School Grade &

GRS National High School 7

Section
Teacher Learning
JULEUS CESAR M CADACIO SCIENCE
Area
Teaching
Dates & Quarter 1
DAILY LESSON PLAN Time
Week Duration
No.
Day

Objectives must be met over the week and connected to the curriculum standards. To meet the objectives, necessary procedure must be followed and if needed,
additional lessons, exercises, remedial activities may be done for developing content knowledge and competencies. These are assessed using Formative
I. OBJECTIVES 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 guide.
The Learners demonstrate an understanding of scientific ways of acquiring knowledge
A. Content Standards
and solving problems.
B. Performance The Learners shall be able to perform in groups in guided investigations involving
Standards community based problems using locally available materials.
C. Learning 1. The learners should be able to describe the components of a scientific investigation
Competency/ies (S7MT-Ia-1)
Write the LC Code for each.

a. Describe the scientific attitude practiced by identified Filipino and foreign scientists;
and
D. Learning Objectives
b. Explain the importance of exhibiting scientific attitude in carrying out scientific
investigation
Doing Scientific Investigation 1. Ways of acquiring knowledge and solving problems
II. CONTENT/TOPIC (Carrying out Systematic Investigation: Scientific Attitude)
III. LEARNING List the materials to be used in different days. Varied sources of materials sustain children’s interest in the lesson and 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 Materials
pages

3. Textbook pages

4. Additional Materials
from Learning
Resource (LR)
Portal
B. Other Learning
Audio and video system, PowerPoint
Resources
These steps should be 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 activities. Sustain learning systematically by providing students with multiple ways to learn new
IV. PROCEDURES things, practice their learning, question their learning processes, and draw conclusion about what they learned in relation to their life experiences and previous
knowledge. Indicate the time allotment for each step.
A. Reviewing previous Post on the board “WHO’S YOUR IDOL” Ask: Who is your idol?
lesson or presenting Describe him/her. What makes him/her different from the rest in terms of attitude?
the new lesson.
ELICIT (The activities in this section will
evoke or draw out prior concepts of or
experiences from the students)
B. Establishing a purpose Show pictures of different Filipino and foreign scientists and their inventions.
AWARENESS

for the lesson.

ENGAGE (The activities in this section will Ask: a. Why did these scientists come up with their inventions?
stimulate their thinking and help them access b. What are the scientific attitudes practiced/shown by a scientists.
and connect prior knowledge as a jumpstart
to the present lesson.)
C. Presenting
examples/instances of
the new lesson.

D. Discussing the new Divide the class into four (4 groups. Let them perform the Gallery Walk.
concepts and practicing
new skills #1. GALLERY WALK (Getting to Know Scientific Attitude) The students are going to read
EXPLORE (In this section, students will an article posted around the classroom about a story of different scientists and their
ACTIVITY

be given time to think, plan, investigate, and discovery as well as their journey towards success. They will be given an activity sheet
organize collected information; or the
performance of the planned/prepared
with guide questions to answer while doing the gallery walk.
activities from the student’s manual with data
gathering and Guide questions)
E. Discussing the new
concepts and practicing
new skills #2.
 F.Developing mastery A. Let the groups present their outputs.
(Leads to formative B. Process the outputs
assessment 3).

ANALYSIS
EXPLAIN (In this section, students will be
involved in an analysis of their exploration.
Their understanding is clarified and modified
because of reflective activities)/Analysis of
the gathered data and results and be able to
answer the Guide Questions leading to the
focus concept or topic of the day.
G. Making generalization Lead the discussion on the different scientific attitudes and its importance in scientific
and abstraction about investigation with the aid of the slide deck (ppt) presentations.

ABSTRACTION
the lesson. Discussion Questions:
ELABORATE (This section will give 1. What are the different scientific attitudes that a person should possess?
students the opportunity to expand and 2. How will you describe each scientific attitude?
solidify / concretize their understanding of
the concept and / or apply it to real –world
3. Why is it important to show scientific attitude during a scientific investigation?
situation)
Emphasize that students do not need to be a scientist to possess these attitudes, that
even ordinary students like them must have those attitudes for them to succeed in life.
H. Finding practical
application of concepts
APPLICATION

and skills in daily

living.

