School Capiz National High School Grade Level Grade 7

Teacher Kristine D. Baes Learning Area Science

GRADES 7 June 24-28, 2019
DAILY LESSON LOG 7:30-8:30 (7:30-8:10) Excel
Teaching Dates & Time Quarter First
9:30-10:30 (8:50-9:30) Powerpoint
4:00-5:00 (12:10-12:50) Word

Monday Tuesday Wednesday Thursday Friday

I. OBJECTIVES Objectives must be met over the week and connected to the curriculum standards. To meet the objectives, necessary procedures must be followed and if needed, additional lessons, exercises and remedial activities may be done for
developing content knowledge and competencies. These are assessed using Formative Assessment strategies. Valuing objectives support the learning of content and competencies and enable children to find significance and joy in
learning the lessons. Weekly objectives shall be derived from the curriculum guides.
A. Content Standards The learners demonstrate an understanding of scientific ways of acquiring knowledge and solving problems.
B. Performance The learners shall be able to perform in groups in guided investigations involving community-based problems using locally available materials.
Standards
C. Learning The learners should be able to describe the components of a scientific investigation.
Competencies / S7MT-Ia-1
Objectives
Write the LC code for
each
Laboratory Precautions Presentation of Data Scientific Method Designing and Conducting a Simple Designing and Conducting a Simple
DAILY TASK
Investigation Investigation
Content is what the lesson is all about. It pertains to the subject matter that the teacher aims to teach. In the CG, the content can be tackled in a week or two
II. CONTENT Scientific Method
III. LEARNING List the materials to be used in different days. Varied sources of materials sustain children’s interest in the lesson and in learning. Ensure that there is a mix of concrete and manipulative materials as well as paper-based materials.
Hands-on learning promotes concept development.
RESOURCES
A. References
1. Teacher’s Guide
pages
2. Learner’s Material
pages
Frontiers in Science & Frontiers in Science & Frontiers in Science &
Technology Technology Technology Breaking Through Science 7 Breaking Through Science 7
3. Textbook pages
Integrated Science Integrated Science Integrated Science Pages 24-25 Pages 24-25
Pages 16-17 Pages 17-19 Pages 24-26
4. Additional
Materials from Learning
Resource (LR) portal
B. Other Learning
Resources
These steps should be done across the week. Spread out the activities appropriately so that students will learn well. Always be guided by demonstration of learning by the students which you can infer from formative assessment
IV. PROCEDURES activities. Sustain learning systematically by providing students with multiple ways to learn new things, practice their learning, question their learning processes, and draw conclusions about what they learned in relation to their life
experiences and previous knowledge. Indicate the time allotment for each step.
 In your previous grades, Based on our previous Your cell phone fails to
when you have your activities, how did you function. Your initial reaction is
science activities, what present your data? to check the signal in the area.
A. Reviewing previous are the precautions that If the signal is fine, you check
lesson or presenting the your teacher told you? on the battery if it is properly
new lesson connected. You keep on
(ELICIT) checking and testing different
factors until you determine
what is wrong with your cell
phone.
Present some Another important skill The scientific method is a way You will design and conduct an You will design and conduct an
precautions to the applied in the scientific of solving problems. You are experiment to find out the factors experiment to find out the factors
students? process is the probably unaware that you that affect the rate at which salt that affect the rate at which salt
presentation of data. make use of the scientific dissolves in water. dissolves in water.
Data can be presented method almost every day. Problem Problem
in tabular forms. But When you encounter How can you control the rate at How can you control the rate at
the relationship would problems, you ask questions which salt dissolves in water? which salt dissolves in water?
be easier to see and and think about possible Suggested Materials Suggested Materials
understand id the data solutions. Spoon, thermometer, balance, Spoon, thermometer, balance,
is presented in a graph. ice, test tubes, test tube rack, rock ice, test tubes, test tube rack, rock
Bar and line graph are For example: salt, table salt, graduated cylinders, salt, table salt, graduated cylinders,
usually used in science. Examine the picture below. What beakers, hot water, timer beakers, hot water, timer
can you say about Picture A and
Use a bar graph when Picture B?
Experimental Design Experimental Design
you compare a changing 1. Make a list of all the variables 1. Make a list of all the variables
B. Establishing a purpose
value with an that may affect the rate at which that may affect the rate at which
for the lesson
unchanging value. For salt dissolves in water. salt dissolves in water.
(ENGAGE)
example, a bar graph is 2. Choose one variable from your 2. Choose one variable from your
appropriate when you list. list.
want to show the 3. Write a hypothesis predicting 3. Write a hypothesis predicting
amount of vitamin C in Picture A the effect of your chosen variable the effect of your chosen variable
different brands of on the rate of dissolving salt. on the rate of dissolving salt.
canned pineapple juice. 4. Decide on what factor to work 4. Decide on what factor to work
Use a line graph when on. on.
you compare two a. Is it amount of salt? a. Is it amount of salt?
continuously changing b. Is it the size of salt particles? b. Is it the size of salt particles?
variables. c. Is it the temperature of water? c. Is it the temperature of water?
5. Plan at least three tests for 5. Plan at least three tests for
Picture B whichever variable you want to whichever variable you want to
test. Remember to control all the test. Remember to control all the
other variables. other variables.
6. Write down the steps for your
procedure. Include safety
guidelines in your experiment.
7. Prepare a data table like the one
shown below in which you will
record your results. (Remember to
include units)
Data table
Dissolving Time
Manipulated
Trial Trial Trial
Variable
1 2 3 1
8. Let your teacher assess the
procedure you have planned.
Obtain the approval of your
teacher before you perform the
experiment.
Analysis and Conclusion
1. Which is the manipulated
variable in the experiment? the
responding variable? How do you
distinguish one from the other?
2. What are the variables you held
constant in your procedure?
3. Do you have a control setup?
Describe it. What is the difference
between your control setup and
your experiment setup?
4. Make a line graph of your data.
Label the horizontal axis with the
manipulated variable and the
vertical axis with the responding
variable. Use an appropriate scale
for each axis and remember to
include the necessary units.
5. Study the shape of your graph.
Write the conclusion about the
6. Write down the steps for your
procedure. Include safety
guidelines in your experiment.
7. Prepare a data table like the one
shown below in which you will
record your results. (Remember to
include units)
Data table
Dissolving Time
Manipulated
Trial Trial Trial
Variable
2 3
8. Let your teacher assess the
procedure you have planned.
Obtain the approval of your
teacher before you perform the
experiment.
Analysis and Conclusion
1. Which is the manipulated
variable in the experiment? the
responding variable? How do you
distinguish one from the other?
2. What are the variables you held
constant in your procedure?
3. Do you have a control setup?
Describe it. What is the difference
between your control setup and
your experiment setup?
4. Make a line graph of your data.
Label the horizontal axis with the
manipulated variable and the
vertical axis with the responding
variable. Use an appropriate scale
for each axis and remember to
include the necessary units.
5. Study the shape of your graph.
Write the conclusion about the
 effect of the variable you tested on effect of the variable you tested on
the rate by which salt dissolves in the rate by which salt dissolves in
water. water.
6. Does your conclusion answer 6. Does your conclusion answer
your hypothesis? your hypothesis?
The problem in the experiment was
solved step by step. The step-by-step
approach is what we call SCIENTIFIC
METHOD. It is a systematic way of
problem solving used by scientists.
The basic steps in the scientific method
are:
1. STATING THE PROBLEM –
identifying or knowing what you want to
investigate or study
2. GATHERING INFORMATION ON
THE PROBLEM – jotting down
important data or information gathered
through observations
3. FORMING HYPOTHESIS –
hypothesis is an educated guess.
Forming this would help you find out
what the answer to your problem might
be.
C. Presenting examples / 4. PERFORMING EXPERIMENTS TO
TEST HYPOTHESIS – design and
instances of the new carry out an experiment to test your
lesson hypothesis. Observe everything you
can. The smallest detail can sometimes
be the most significant.
5. RECORDING AND ANALYZING
DATA – interpret and evaluate the
information gathered. Do calculations if
needed to come up with your
conclusion
6. STATING A CONCLUSION – this
answers the problem stated. If the
problem is still unsolved, try a new
approach or perform another
experiment. Repeat the steps from the
beginning until a solution may become
clear. Scientists run an experiment
setup and a control setup to make sure
the results of the experiment were
caused by the variable and not by
some hidden factors.

