GRADE 1 to 12 School NAMATACAN NATIONAL HIGH SCHOOL Grade Level 7

DAILY LESSON LOG Teacher RONNEL M. CORPUZ Learning Area SCIENCE

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

MONDAY TUESDAY WEDNESDAY THURDAY FRIDAY

I. OBJECTIVES

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.

II. 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;

S7MT-Ia-1
III. LEARNING RESOURCES

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 (LR)portal
B. Other Learning Resource
2. BEAM I. Module 2.
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.
 IV. 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
step.

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
like
measurement and formulas for
determining the area and volume
of objects.

B. Establishing a purpose for the
lesson
C. Presenting examples/Instances of
the new lesson
D. Discussing new concepts and
practicing new skills # 1
E. Discussing new concepts and
practicing new skills # 2
Present a video presentation
about Observation and Inference
Let the learners think and
comprehend from the given table
Lesson 1 Observations and
Inferences
There are many things around us
that need a closer look. It is when
we take a long,
hard look that we are actually
observing. Observation involves
all of your basic sense
organs: the eyes, nose, ears,
tongue, and hands. In an
observation, you do not only look,
you have to stare; you don’t only
hear, you listen, you don’t only
taste and smell, you
savor; and you don’t only touch,
you feel.
Most of the time however, you
think you are observing when in
fact you are inferring.
While observation is actually
seeing, smelling, hearing, tasting
and touching, inferring is
Lesson 2 Describing
Observations
When making observations, it is
preferable to express these in
quantifiable manner.
“There are 3 boys and 3 girls” is a
much better observation than
“There is a group of boys
and girls”. Qualitative
observations merely describe
quality while quantitative
observations express the exact
quantity referred to.
Differentiating Quantitative
Observations from Qualitative
Observations
On the right-side column of the
table below, write the quantitative
observation relevant to the
qualitative observation given.
Measurement Video presentation about the
The development of science volume of objects with the
processes starts from the very following shapes.
simple process of
observing to the most complex
Area of a Square  Rectangle
process of experimenting. Some
The area of the square is equal  Cube
processes like measuring.
to the square of the side or A =  cylinder
A video presentation for the s2
topic “Measurement”
Area of a Circle
The area of a circle is equal to pi
times the square of the radius or
A = πr2. The value
of pi (π) is equal to 3.14 while a
What you will do radius is one-half of a diameter. Introduce the formulas of the
Activity 2.2 Accuracy of a following;
Ruler
Volume = L x W x H
Refer to Project EASE Module p.
12 V = side x side x side
= s3
V = 3.14 x radius2 x height or V
= πr2h.
Length is actually the distance
between two points. Width,
height and thickness are also the
measured distance between 2
points.
The area and the volume of
regularly shaped solids are
measured using any of the
devices for length. Let’s say, if
the solid is rectangular in shape,

F. Developing mastery
(leads to Formative Assessment
3)
G. Finding practical application of
concepts and skills in daily living
H. Making generalizations and
abstractions about the lesson
I. Evaluating learning
making interpretations based on
your past observations or
experiences. You call this an
inference. To help you
differentiate between observation
and inference, let us do an
activity.
Tell whether the given
statement is an observation or
an inference.
1. The cloud is clear.
_______________
2. There are fruits in the basket.
_______________
3. They are rich because they
wear plenty of jewelry.
_______________
4. Jenny’s eyes are red because
she has sore eyes.
_______________
5. The boy is sad because his
father went away.
_______________
Let the learner’s make a 1-2-3
Activity
1-concept they misunderstood
2-concepts learned
3-questions they want to clarify
What you will do
Activity 1.1 When do you
observe and when do you infer
Refer to Project EASE Module
page 9
Determine whether the given
statement is a qualitative
observation or a quantitative
observation.
1. There are six girls eating in the
canteen.
2. They are smart because they are
honor students.
3. The boys are attending their
Science 1 class.
4. Ten of the basketball players are
studying at Ateneo de Manila.
5. Jose is the tallest among his
classmates.
Think-Pair-Share Activity
its area is found by getting
the product of its length and
width (A = Length x Width) and
its volume is determined by
getting the product of its length,
width, and thickness (V = Length
x Width x Thickness). The
final answer for the measured
area and volume is based on the
minimum number of
significant digits required.
For example:
Compute the area of a metal
block 4.7 mm long and 3.1 mm
wide.
Area = length x width
= 4.7 mm x 3.1 mm
= 14.57 or 14.6 mm2
Practice problem about area of
a table inside the classroom
For example:
For example: Solve for the area
of the circle with the diameter of
100 mm. Obviously, the radius is
50 mm.
Solve for the area of square S =
2 cm
Triad Solving Technique
Practice problem about the Solve the following.
areas of circle and square 1-2. A rectangular box has the
following measurements: length
25 cm, width 10 cm and
height 5 cm. Find its area and 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