I. Evaluating learning. Think of a situation how the following scientific attitude could be shown and its
EVALUATION (This section will provide importance in the identified situation:
ASSESSMENT

for concept check test items and answer key a. Curiosity

which are aligned to the learning objectives -
content and performance standards and
b. Critical mindedness
address misconceptions – if any) c. Perseverance
d. Intellectual honesty
e. skepticism
J.Additional activities for A. Using the Frayer Method, the student will be given the task to choose one successful
ASSIGNMENT

application or person worthy of emulation in their community and describe or recognize the
remediation. different scientific attitude he/she possesses.
EXTEND (This sections give situation that
explains the topic in a new context , or
integrate it to another discipline / societal
concern)

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
VI. REFLECTION students learn? Identify what help your instructional supervisors can provide for you so when you meet them, you can ask them relevant question.
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 lesson
work? No. of learner who
caught up with the lesson
D. No. of learner 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?
 Activity 1 SCIENTIFIC ATTITUDE: GALLERY WALK

Objective:
1. Identify scientific attitudes based from life stories of some scientists;
2. Describe the different scientific attitudes; and
3. Realize the importance of exhibiting scientific attitudes in one’s life.

Materials manila Paper, marking pen

Procedure
1. Read the articles about the different scientists posted on the wall around the classroom.
2. Fill in the table with the correct information.
Use the given scientific attitudes written inside the box below for your answer

Name of the Scientist What attitude/s does he/she possess? How do you say so?
(Describe the scientific attitude)

3. With your group, brainstorm and share your answers and ideas from the gallery walk then answer the question below.
a. How do you describe the following scientific attitudes in your own words?

i. Curiosity ii. Intellectual honesty

iii. Critical-mindedness
iv. Open-mindedness
v. Skepticism
vi. Objectivity
vii. Perseverance

b. What is/are the importance of possessing and showing scientific attitudes?

 School Grade &
Godofredo Reyes Sr National High School 7
Section
Teacher Learning
JULEUS CESAR M CADACIO SCIENCE
Area
Teaching
Dates & Quarter 1
DAILY LESSON Time
PLAN Week Duration
No.
Day

Objectives must be met over the week and connected to the curriculum standards. To meet the objectives, necessary procedure must be followed and if needed,
additional lessons, exercises, remedial activities may be done for developing content knowledge and competencies. These are assessed using Formative
I. OBJECTIVES 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 guide.

A. Content The Learners demonstrate an understanding of scientific ways of acquiring knowledge

Standards and solving problems.
B. Performance The Learners shall be able to perform in groups in guided investigations involving
Standards community based problems using locally available materials.
C. Learning 2. The learners should be able to describe the components of a scientific investigation
Competency/ies (S7MT-Ia-1)
a. Write the LC Code
for each.

D. Learning 1. differentiate observation from inference

Objectives 2. identify situations which are observation and inference
3. make predictions based on observation
Doing Scientific Investigation 1. Ways of acquiring knowledge and solving problems
II. CONTENT/TOPIC (Science Skills: Observing, Inferring and Predicting)
III. LEARNING List the materials to be used in different days. Varied sources of materials sustain children’s interest in the lesson and 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
B. References
1. Teacher’s Guide
pages
2. Learner’s Materials
pages

3. Textbook pages

4. Additional Materials
from Learning
Resource (LR)
Portal
B. Other Learning https://www.asianscientist.com/2018/03/columns/being-ascientist-is-like/ - picture in
Resources the motivation part https://filipiknow.net/tag/dr-josette-biyo/ - Dr. Josette Biyo story
These steps should be 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 activities. Sustain learning systematically by providing students with multiple ways to learn new
IV. PROCEDURES things, practice their learning, question their learning processes, and draw conclusion about what they learned in relation to their life experiences and previous
knowledge. Indicate the time allotment for each step.
A. Reviewing previous “Story telling about Josette Biyo” Based from what you’ve heard, what are the
lesson or presenting scientific traits she possessed?
the new lesson.
ELICIT (The activities in this
section will evoke or draw out
prior concepts of or
experiences from the students)
B. Establishing a purpose Aside from the scientific traits possessed by Dr. Biyo, are there other things that
AWARENESS

for the lesson. could have contributed to her success? (Teacher should post questions leading to
ENGAGE (The activities in SKILLS and the teacher may flash this picture.
this section will stimulate their
thinking and help them access
and connect prior knowledge as
1. What do you think are the different science skills a “scientist” must have?
a jumpstart to the present
lesson.)
C. Presenting
examples/instances of
the new lesson.

