Department of Education

Region X
Division of Misamis Oriental
BALINGASAG NORTH DISTRICT
Balingasag, Misamis Oriental
S.Y. 2019 - 2020

DAILY LESSON PLAN (DLP)

School: Grade Level: Grade 7
Teacher: Learning Area: Science
Time & Date: Quarter: First
TEACHING SCHEDULE
(Day, Time & Section)
I. CONTENT DOING SCIENTIFIC INVESTIGATIONS
II. OBJECTIVES
The learners demonstrate an understanding of:
A. Content Standard
scientific ways of acquiring knowledge and solving problems.
The learners shall be able to:
B. Performance Standard perform in groups in guided investigations involving community-
based problems using locally available materials
C. Learning The learner:
Competency/Code [S7MT-Ia-b-1] describe the components of a scientific investigation;
Learning Objective/s: At the end of the activity the students will be able to:
define control, independent and dependent variables in an
Cognitive: experimental setup; and
Psychomotor:
give the importance of identifying the control, dependent and
Affective: independent variables in experimental setup.
III.LEARNING RESOURCES
A. References
1. Teacher’s Guide page
2. Learners’ Guide page
B. Ancillary References
(If any/ available)
3. Textbook page
4. Additional Material
from Learning
Resource (LR) Portal
C. Instructional Materials
(Audio/ Visual Materials)
IV. PROCEDURE
a. REVIEW/ ELICIT Students will describe of the steps of a scientific method and its
importance to their daily lives
b. DRILL A spelling on some important terms regarding an experimental
setup will be done.

c. MOTIVATION/ The teacher will present the lesson by showing the following:
ENGAGE
 The following question and answer can help students clearly understand
the topic
Teacher: What are those problems equal to?
Students: It depends
Teacher: You’re right. Can you fill in the above problems to make 2
true math sentences?
Students: Example, 2+1=3, 2+4=6
Teacher: So, what have you noticed with your answers?
Students: In every example, we changed one number and it affected
the answer.
Teacher: Can you please summarize what you did?
Students: The answer depended on the number we changed.

The teacher may now tell the students on what does this have to do with
science.
d. PRESENTATION/
EXPLORE The teacher will discuss the following:
Science experiments use…

Independent variables – the one factor changed by the person

doing the experiment.

Dependent variables – the factor being measured in an experiment.

Constants – all the factors that stay the same in an experiment.

In the math problems independent and dependent variables were used.

Here’s an example of a science experiment:

Imagine you want to do an experiment to test what kind of plant
food for guava seeds work the best, animal manure or artificial fertilizer?
You would want to be sure that you changed ONLY what you are testing so
that your results wouldn’t be messed up.
The experiment:

Plant A Plant B

Constants Water Water

Soil Soil
Light Light
Guava seed Guava seed
Independent Variable Animal manure Artificial fertilizer
Dependent Variable Plant growth (best) Plant growth (good)
e. Discussion / EXPLAIN Here’s the summary:

water
soil type of
fertilizer or plant growth
light plant food
guava seed

Constants Independent Variable Dependent Variable

 f. Finding of Practical The steps in a scientific method will be elaborated and be defined
Application of concept well. The importance of the scientific method will be elaborated well
and skill in daily living and should be linked to their daily lives.
ELABORATE
g. Making Generalization
For any experiment, to identify the constants, independent variables, and
dependent variables just think…

OR

Constants + Independent Var. = Dependent Var.

h. EVALUATE The teacher will give a short quiz. Answer as directed

1. A soap manufacturer wants to prove that their detergent works

better to remove tough stains. What is the dependent variable?
2. A florist wants to see if Product X will extend the life of cut flowers
so that they last longer. What is the dependent variable?
3. You think that a certain part of your brain is important in memory.
To test this, you will remove this part of the brain from rats and see
if they remember how to get through the maze. What is the
independent variable in this experiment?
4. A soap manufacturer wants to prove that their detergent works
better to remove tough stains. What is the independent variable?
5. Orchids were studied to determine if the amount of humidity
affected the flowering of these plants. Which of these was the
independent variable in this study?
6. A florist wants to see if Product X will extend the life of cut flowers
so that they last longer. What is the independent variable?
7. You want to measure the effect of different amounts of oxygen on
the rate of yeast growth. What is the independent variable?
8. You want to measure the effect of different amounts of oxygen on
the rate of yeast growth. What is the dependent variable?
9. An entomologist (bug scientist) wants to determine if temperature
changes how many times a cricket chirps. What is the dependent
variable?
10. You think that a certain part of your brain is important in
memory. To test this, you will remove this part of the brain from rats
and see if they remember how to get through the maze. What is the
dependent variable in this experiment?
11. EXTEND The students will try to answer the following: Identify the control, dependent
& independent variables:

1. An investigation found that more bushels of potatoes were produced

when the soil was fertilized more.
2. Students measured the temperature of the water at different depths in
Lake Skywalker and found that the temperature varied.
3. The amount of pollution produced by cars was measured for cars
using gasoline containing different amounts of lead.
V. REMARKS ______________________________________________________
______________________________________________________
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VI. REFLECTION
a. No. of learners who earned
80% on the formative Out of _____learners earned in evaluation
assessment.
b. No. of learners who require
additional activities for % of learners required additional activities for remediation
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:
JACEL MAE L. EDERANGO
Science VII Teacher (MONHS)
Reviewed and Checked by:
BEVERLY M. TAGARDA
Subject Adviser
Yes No of learners who caught up the lesson
No. of learners who continue to require remediation.
Strategies used that work well:
Answering preliminary activities/ exercise
Group collaboration
Games
Discussion
Think-pair-share (TPS)
Case Method
PowerPoint presentation
Differentiated Instruction
Discovery Method/ Guided Inquiry
Role Playing/ Drama
Lecture Method
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SHARON ROSE B. MISO LOU BRIAN L. VALERIO
Science VII Teacher (MONHS) Science VII Teacher (SINHS)
Approved by:
EVAH B. ENTUSIASMO, Ph. D.
PSDS – Balingasag North