V. REMARKS

VI. 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
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?

Prepared by: Checked by:

MR. RONNEL M. CORPUZ AURORA S. RAGUINI

Teacher I Principal I
 GRADE 1 to 12 School NAMATACAN NATIONAL HIGH SCHOOL Grade Level 7
DAILY LESSON LOG Teacher RONNEL M. CORPUZ Learning Area SCIENCE
Teaching Dates and Time July 24-28, 2019 MONDAY-FRIDAY (7:30 – 8:30 AM) Quarter FIRST

MONDAY TUESDAY WEDNESDAY THURDAY FRIDAY

VII. OBJECTIVES

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

E. Performance Standard The learners shall be able to:

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

F. Learning Competency/Objectives
Write the LC code for each.

VIII. 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;

S7MT-Ia-1
IX. LEARNING RESOURCES

C. References

5. Teacher’s Guide pages

6. Learner’s Materials pages

7. Textbook pages

8. Additional Materials from 1. OHSP Integrated Science I. Quarter 1. Module 1.

Learning Resource (LR)portal
D. Other Learning Resource
2. BEAM I. Module 2.
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.
 X. 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
step.

K. Reviewing previous lesson or
presenting the new lesson
When you quantify your Recall the formula in getting the
observations, you need to use area of a rectangle.
some mathematical concepts like SUMMATIVE ASSESSMENT
measurement and formulas for
determining the area and volume
of objects.

L. Establishing a purpose for the Measurement
lesson The development of science
processes starts from the very
simple process of
observing to the most complex
process of experimenting. Some
processes like measuring.
A video presentation for the
topic “Measurement”
M. Presenting examples/Instances of
the new lesson
Video presentation about the Video presentation about the
Area of a Square volume of objects with the conversion
The area of the square is equal to following shapes.
the square of the side or A = s2
 Rectangle
Area of a Circle
 Cube
The area of a circle is equal to pi
times the square of the radius or A  cylinder
= πr2. The value
of pi (π) is equal to 3.14 while a
radius is one-half of a diameter.
Utilize the Project EASE

What you will do Integrated Science I

N. Discussing new concepts and
practicing new skills # 1
O. Discussing new concepts and
practicing new skills # 2
Introduce the formulas of the
Activity 2.2 Accuracy of a following;
Ruler
Volume = L x W x H
Refer to Project EASE Module p.
12 V = side x side x side
= s3
Length is actually the distance
between two points. Width, V = 3.14 x radius2 x height or V
height and thickness are also the = πr2h.
measured distance between 2
points.
The area and the volume of
regularly shaped solids are
measured using any of the
devices for length. Let’s say, if
the solid is rectangular in shape,
its area is found by getting
the product of its length and
width (A = Length x Width) and
its volume is determined by
 getting the product of its length,
width, and thickness (V = Length
x Width x Thickness). The
final answer for the measured
area and volume is based on the
minimum number of
significant digits required.