D. Discussing the new Activity: “Mystery behind Joneel’s Depression” General Instruction:
ACTIVITY

concepts and practicing a. The class will be divided into 5 groups.

new skills #1. b. Each group will be given different tasks.
EXPLORE (In this section, c. The group will perform three (3) stages in the activity.
students will be given time to d. All answers will be written in a manila paper.
 think, plan, investigate, and
organize collected information;
or the performance of the
Group 1. Sense of Sight >picture of a white van.
planned/prepared activities Group 2. Sense of Touch >something that will replicate the texture of the skin of an
from the student’s manual with old man.
data gathering and Guide
questions)
Group 3. Sense of Smell >perfume of a man
Group 4. Sense of Hearing >recorded voice of a man planning to kidnap
Group 5. Sense of Taste >any sweet food like chocolate
Note: The teacher may change the materials assigned in every type of sense depending on the
learner’s level of understanding and its availability in the community

E. Discussing the new

concepts and practicing
new skills #2.
Developing mastery 1. Based from the activity, what can you say about the task given to your group?
a. (Leads to 2. How important is the use of our senses in observing?
formative 3. How will you give inferences?
assessment 4. How is observing related to inferring?
3). 5. What is the difference between observing and inferring?
ANALYSIS

F. EXPLAIN (In this section, 6. What is prediction? 7. What do you consider when you predict?
students will be involved in an
analysis of their exploration. Their
understanding is clarified and
modified because of reflective
activities)/Analysis of the gathered
data and results and be able to
answer the Guide Questions
leading to the focus concept or
topic of the day.
Making The teacher will show a picture to the class.
generalization and
ABSTRACTION

abstraction about the A. What do you is the picture showing?

lesson. B. The students are to identify which is observation and inference.
G. ELABORATE (This section will 1. The children are wearing birthday cap.
give students the opportunity to 2. The children are excited.
expand and solidify / concretize
their understanding of the concept
3. The clown is showing magic tricks.
and / or apply it to real –world 4. The children are amazed in the magic show
situation)
Finding practical
application of
APPLICATION

concepts and skills in

daily living.

H. Evaluating learning. A. Show picture and give a brief description. The students will place an “I” if the
EVALUATION (This section statement is an inference and “O” if the statement is observation.
will provide for concept check
test items and answer key which
are aligned to the learning
1. The dancers are raising their arms. O
objectives - content and 2. The people watching are happy in different presentations. I
3. The dancers were all smiling. O
ASSESSMENT

performance standards and

address misconceptions – if 4. The main characters are really portraying their roles. I
any)
5. The dancers are wearing headdresses O

B. Make a prediction based from the situation. Tim looked out the window. The house
looked so lonely. Tim’s father put the last suitcase at the back of the tricycle and started
to start-up the engine. Thor, his dog, put his head on Tim’s lap, like he understood how
Tim was feeling. “It’s okay Thor,” he said, “Papa says we will ike Legazpi.” What is
happening?

Additional activities A1. How do you think will predicting, observing and inferring help you solve
for application or problems?
remediation.
I. EXTEND (This sections give
situation that explains the topic in a
new context , or integrate it to
another discipline / societal
concern)

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
VI. REFLECTION students learn? Identify what help your instructional supervisors can provide for you so when you meet them, you can ask them relevant question.
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 lesson
work? No. of learner who
caught up with the lesson
D. No. of learner 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?
TEACHER’S GUIDE:
ACTIVITY: The students will be grouped into 5 to perform the activity. The activity has 3 stages (1) Observation, (2)
Inference and (3) Prediction.
Pre-Activity: The Mystery behind Joneel’s Depression
One day Joneel was so depressed that he can’t go out of his room to mingle with his friends and eat all his meals. He is
suffering from a problem which he can’t solve alone. His problem started when he talks to someone he didn’t know. Can
you help solve his problem?
Activity Proper:
Instructions:
1. There are 5 clues to solve the problem of Joneel and each group will be given one clue to reveal. 2. There will be 3
stages in order to solve the problem of Joneel.
Stage 1: OBSERVATION (5mins)
1. Write in the manila paper your observation. Note: Don’t use all the spaces in the manila paper.
Stage 2: INFERENCE (5mins)
1. Interpretation on what the groups have observed. 2. The group will write their answer in their manila paper. They will
answer all the questions in the main 3 clues.
Clue # 1 – Sense of Sight (it is a white van)
a. What do you think is the purpose of the van? Clue # 2 – Sense of Smell (perfume of a man), Touch (Texture of an Old
man) and Hearing (Voice of an Old man)
a. From the 3 senses, how will you describe the suspect?
Clue # 3 – Sense of Taste (something sweet)
a. Why is there a need to give chocolate to Joneel? Stage 3: PREDICTION (5mins)
1. The group will write their answers in their manila paper.
a. Why do you think is Joneel suffering from depression? b. What is his problem?