Let them analyze the Group the students into The pictures show a boy who is
D. Discussing new laboratory precautions. 5 groups and do activity using a colored shampoo.
concepts and practicing Constructing a Line Which of the following pictures
implies observation, inference,
new skills #1 graph and making a pie hypothesis and prediction?
(EXPLORE) graph
Picture A

Picture B

Picture C

Picture D
The boy says:
Picture A: “My shampoo is
purple.“
_____________________
Picture B: “Purple? Someone
must have
added color to my shampoo.”
_____________________
Picture C: “The color of the
shampoo doesn’t
change hair color.”
_____________________
Picture D: “ Water will wash
away all purple
color in my hair.”
 _____________________
Picture A – shows that she feels
hot (Look at the barometer reading
in Picture B – shows that she feels
Discuss the necessary cold both pictures)
E. Discussing new
precautions to follow 2. Picture A – observation
concepts and practicing Picture B – inference or formation
when performing
new skills #2 of hypothesis
science activities. Picture C – prediction
Picture D – experimentation or
testing the hypothesis
F. Developing mastery
(Leads to Formative
Assessment 3)
(EXPLAIN)
G. Finding practical
applications of concepts
& skills in daily living
(ELABORATE)
H. Making
generalizations &
abstractions about the
lesson
Write the steps in the proper
order.
 Identify the problem
 Draw a generalization
or a conclusion
I. Evaluating learning  Gather and present
(EVALUATE) the data
 Analyze the data
 Formulate a
hypothesis
 Design an experiment
to test the hypothesis
J. Additional activities
for application or
remediation
(EXTEND)
V. REMARKS
Reflect on your teaching and assess yourself as a teacher. Think about your students’ progress this week. What works? What else needs to be done to help the students learn? Identify what help your instructional supervisors can
VI. REFLECTION provide for you so when you meet them, you can ask them relevant questions.
A. No. of learners who
earned 80% in the
evaluation
B. No. of learners who
require additional
activities 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 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?