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Teaching Dates and Time June 17-21, 2019 MONDAY-FRIDAY (7:30 – 8:30 AM) Quarter FIRST



A. Content Standard
The learners demonstrate an understanding of:
scientific ways of acquiring knowledge and solving problems

B. Performance Standard The learners shall be able to:

perform in groups in guided investigations involving community-based problems using locally available materials

C. Learning Competency/Objectives
Write the LC code for each.
III. CONTENT 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.

describe the components of a scientific investigation;

A. References
1. Teacher’s Guide pages
2. Learner’s Materials pages
3. Textbook pages
4. Additional Materials from 1. OHSP Integrated Science I. Quarter 1. Module 1.
Learning Resource 2. BEAM I. Module 2.
(LR)portal 3. Chemistry III Textbook. Mapa, Amelia P., Ph.D., et al. 2001. pp. 7-9. *
4. Science and Technology III: Chemistry Textbook. NISMED. 2012. pp. 3-5.
5. Science and Technology III. NISMED. 1997. pp-14-16.
B. Other Learning Resource
VI. PROCEDURES 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 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
A. Reviewing previous lesson or The class will recall/differentiate When you quantify your Recall the formula in getting the
presenting the new lesson Inference from Observation using a observations, you need to use area of a rectangle.
Graphic Organizer some mathematical concepts
measurement and formulas for
determining the area and
volume of objects.

B. Establishing a purpose for the Present a video presentation Lesson 2 Describing Measurement Video presentation about the
lesson about Observation and Inference Observations The development of science volume of objects with the
When making observations, it is processes starts from the very following shapes.
preferable to express these in simple process of  Rectangle
quantifiable manner. observing to the most complex  Cube
C. Presenting examples/Instances of Area of a Square
“There are 3 boys and 3 girls” is a process of experimenting. Some  cylinder
the new lesson The area of the square is equal
much better observation than processes like measuring.
“There is a group of boys to the square of the side or A =
A video presentation for the s2
and girls”. Qualitative
Let the learners think and topic “Measurement”
observations merely describe Area of a Circle
comprehend from the given table
quality while quantitative The area of a circle is equal to pi
observations express the exact times the square of the radius or
quantity referred to. A = πr2. The value
D. Discussing new concepts and Lesson 1 Observations and Differentiating Quantitative What you will do of pi (π) is equal to 3.14 while a Introduce the formulas of the
practicing new skills # 1 Inferences Observations from Qualitative Activity 2.2 Accuracy of a radius is one-half of a diameter. following;
There are many things around us Observations Ruler Volume = L x W x H
that need a closer look. It is On the right-side column of the Refer to Project EASE Module V = side x side x side
when we take a long, table below, write the quantitative
p. 12 = s3
hard look that we are actually observation relevant to the
observing. Observation involves qualitative observation given. V = 3.14 x radius2 x height or V
all of your basic sense = πr2h.
E. Discussing new concepts and organs: the eyes, nose, ears, Length is actually the distance
practicing new skills # 2 tongue, and hands. In an between two points. Width,
observation, you do not only height and thickness are also
look, the measured distance between
you have to stare; you don’t only 2 points.
hear, you listen, you don’t only The area and the volume of
taste and smell, you regularly shaped solids are
savor; and you don’t only touch, measured using any of the
you feel. devices for length. Let’s say, if
Most of the time however, you the solid is rectangular in shape,
think you are observing when in its area is found by getting
fact you are inferring. the product of its length and
While observation is actually width (A = Length x Width) and
seeing, smelling, hearing, tasting its volume is determined by
and touching, inferring is getting the product of its length,
making interpretations based on width, and thickness (V = Length
your past observations or x Width x Thickness). The
experiences. You call this an final answer for the measured
inference. To help you area and volume is based on the
differentiate between observation minimum number of
and inference, let us do an significant digits required.
F. Developing mastery Tell whether the given Determine whether the given For example: For example:
(leads to Formative Assessment statement is an observation or statement is a qualitative
3) an inference. observation or a quantitative Compute the area of a metal For example: Solve for the area
1. The cloud is clear. observation. block 4.7 mm long and 3.1 mm of the circle with the diameter of
_______________ 1. There are six girls eating in the wide. 100 mm. Obviously, the radius is
2. There are fruits in the basket. canteen. Area = length x width 50 mm.
_______________ 2. They are smart because they are = 4.7 mm x 3.1 mm
3. They are rich because they honor students. = 14.57 or 14.6 mm2 Solve for the area of square S =
wear plenty of jewelry. 3. The boys are attending their 2 cm
_______________ Science 1 class.
4. Jenny’s eyes are red because 4. Ten of the basketball players are
she has sore eyes. studying at Ateneo de Manila.
_______________ 5. Jose is the tallest among his
5. The boy is sad because his classmates.
father went away.
G. Finding practical application of
concepts and skills in daily living

H. Making generalizations and Let the learner’s make a 1-2-3 Think-Pair-Share Activity Triad Solving Technique
abstractions about the lesson Activity
1-concept they misunderstood
2-concepts learned
3-questions they want to clarify
I. Evaluating learning What you will do Practice problem about area of Practice problem about the Solve the following.
Activity 1.1 When do you a table inside the classroom areas of circle and square 1-2. A rectangular box has the
observe and when do you infer following measurements: length
Refer to Project EASE Module 25 cm, width 10 cm and
height 5 cm. Find its area and
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its volume.
3. The diameter of a circle is 10
cm. Compute for its area.
4. What is the side of the square
if its area is 16 cm2?
5. The mass of the three books
is 2.5 kg. What is the total mass
in g?
J. Additional activities for application
or remediation

VIII. REFLECTION 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 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
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
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

Prepared by: Checked by:


Teacher I Principal I