ACTIVITY CARD – GROUP 1 (SENSE OF SIGHT)

Write your answer in the manila paper. Don’t consume all the spaces in your manila paper.
Choose one
1. What did you see? 2. What can you say about what you’ve saw? ACTIVITY CARD – GROUP 1 (SENSE OF TOUCH)
Write your answer in the manila paper. Don’t consume all the spaces in your manila paper.
Choose one
1. What did you touch? 2. What can you say about what you’ve touched? ACTIVITY CARD – GROUP 1 (SENSE OF SMELL)
Write your answer in the manila paper. Don’t consume all the spaces in your manila paper.
Choose one
1. What did you smell? 2. What can you say about what you’ve smelled? ACTIVITY CARD – GROUP 1 (SENSE OF HEARING)
Write your answer in the manila paper. Don’t consume all the spaces in your manila paper.
Choose one
1. What did you hear? 2. What can you say about what you’ve heard? ACTIVITY CARD – GROUP 1 (SENSE OF TASTE)
Write your answer in the manila paper. Don’t consume all the spaces in your manila paper.
Choose one
1. What did you taste? 2. What can you say about what you’ve tasted?
 School Godofredo Reyes Sr National High Grade &
7
School Section
Teacher Learning
JULEUS CESAR M CADACIO SCIENCE
Area
Teaching
Dates & Quarter 1
DAILY LESSON PLAN Time
Week Duration
No.
Day
Objectives must be met over the week and connected to the curriculum standards. To meet the objectives, necessary procedure must be
followed and if needed, additional lessons, exercises, remedial activities may be done for developing content knowledge and competencies.
I. OBJECTIVES 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 guide.
The learner demonstrates understanding of the properties of substances
A. Content Standards which distinguish them from mixtures
The learner investigates the properties of mixtures of varying concentrations
B. Performance Standards
using available materials in the community for specific purposes
The learner recognizes that a substance has a unique set of properties
C. Learning Competency/ies (S7MT-Ie-f4)
a. Write the LC Code for each.

1. Record boiling point.

D. Learning Objectives
2. Describe the boiling point of a mixture.
3. Graph the boiling point of a mixture

II. CONTENT/TOPIC Boiling Point of Mixtures

List the materials to be used in different days. Varied sources of materials sustain children’s interest in the lesson and learning. Ensure that
III. LEARNING RESOURCES there is a mix of concrete and manipulative materials as well as paper-based materials. Hands-on learning promotes concept development.
C. References
1. Teacher’s Guide pages
2. Learner’s Materials pages

3. Textbook pages

4. Additional Materials from

Learning Resource (LR) Portal
B. Other Learning Resources
IV. PROCEDURES
A. Reviewing previous lesson or
presenting the new lesson.
a. ELICIT (The activities in this section
will evoke or draw out prior concepts
of or experiences from the students)
Integrated Science I, pp. 14-15
https://www.asianscientist.com/2018/03/columns/being-ascientist-is-like/
- picture in the motivation part https://filipiknow.net/tag/dr-josette-biyo/ -
Dr. Josette Biyo story
These steps should be 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 activities. Sustain learning systematically by
providing students with multiple ways to learn new things, practice their learning, question their learning processes, and draw conclusion
about what they learned in relation to their life experiences and previous knowledge. Indicate the time allotment for each step.
“The teacher will ask the students the following questions:
o How would you describe the appearance of a halo-halo?
Answers will be elicited from the students.
o How would you describe the appearance of seawater?
Answers will be elicited from the students.
AWARENESS

o Both halo-halo and seawater have more than one component.

What do we call a substance with more than one component?
These substances are called mixtures. What do we call a
mixture with more than one phase? These are called
heterogeneous mixtures.

o How about a mixture which looks the same throughout?

These mixture is called homogeneous mixtures.

B. Establishing a purpose for the
lesson.
a. ENGAGE (The activities in this
section will stimulate their thinking and
help them access and connect prior
knowledge as a jumpstart to the
present lesson.)
We can’t easily identify if the substances we see, touch or taste are
mixtures if we don’t separate its components. However, we can separate
mixtures using their other physical properties.
The teacher will facilitate the discussion:
Have you ever experienced having a cough and your mother or lola
treated you with medicinal plants?
Answers will be elicited from the student
Students will answer plants such as sambong.

• What do they do with the leaves? They place it on the pan with water
and allow it to boil. They will transfer the liquid to a glass and it is what I
will drink.

