for It!

How to identify details that support a certain Have students watch a short video clip about the
point in a paragraph components of the ecosystem.
Importance of relevance (staying on point) in
writing a paragraph Discuss the following through PowerPoint presentation:
- Ecosystem (definition and characteristics)
- Components of the ecosystem and their role
- Interactions between living and non-living things
- Disruptions to ecosystem (The Human Factor)
- Importance of protecting, preserving, and conserving
our environment
Thematic Culminating Activity Small Group Differentiated Activities (SGDA) Task 4- Small Group Differentiated Activities
Have each group do the following tasks. (SGDA)
Have each group present ways in dealing with the given
Group 1- Mark My Word (Linguistic and disruptions to ecosystem.
Interpersonal)
Group 1- Creating a Comfort Zone (Verbal-
Have the group read and analyze the given paragraph Linguistic Intelligence)
about volcanic eruption and brainstorm on the details Write an essay that will show how you will help
that support the main point. Let them share their output our ecosystem from being disrupted by the pollution
to the class afterwards. caused by humans. Use the following guide questions as
you explain your work.
Group 2- Logically Inclined (Logical- Mathematical 1. What are your strengths as human that will help
and Interpersonal) protect, preserve, and conserve our
environment?
The group will be given sets of points about nature 2. How will these strengths be your weapons in
preservation that are followed by both relevant, on- reducing, if not eliminating, pollution?
target support and irrelevant details. They have to 3. Why is it necessary to perform cooperatively
analyze each detail and choose from them the ones that and responsibly in the community when it
are relevant statements of support. Let them share their comes to protecting our environment?
output to the class afterwards. 4. How can you contribute to the needs of other
living things and non-living things around you?
Group 3- SoleMates! (Intrapersonal and Linguistic)
Guidelines in writing your essay:
This group of students will work individually. They will Ideas should be organized and manifest
be given a paragraph about acid rain to analyze. Using coherence
the worksheet provided, they are to list down the There should be a strict observance of correct
supporting details of the paragraph assigned to them. subject-verb agreement
Then have them choose a representative to present ones Punctuation marks should be used correctly
output to the class afterwards.
Group 2- Poster Ad (Visual-Spatial Intelligence)
Group 4- Wholly Interconnected (Interpersonal and An advertisement is an effective instrument to
Linguistic) present to the public certain ideas and viewpoints. Create
a poster ad that emphasizes the negative effects of urban
Have the group complete the outline given through sprawl to our ecosystem. Use coloring materials to show
providing the missing supporting details. Let them creativity.
provide their own supporting details. To come up with
good response, ask them to brainstorm within the group Guidelines in making you poster ad:
for ideas. This outline is based on the topic Earthquakes. Graphical and verbal illustration should have
Let them share their output to the class afterwards. unity and relevance
Idioms should be used to enhance creativity in
Note: Grouping is based on the seven multiple your output
intelligences by Howard Gardner. Multiple Intelligence
Tests was conducted at the beginning of the school year.
But because each person has capacities in all seven
intelligences, the students are entitled to choose the task
they think they can work on effectively.
Source: Excerpt from Armstrong, T. Multiple Group 3- In Action (Bodily- Kinesthetic Intelligence)
Intelligences in the Classroom. Alexandria, VA: Present a short drama that will show how you, as
Association for Supervision and Curriculum students, can prevent/ reduce overharvesting.
Development (1994).
Guideline in presenting your drama:
Lines should be delivered with the observance
of the correct production of English sounds and
the appropriate use of the various prosodic
features of speech

Group 4- Advancing Beyond Scope (Interpersonal

Intelligence)
Construct imperatives on clear-cutting that will
encourage people to become responsible members of the
community when it comes to protecting, preserving, and
conserving our environment. Write your imperatives on
a placard. Post all these signs on the walls of the
classroom. Explain to the class why you chose to
emphasize those imperatives.

Guidelines in making your placard:

• Use appropriate imperatives and prepositions in
writing your command
• Be sure to express your command in a forceful
and confident way

Note: Grouping is based on the seven multiple

intelligences by Howard Gardner. Multiple Intelligences
Test was conducted at the beginning of the school year.
But because each person has capacities in all seven
intelligences, the students are entitled to choose the task
they think they can work on effectively.

Source: Excerpt from Armstrong, T. Multiple

Intelligences in the Classroom. Alexandria, VA:
Association for Supervision and Curriculum
 Development (1994).
Brief Description: This thematic lesson plan is anchored on the theme of
nature which can be integrated in various disciplines.
The topics discussed in this plan aims to demonstrate
the interdisciplinary character of education, while taking
into consideration their mastery of the lesson objectives.

Objective: At the end of this lesson, the students should be able to:
Identify details that support the topic sentence
Infer thoughts and feelings expressed in a text
listened to
Discuss the importance of nature preservation

Assessment A. Look at each of the following paragraphs and then

complete the outline for each paragraph. Notice that
words such as first, also, another, and finally often
signal each new item of support.

As the name implies, the atmosphere around the Earth

acts rather like the glass in a greenhouse, ensuring
energy balance and conservation. The purpose of a
greenhouse is to create favourable conditions that allow
delicate plants to grow and this is what the atmosphere
does for us.
The Sun produces light across a wide spectrum
including short wavelengths.
Visible light reaches the surface of the earth and much
of it is absorbed by the soil and vegetation. The
absorbed energy produces heating. The total amount of
energy within the atmosphere increases – leading to an
increase in temperature.

Point: What the atmosphere does for earth.

(1) Supporting Detail 1:
________________________________________
(2) Supporting Detail 2:
________________________________________
(3) Supporting Detail 3:
________________________________________

The majority of scientists believe that human activity is

a significant contributor to an increase in climate
variability. This includes the burning of fossil fuels,
destruction of rain forests, exploitation of new croplands
and overgrazing of grassland – causing extra CO2 to be
released. As a result our climate is becoming warmer
and more variable, with Ireland, for example,
experiencing more severe storms.

Point: Human activity is a significant contributor to an

increase in climate variability.
(4) Supporting Detail 1:
________________________________________
(5) Supporting Detail 2:
________________________________________
(6) Supporting Detail 3:
________________________________________
(7) Supporting Detail 3:
________________________________________

Greenhouse gases are gases in the atmosphere that trap

radiant energy. There are many of them but the most
important are: Water vapour is responsible for most of
the greenhouse effect. However, the amount of water
vapour in the atmosphere is in response to climate rather
than the driver of climate change. Methane is produced
by many processes including digestion of cellulose by
bacteria in wetlands, in rice fi elds and in the intestines
of ruminants and termites. Methane is often released
during the extraction of crude oil. Nitrous oxide is a by-
product of some industrial processes. It is also produced
by bacterial action on nitrogen compounds in the soil;
this effect is greatly increased by the use of fertilisers
whether natural or manufactured. Ireland has high
emissions of methane and nitrous

Point: There are many greenhouse gases that trap

radiant energy.
(8) Supporting Detail 1:
________________________________________
(9) Supporting Detail 2:
________________________________________
(10) Supporting Detail 3:
_______________________________________