P. Developing mastery For example: For example:

(leads to Formative Assessment
3) Compute the area of a metal
block 4.7 mm long and 3.1 mm
wide.
Area = length x width
= 4.7 mm x 3.1 mm
= 14.57 or 14.6 mm2
For example: Solve for the area of
the circle with the diameter of 100
mm. Obviously, the radius is 50
mm.
Solve for the area of square S = 2
cm

Q. Finding practical application of

concepts and skills in daily living

R. Making generalizations and Triad Solving Technique

abstractions about the lesson

S. Evaluating learning Practice problem about area of Practice problem about the areas Solve the following.
a table inside the classroom of circle and square 1-2. A rectangular box has the
following measurements: length
25 cm, width 10 cm and
height 5 cm. Find its area and 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?
1. Convert 250 millimeters to
meters
2. Convert 8000 minutes to
seconds
3. Convert 5000 grams to
centigrams
4. Convert 120 years to minutes
5. Convert 500 milligrams to
kilograms

T. Additional activities for application

or remediation

XI. REMARKS

XII. 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.

H. No. of learners who earned 80%

in the evaluation
I. No. of learners who require
additional activities for
remediation who scored below
80%
J. Did the remedial lessons work?
No. of learners who have caught
up with the lesson
K. No. of learners who continue to
require remediation
L. Which of my teaching strategies
worked well? Why did these
work?
M. What difficulties did I encounter
which my principal or supervisor
can help me solve?
N. What innovation or localized
materials did I use/discover which
I wish to share with other
teachers?

Prepared by: Checked by:

MR. RONNEL M. CORPUZ AURORA S. RAGUINI

Teacher I Principal I
 GRADE 1 to 12 School NAMATACAN NATIONAL HIGH SCHOOL Grade Level 7
DAILY LESSON LOG Teacher RONNEL M. CORPUZ Learning Area SCIENCE
Teaching Dates and Time July 1-5, 2019 MONDAY-FRIDAY (7:30 – 8:30 AM) Quarter FIRST

MONDAY TUESDAY WEDNESDAY THURDAY FRIDAY

I. OBJECTIVES

A. Content Standard
The learners demonstrate an understanding of:
some important properties of solutions

B. Performance Standard The learners shall be able to:

prepare different concentrations of mixtures according to uses and availability of materials

C. Learning investigate properties of investigate properties of investigate properties of investigate properties of unsaturated or Presentation of group output
Competency/Objectives unsaturated or saturated unsaturated or saturated unsaturated or saturated saturated solutions; S7MT-Ic-2
Write the LC code for each. solutions; S7MT-Ic-2 solutions; S7MT-Ic-2 solutions; S7MT-Ic-2 Activity 1 Growing Tomatoes
Using Nitrogen Fertilizers

II. 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.

III. LEARNING RESOURCES

E. References

1. Teacher’s Guide pages 1-2 3

2. Learner’s Materials pages 1-3 4-7 4-7 7-9

3. Textbook pages

4. Additional Materials from 1. EASE Science II. Module 7.

Learning Resource 2. APEX Chemistry Solutions. Unit 2. Chapter 1. Lesson 1.
(LR)portal 3. BEAM III. Unit 3.
F. Other Learning Resource
 IV. 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
step.

A. Reviewing previous lesson or Review on differentiating Conduct a review on the Have a review on properties of Have a review on properties of solution Recall the saturated and
presenting the new lesson homogenous from properties of solution found at solution unsaturated solutions
heterogonous mixture home

B. Establishing a purpose for the The teacher will put three
lesson drops of alcohol in a beaker
with water. Ask the learners
what happen to the mixture.
Teacher demonstration: Set Teacher will show pictures of Show a picture of condensed milk and Instruct the learners to prepare for
up three glasses of water. Add the different solutions. evaporated milk. Compare the two cans of the presentation of activity1. Bring
pebbles of sand to the first milk, what makes it differ with one another? out the materials and go to their
glass. Stir the water. Ask
respective area for the activity.
students whether this is a
mixture or a solution. Add a Evaporated milk
teaspoon of salt to the second
glass. Stir the water until the
salt disappears. Ask students
if this is a mixture or a
solution. Next, ask students if
two liquids will form a mixture
or a solution. Add some
vegetable oil to the third glass
and stir. Ask students if the
Condensed Milk
glass contains a mixture or a
solution.