• What is the color of the liquid? The liquid is green.

• Why is it green? The color of the leaves mixed with water.

The liquid you drink to treat cough is an example of a mixture. In your

lower grades, you knew that a mixture has a number of components if
you separate it using filtration, magnetization, sieving and flotation.
Today, we will focus on how we can identify a mixture based in its
physical characteristics, the boiling point.

Introduction of the learning objectives will follow using Read Aloud

strategy.

At the end of the learning session, we should be able to: 1. Record boiling
point. 2. Describe the boiling point of a mixture. 3. Graph the boiling
point of a mixture.

C. Presenting examples/instances of
the new lesson.

D. Discussing the new concepts and
practicing new skills #1.
a. EXPLORE (In this section, students
will be given time to think, plan,
investigate, and organize collected
information; or the performance of the
planned/prepared activities from the
student’s manual with data gathering
and Guide questions)
ACTIVITY
The students will be seated by group. The teacher will facilitate the
review of the laboratory dos and donts.
Laboratory Safety Rules
Report all accidents, injuries, and breakage of glass or equipment to
instructor immediately.
1. Keep pathways clear by placing extra items (books, bags, etc.) on
the shelves or under the work tables. If under the tables, make
sure that these items cannot be stepped on
2. Work quietly — know what you are doing by reading the assigned

experiment before you start to work. Pay close attention to any

cautions described in the laboratory exercises
3. Wear safety goggles to protect your eyes when heating
substances, dissecting, etc.
4. Do not attempt to change the position of glass tubing in a stopper
5. Leave your work station clean and in good order before leaving
the laboratory.
6. Follow all instructions given by your teacher.

The activity sheets will be distributed to the students who will be given 15
minutes to conduct the experiment and answer the questions in it.
E. Discussing the new concepts and
practicing new skills #2.
Developing mastery Each group shall present their output.
(Leads to formative
assessment 3).
ANALYSIS

F. EXPLAIN (In this section, students will be

involved in an analysis of their exploration. Their
understanding is clarified and modified because of
reflective activities)/Analysis of the gathered data
and results and be able to answer the Guide
Questions leading to the focus concept or topic of
the day.
 a.
Making generalization The teacher will facilitate the discussion: What is boiling point?
and abstraction about the Boiling point is the temperature at which liquid starts to form into a gas.
lesson.
G. ELABORATE (This section will give students Boiling point is one characteristics that is retained by each component of
the opportunity to expand and solidify / concretize a mixture The sequence of the boiling points exhibited by a mixture will
their understanding of the concept and / or apply it
to real –world situation)
be depend on the component which boils at the lowest to highest
temperature.

At what temperature did the water started to evaporate? The water

started to evaporate at 100°C.

ABSTRACTION
What will happen if all the water was gone? When all of the water is
gone, only the salt crystals remained.

What will happen to the boiling point of a mixture if it contains three or

more components? If a mixture contains three or more components, the
boiling point continues to increase.
Can boiling point be used to identify a component of a mixture? How? Yes.
Certain component of a mixture reaches a certain boiling point, I t is easy
to identify its name because substances have a specific boiling point.

Very good! The first component to boil is considered to have the lowest
boiling point while the last one to boil is considered to have the highest
boiling point.

a. Finding practical
application of concepts
APPLICATION

and skills in daily living.

H. Evaluating learning. A Answer the questions below: 1. In a salt solution exposed to heat, the
a. EVALUATION (This section will volume of the water decreased when it reached its boiling point. What is
ASSESSMENT

provide for concept check test items boiling point? 2. What happens to a boiling point of a mixture as
and answer key which are aligned to
the learning objectives - content and
components evaporates one after another. Which graph below correctly
performance standards and address shows the trend of boiling point for mixtures? Why?
misconceptions – if any)

b. Additional activities for dentify a mixture at your own house. Look for its ingredients and search
application or for the boiling points of each. You
remediation.
I. EXTEND (This sections give situation that
explains the topic in a new context , or integrate it
to another discipline / societal concern)

Follow up questions can be conducted by the teacher if higher level questions

were not answered by the students

In case of homogenous advanced learner, the assignment below can be used:

V. REMARKS A 250ml of water is already boiling for 2 minutes and a 3 temperature
reading was recorded. It was added with 250ml olive oil with a boiling point of
300°C. Three more readings were recorded. 1. What will happen to the boiling
point of water? 2. If you are to graph the total of six (6) readings, how will it look
like

