School Capiz National High School Grade Level Grade 7

Teacher Kristine D. Baes Learning Area Science

GRADES 7 August 12-16, 2019
DAILY LESSON LOG 7:30-8:30 (7:30-8:10) Excel
Teaching Dates & Time Quarter SECOND
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:
The parts and functions of the compound microscope
B. Performance The learners shall be able to:
Standards Employ appropriate techniques using the compound microscope to gather data about very small objects
C. Learning 1. Identify parts of the microscope and their functions; 1. Focus specimens using the compound
Competencies / S7LT – IIa – 1 microscope;
Objectives
S7LT – IIb - 2
Write the LC code for
each
To assess the prior Identify the parts of a compound microscope and Learn the processes in Demonstrate the proper
knowledge of the students their functions making a sample wet storage of the
on the topics for the mount (specimen) compound microscope
quarter Classify the parts of a compound microscope as to after use.
their function: Observe the wet mount
DAILY TASK a. Mechanical using a compound Describe the practices in
b. Illuminating microscope taking care of the
c. Magnifying microscope as a tool for
efficient and longer use
through a simulation
activity.
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
Preparing a Sample Wet
II. CONTENT Proper Handling of a
Pre-Test Parts of a Compound Microscope Mount
Compound Microscope
Observing a specimen
III. LEARNING
RESOURCES
A. References
1. Teacher’s Guide
pages
pp. 108- 110 pp. 110 - 111 p. 112
 2. Learner’s Material
pages
pp. 91- 94 pp. 95 - 96 pp. 97 - 98
3. Textbook pages
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.

Microscope Presentation Making Sense  How should a

 Do you recognize this scientific tool?  What is a microscope be
 Have you tried using this tool? What is this specimen? properly stored?
A. Reviewing previous called?  What are the
lesson or presenting the  For what purpose do we use a microscope? sources of a
new lesson Video Clip specimen?
(ELICIT)  What does the video shows? What are the
What can you say about the early types of characteristics of a
microscopes? How about the modern day specimen?
microscopes?
Making Sense:
B. Establishing a  Why do we consider the microscope as a
purpose for the lesson powerful tool?
(ENGAGE)  What is meant by Magnifying power?
What is meant by resolving power?
C. Presenting examples 1.
/ instances of the new
lesson
D. Discussing new Part A: Part B & C Working in groups,
concepts and practicing Working in groups, students will follow guided Working in groups, students will simulate a
new skills #1 activity. students will follow scenario on the proper
(EXPLORE) Each group is given the task to identify the parts of guided activity. Each storage of the
the microscope and describe what parts of the group is given the task compound microscope
microscope can do (Refer to LM pp. 92 – 94) to: after use (Role play or
1. make a wet Practical exam) (Refer to
mount LM pp. 97 – 98)
2. observe the
prepared wet
 mount using a Each group will be given
compound 10 – 15 minutes to
microscope prepare for their
3. compute for the presentation.
magnification of
the specimen they
are observing
(Refer to LM pp.
95 – 96)

E. Discussing new
concepts and practicing
new skills #2
Key Questions: Key Questions: Simulation/Role Playing
1. What are the functions of the base and arm of 12. What makes letter (use of scoring rubric)
the microscope? e suitable for
2. What have you observed about the objectives? observation under
3. What is accomplished by turning the coarse the microscope?
adjustment upwards? Downwards? 13. Describe the
4. What is the other function of the revolving position of the
nosepiece? letter as seen
5. Which part connects the eyepiece to the under the
revolving nosepiece with the objectives? microscope.
F. Developing mastery
6. What are the two functions of the eyepiece? 14. Compare the
(Leads to Formative
Assessment 3)
7. Describe the function of the mirror image of the
(EXPLAIN) 8. What do you notice as you change the letter that you see
diaphragm opening? using the unaided
9. What can you infer about the function of the eye with what
diaphragm? you see through
10. What parts of the microscope are connected the microscope.
by the inclination joint? 15. To what direction
11. What does this movement do? does the image
move?
16. Why do you have
to watch from the
side when
 changing
objectives?
17. Why should the
fine adjustment
knob be used only
with the HPO?
18. In which
objective/s can
you see the whole
letter e?
19. What are the
advantages of
using the HPO?
The
disadvantages?
20. In which objective
is the light
darker? Brighter?

Key Questions: Key Questions: Key Questions:

1. What parts of the compound microscope are  Can you recall the 1. How did you
classified as mechanical parts? functions of the come up with
2. What parts of the compound microscope are objectives and the your
classified as illuminating parts? eyepiece? presentation?
What parts of the compound microscope are What positive impacts
classified as magnifying parts? were created by the use
G. Finding practical 21. How much is the of microscope?
applications of concepts letter e you are
& skills in daily living now viewing
(ELABORATE) under the scanner
magnified? Under
the LPO? Under
the HPO?
22. If a cell being
observed has
been magnified
200x under the
 HPO, what is the
magnifying power
of the eyepiece
used?
23. In what ways will
the microscope
contribute to the
study of

H. Making
generalizations &
abstractions about the
lesson
I. Evaluating learning Identifying the parts of a compound microscope Sequence the Verifying statements
(EVALUATE) by writing labels in an illustration. processes/steps involve
in making a wet mount The students should be
Identifying each part of a compound microscope able to decide whether
through the given functions. Verifying Statements on the concept given on the
Observing the specimen proper handling of
Listing the parts of a compound microscope under under the microscope compound microscope is
the following classifications: correct or not.
a. Mechanical parts Computing for the
b. Illuminating parts magnification of the
c. Magnifying parts specimen through
different objective
What is a specimen? What makes up an
J. Additional activities What are the ways in
What are the sources of a specimen? organism?
for application or which we can handle/
What are the characteristics of a specimen? Are the parts
remediation properly store the
interrelated to each
(EXTEND) microscope after use?
other?
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?