C. Presenting examples/Instances
of the new lesson
Tell the learners that most Compare the properties of the Broadly speaking, any Teacher will explain solubility. Perform and Present Activity 1.
of the solutions, which are three samples of solutions. homogenous mixture can be Growing Tomatoes Using Nitrogen
in liquid phase, are called a solution. However, the Present the learning objectives Fertilizers (Science Links – Work
colorless. Present the learning term is usually used for text in Science and Technology
objectives mixtures that are liquid. The (2013) Rex Book Store. pages 1 –
The solution observed liquid substance that makes up 6)
consist of two components the bulk of the solution is called
called the solvent and the solvent. The other
solute. The solute and substance that dissolved in the
solvent dissolves each solvent, are called solutes.
other. Solutes may be solids, liquids or
gases before they are dissolved
Present the learning in the solvent. The most
objectives common solvent is water, and

D. Discussing new concepts and
practicing new skills # 1
E. Discussing new concepts and
practicing new skills # 2
F. Developing mastery
(leads to Formative Assessment
3)
G. Finding practical application of
concepts and skills in daily living
Group Activity
Learners perform Activity 1
from LM Grade 7 page 2
Presentation of the data
gathered.
Give examples of naturally
occurring solutions and
manufactured solutions.
Group Activity
Learners perform Activity 2
from LM Grade 7 pages 4 -6
Discussion of answers to
Table 1and Q1 to Q5
most solutions are made from
water but there are also liquid
and solid solutions around us.
Present the learning objectives.
Present the table about the Group Activity
types and examples of solution.
Learners perform Activity 3 from LM Grade
7 pages 7- 8.
Activity on completing the table Discussion and interpret the table about
for Types of Solutions. solubility of common solutes at a given
temperature
(For the teacher: Please
prepare a table patterned in the Ref: http://www.800mainstreet.com/9/0009-
previous table) 004-solub.html
Describe the phases of solutes Discussion of answers to Q1 to Q5 The teacher can do a question and
and solvent in each solution. answer portion to each
What kind of solvent is needed group/presenter but with a time
to form a solid solution, liquid
limit.
solution and gaseous solution?
How the type of solvent do
related to the kind of solute?
Give examples of solid, liquid Give examples of saturated solutions at The importance of Nitrogen in
and gaseous solutions. home. Plants
H. Making generalizations and Differentiate solute from Discussion of the properties of Differentiate the three types of Differentiate saturated from unsaturated Re-discuss Scientific Process
abstractions about the lesson solvent. solutions. solution. solution.

Enumerate the
characteristics of solutions
found at home.
I. Evaluating learning Output will serve as Give 10 item quiz Give 10 item quiz Give 10 item quiz Output will serve as evaluation
evaluation guided with rubric.

J. Additional activities for Prepare for the Presentation of group

application or remediation output - Activity 1 Growing Tomatoes Using
Nitrogen Fertilizers

V. REMARKS

VI. 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.

O. No. of learners who earned 80%

in the evaluation
P. No. of learners who require
additional activities for
remediation who scored below
80%
Q. Did the remedial lessons work?
No. of learners who have caught
up with the lesson
R. No. of learners who continue to
require remediation
S. Which of my teaching strategies
worked well? Why did these
work?
T. What difficulties did I encounter
which my principal or supervisor
can help me solve?
U. What innovation or localized
materials did I use/discover
which I wish to share with other
teachers?

Prepared by: Checked by:

MR. RONNEL M. CORPUZ AURORA S. RAGUINI

Teacher I Principal I