Reflect on your teaching and assess yourself as a teacher. Think about your students’ progress this week. What works? What else needs to
VI. REFLECTION be done to help the students learn? Identify what help your instructional supervisors can provide for you so when you meet them, you can
ask them relevant question.
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 lesson work? No. of
learner who caught up with the lesson
D. No. of learner 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?
 School Grade &
Godofredo Reyes Sr National High School 7
Section
Teacher Learning
JULEUS CESAR M CADACIO SCIENCE
Area
Teaching
Dates & Quarter 1
DAILY LESSON PLAN Time
Week Duration
No.
Day
Objectives must be met over the week and connected to the curriculum standards. To meet the objectives, necessary procedure must be followed and
if needed, additional lessons, exercises, remedial activities may be done for developing content knowledge and competencies. These are assessed using
I. OBJECTIVES 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 guide.
The learner demonstrates understanding of the properties of substances which
A. Content Standards distinguish them from mixtures
The learner investigates the properties of mixtures of varying concentrations using
B. Performance Standards
available materials in the community for specific purposes
The learner recognizes that a substance has a unique set of properties (S7MT-
C. Learning Competency/ies Ie-f4)
a. Write the LC Code for each.

1. Differentiate the boiling point of pure substances and mixture.

2. State the difference of the boiling point of pure substances and mixture in a
D. Learning Objectives
graphic organizer.

II. CONTENT/TOPIC Comparing the Boiling Point of Pure Substances and Mixtures

III. LEARNING List the materials to be used in different days. Varied sources of materials sustain children’s interest in the lesson and 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
D. References
5. Teacher’s Guide pages
6. Learner’s Materials pages

7. Textbook pages

8. Additional Materials from

Learning Resource (LR)
Portal
B. Other Learning Resources
IV. PROCEDURES
A. Reviewing previous lesson
or presenting the new
lesson.
a. ELICIT (The activities in
this section will evoke or draw
out prior concepts of or
experiences from the
students)
B. Establishing a purpose for
the lesson.
a. ENGAGE (The activities in
this section will stimulate their
thinking and help them access
and connect prior knowledge
as a jumpstart to the present
Integrated Science I, pp. 14-15
EASE Chemistry, pp. 9 – 11, projector. Laptop, picture of stainless steel, aluminum
These steps should be 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 activities. Sustain learning systematically by providing students with multiple
ways to learn new things, practice their learning, question their learning processes, and draw conclusion about what they learned in relation to their
life experiences and previous knowledge. Indicate the time allotment for each step.
The teacher will facilitate a short review: What is a mixture? How
would you describe one component of a mixture? What is the term
used to refer to components which have consistent properties?
Besides different physical characteristics, mixture and pure substances
have a lot of other properties to which they differ in. Today’s discussion
will be about one characteristic of mixture and properties.
The teacher will facilitate the discussion:
The teacher will pose the following questions: What is the difference
between the materials shown below? Answers will be elicited from the
student
AWARENESS

lesson.)

Can you tell which materials is a mixture or a pure substance? Why or

why not? Answers will be elicited from the students.

Can you tell what the image on the left is? The image on the left is a
picture of aluminum.

What about the image on the right? The image on the right are
household items made up of stainless steel.
 What is stainless steel made of? Stainless steel is made up of a number
of elements
At the end of the learning session, we should be able to: 1. Record boiling
point.
2. Describe the boiling point of a mixture.
3. Graph the boiling such as iron, carbon, chromium, nickel, molybdenum,
silicon and aluminum.

Can we really tell the difference between the materials by just looking
at their appearance? Only the difference in its appearance but not on its
properties.

The objectives of the lesson will be introduced: At the end of the learning
session, the students must be able to:
1. Differentiate the boiling point of pure substances and mixture.
2. State the difference of the boiling point of pure substances and mixture
in a graphic organizer point of a mixture.

C. Discussing the new concepts

and practicing new skills #1. The students will work on their assigned tasks.
a. EXPLORE (In this section,
students will be given time to 1. Using a graphic organizer, compare the boiling point of pure
think, plan, investigate, and
organize collected
substances and mixture.
ACTIVITY

information; or the 2. Each group will do the activity for 15 minutes.

performance of the 3. A group representative will present their output
planned/prepared activities
from the student’s manual with
data gathering and Guide
questions)
D. Discussing the new concepts
and practicing new skills #2.
Developing mastery The group will present their output
(Leads to formative assessment 3).
E. EXPLAIN (In this section, students will The teacher will ask the group to justify the type of graphic organizer that
ANALYSIS

be involved in an analysis of their they had used.

exploration. Their understanding is clarified
and modified because of reflective
activities)/Analysis of the gathered data
and results and be able to answer the
Guide Questions leading to the focus
concept or topic of the day.
Making generalization and The teacher will facilitate the discussion:
abstraction about the lesson.
F. ELABORATE (This section will give 1. At what point did the data of each graph start? Both data for the boiling
students the opportunity to expand and point of the pure substances and mixture started at 0°C.
solidify / concretize their understanding of
the concept and / or apply it to real –world
situation) 2. At what point did the pure substances start to boil? The substance
started to boil 56°C/ 82.5°C / 78°C.

3. How would you describe the boiling point of the pure substance as
indicated by the five readings? The boiling point of the substance did not
change.

4. How was the trend of the boiling point indicated in the graph? The
boiling point of the pure substance was indicated using a straight line.

5. What does the straight line mean? The straight line means that the
ABSTRACTION
boiling point of the pure substance did not change.

6. At what point did the mixture started to boil? The mixture started to boil
at 100°C 7. How would you describe the boiling point of the mixture as
indicated by the five readings? The boiling point of the mixture gets higher
and higher.

8. How was the trend of the boiling point indicated in the graph? The
boiling point of the mixture was indicated using a diagonal line.

9. What does the diagonal line mean? The diagonal line means that the
boiling point of the mixture changes to a higher temperature.

10. How would you differentiate the boiling point of pure substances and
mixture? The boiling point of pure substances stays the same while the
boiling point of mixture is changing. There is a difference between the
boiling point of pure substance and mixture because of the different
properties contained in each substance.

G. Evaluating learning. Describe the boiling point of pure substance and mixture using a graphic
a. EVALUATION (This organizer
ASSESSMENT

section will provide for

concept check test items and
answer key which are aligned
to the learning objectives -
content and performance
standards and address
misconceptions – if any)
b. Additional activities Answer the following questions and explain your answer.
for application or 1. Which among the choices below will boil at a constant temperature?
remediation. A. aluminum
H. EXTEND (This sections give situation B. calamansi juice
that explains the topic in a new context , or C. detergent solution
integrate it to another discipline / societal
concern)

The data for the activity will be obtained from the past experiments of the group from
the lessons of boiling points of pure substances and mixtures.
V. REMARKS
The boiling point of the substance will depend on the graph obtained by the group:
acetone at 56°C , isopropyl alcohol 82.5°C and ethanol at 78°C VI
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
VI. REFLECTION help the students learn? Identify what help your instructional supervisors can provide for you so when you meet them, you can ask them relevant
question.
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 lesson work?
No. of learner who caught up with
the lesson
D. No. of learner 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?
 School Grade &
Godofredo Reyes Sr National High School 7
Section
Teacher Learning
JULEUS CESAR M CADACIO SCIENCE
Area
Teaching
Dates & Quarter 1
DAILY LESSON PLAN Time
Week Duration
No.
Day
Objectives must be met over the week and connected to the curriculum standards. To meet the objectives, necessary procedure must be followed and
if needed, additional lessons, exercises, remedial activities may be done for developing content knowledge and competencies. These are assessed using
I. OBJECTIVES 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 guide.
The learner demonstrates understanding of the properties of substances which
A. Content Standards distinguish them from mixtures
The learner investigates the properties of mixtures of varying concentrations using
B. Performance Standards
available materials in the community for specific purposes
C. Learning The learners distinguish mixtures from substances based on sets of properties.
Competency/ies (S7MT-Ie-f-4)
a. Write the LC Code for each.

1. Observe melting behavior of a substance.

2. Describe the appearance of a substance during melting.
D. Learning Objectives
3. Explain the behavior of a substance during melting

II. CONTENT/TOPIC Comparing the Boiling Point of Pure Substances and Mixtures

III. LEARNING List the materials to be used in different days. Varied sources of materials sustain children’s interest in the lesson and 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
E. References
1. Teacher’s Guide pages pp. 22-25
2. Learner’s Materials pages pp. 21-24
3. Textbook pages
4. Additional Materials from
Learning Resource (LR)
Portal
www.curriculum.nismed.upd.edu.ph/2014/08/looks-maybe-deceiving-substances-
B. Other Learning Resources
mixtures/ www.uft.org/chapters/lab-specialists/lab-safety-rules-forstudents
These steps should be 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 activities. Sustain learning systematically by providing students with multiple
IV. PROCEDURES ways to learn new things, practice their learning, question their learning processes, and draw conclusion about what they learned in relation to their
life experiences and previous knowledge. Indicate the time allotment for each step.
A. Reviewing previous lesson The teacher will ask the students the following questions about the
or presenting the new previous lesson: 1. How did you distinguish a substance from a mixture
lesson. based on our previous activities? We distinguished a mixture from a
a. ELICIT (The activities in substance through its boiling point.
this section will evoke or
draw out prior concepts of or
experiences from the
2. How would you describe the boiling point of a substance? The boiling
students) point of a substance is constant (not changing)
The
AWARENESS

B. Establishing a purpose for The teacher will present pictures/sample of baking soda, or other
the lesson. example of solid substances (that can be melted easily). The teacher will
a. ENGAGE (The activities ask the students. 1. Is the sample in the picture an example of a mixture,
in this section will stimulate or a substance? Why? 2. What do you think will happen if heat is applied
their thinking and help them
access and connect prior
to the substance? Why do you think so? We will all find out at the end of
knowledge as a jumpstart to the activity.
the present lesson.)
At the end of the lesson, we should be able to:
1. Observe the melting behavior of a substance.
2. Describe the appearance of a substance during melting.
3. Explain the behavior of a substance during melting.
C. Discussing the new
concepts and practicing The students will be seated by group. The teacher will post the dos and
new skills #1. don’ts during laboratory activity.
a. EXPLORE (In this  Report all accidents, injuries, and breakage of glass or
section, students will be equipment to instructor immediately.
ACTIVITY

given time to think, plan,

investigate, and organize
 Work quietly. Know what you are doing by reading the assigned
collected information; or the experiment before you start to work. Pay close attention to any
performance of the cautions described in the laboratory exercises.
planned/prepared activities  Unauthorized experiments or procedures must not be
from the student’s manual
with data gathering and attempted.
Guide questions)
  Leave your work station clean and in good order before leaving
the laboratory. Follow all instructions given by your teacher.

The teacher will distribute the worksheets to the students. The students
will perform the activity while the teacher supervises the students. (The
activity can be performed in 10 minutes.)

The students will be given time to answer the questions in the worksheet.

D. Developing mastery
(Leads to formative Each group shall present their outputs; discuss the results and questions
assessment 3). of the activity.
EXPLAIN (In this section, students will

ANALYSIS
be involved in an analysis of their The teacher asks the following questions: 1. What is this process when
exploration. Their understanding is
clarified and modified because of solid turns into liquid? 2. How does melting helps in describing a
reflective activities)/Analysis of the substance
gathered data and results and be able to
answer the Guide Questions leading to
the focus concept or topic of the day.
Making generalization and
abstraction about the The teacher will facilitate the discussion. How would you explain the
lesson. behavior of a substance during melting? A substance melts completely at
E. ELABORATE (This section will give a short time because it melts at one temperature.
students the opportunity to expand and
solidify / concretize their understanding of
the concept and / or apply it to real –world
A substance melts at one temperature that’s why the benzoic acid has
situation) melted completely at a short period of time.

The teacher will post a table of the melting point of some common
substances.
Substance Melting Point
ABSTRACTION

Salt 801 ℃
Sugar 186 ℃
Talc powder 1500 ℃
Baking soda 50 ℃

Among the substances listed on the table, which of them will melt at the
shortest time? Why? Baking soda will melt at the shortest time because
it has the lowest melting point (melts at the lowest temperature).

The teacher must let the students give the generalization: During melting,
a substance melts completely/smoothly within a short period of time.

F. Evaluating learning. Through the given situation below, answer the following questions.
a. EVALUATION (This
section will provide for Student A wants to observe what will happen to substance X, with a
concept check test items and
melting point of 78 ℃after exposing it to heat on a watch glass. After
ASSESSMENT

answer key which are

aligned to the learning reaching 78℃, what do you think will happen to substance X? Explain
objectives - content and your answer.
performance standards and
address misconceptions – if
any)

b. Additional Answer this question: Why does a substance has a sharp melting point
activities for (melts at one temperature)?
application or
remediation.
G. EXTEND (This sections give situation
that explains the topic in a new context ,
or integrate it to another discipline /
societal concern)

Schools with no materials can improvise the materials used in the activity or can use
V. REMARKS the video in www.curriculum.nismed.upd.edu.ph/2014/08/looks-maybe-deceiving-
substances-mixtures/ The activity sheet is attached on this document
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
VI. REFLECTION help the students learn? Identify what help your instructional supervisors can provide for you so when you meet them, you can ask them relevant
question.
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 lesson work?
No. of learner who caught up with
the lesson
D. No. of learner 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?