MARANATHA CHRISTIAN ACADEMY OF BLUE ISLE FILINVEST

DAILY LESSON PLAN

S.Y. 2017-2018
Subject: SCIENCE 7
Dates Covered: JUNE 13 – JUNE 16, 2017
JUNE 19 - JUNE 23, 2017
Quarter: FIRST QUARTER
JUNE 13 – JUNE 16, 2017 JUNE 19 - JUNE 23, 2017
I. OBJECTIVES

At the end of the lesson, the students are expected to:
1. Explain the importance of Chemistry in our daily life and society
2. Define Chemistry and other branches
3. Give the various contributions of Chemistry to society
At the end of the lesson the students are expected to:
1. Apply scientific method and attitude in daily life situation.
2. Familiarize with the laboratory tools, its function and safety practices.

II. CONTENT AND

MATERIALS

Subject Matter: Subject Matter:

Nature of Chemistry
Reference: Grade 7 Science Module, Chemistry Website
Materials: Pictures, Video clips, Science Module, laptop, projector
1. Scientific attitude and method
2. Science Laboratory Tools
Reference: Science Module Grade 7. Chemistry Website
Materials: Pictures of laboratory tools, module, laptop, projector

III. PROCEDURE
A. PROCEDURE A. Preparatory Activities
1. Video Presentation
Introduction to Chemistry and its Importance in Life and Everyday Use
B. Lesson Proper
1. Motivation
Do a simple Activity like volcanic eruption using baking soda and
vinegar. Let the students examine physically the materials used.
Ask the properties possess by the materials.
1. Basic Vocabulary
Giving definition of Scientific Attitude and Scientific Method.
Posting pictures of laboratory tools, its function and precautions.
2. Review
Review all the topics. Provide various activities in where we can apply scientific
attitude and methods. Have pictures of laboratory tools posted on the creen and
identify the name of the tools and its function.

2. Presentation C. Lesson Proper

1. Motivation
a. Introduce the subject matter by showing a short video clip and The teacher will set examples of daily life situation and the student will identify
its importance, and help the class to realize that it is not all what is the scientific attitude to be apply.
about experimentation, test tubes, periodic table, and theory Download pictures of laboratory tools and sample video of experiment where it
but it is so much more than these things. In fact it is known as is used.
the central science because it touches all other natural
sciences. 2. Presentation
b. Realization that Chemistry is the source of all means of Give situation that enhance the students to exercise right attitude in handling the
modern technology like transportation, communication and all situations.
our everyday use.
3. Discussion 3. Discussion
A. What is Chemistry and basic vocabulary terms? A. Scientific Attitude
B. History of Chemistry B. Scientific Method
C. Branches and other fields of Chemistry C. The Science Laboratory
D. Importance of Chemistry
E. Scientists and Their Contributions LABORATORY APPARATUS USES/FUNCTIONS
F. Chemistry and Society Beaker - to mix and pour liquid
- to measure large volume of liquid
4. Generalization Evaporating Dish - to evaporate a large amount of liquid
a. What are the reasons or influences of Chemistry in our society, through heating
why it is became important? Graduated Cylinder - to measure exact amount of liquid
b. Who are the scientists that contributed the advancement of - cannot be heated
chemistry? Bunsen Burner - provide large amount of heat
c. What are the examples where in the quality of physical and - source of heat
 mental health of human has been greatly improved by chemistry? Thermometer - to measure temperature
Pipet - for delivery of accurate volume of liquids
5. Values Integration Spatula - to mix/ scoop solids
“You cannot keep a determined man from success. Place Watch Glass - to evaporate small amount of liquid through
stumbling blocks in his way and he takes them for stepping stone.” solar evaporation
Funnel - to separate layers of heterozygous liquid
Mixture
Stirring Rod -to mix liquids

3. Generalization
a. How can you apply scientific attitudes and methods in your daily life
situations? Give one example and explain.
b. What are the safety practices before performing an experiment?

4. Application
Visit the science laboratory. Ask students to bring pictures of laboratory tools.
Match it with the laboratory tool in the Science Lab and let them give the
function.

5. Values Integration
“To know what we know, that we do not know what we do not know, that is the
true knowledge.” - Thoreau-
IV. EVALUATION
Choose the letter of the correct answer. Match the name of the tools from Column A with its use/s from column B.
1. It is the science of matter, especially its properties, structure,
composition, behavior, reactions, interactions and the changes it _____1. Beaker a. use to determine temperature
undergoes.
a. Biology b. Medicine c. Chemistry d. Physics _____2. Stirring Rod b. use to contain test tubes
2. One of the early evidences of the practical knowledge of chemistry is.
a. Alchemy b. Atomic Theory c. Periodic d. metallurgy _____3. Bunsen Burner c. it use to stir liquid samples
3. He evaluated that if volume of a container is increased, the pressure
decreases; and if volume of a container is decreased, the pressure _____4. Crucible tong d. it measures large volume of liquid
increases. _____5. Graduated Cylinder e. to scoop small solids/mix solids
a. Robert Boyle b. Biochemists c. John Dalton d. Fritz Haber
4. Branch of chemistry where in the substances are generally derived _____6. Test tube rack f. to evaporate small amount of liquid though
 from mineral sources or without carbon element. solar evaporation
a. Biochemistry b. Inorganic Chemistry c. Applied Chemistry _____7. Spatula g. used to hold and pick up glassware and other
5. He studied that the coconut can be a renewable source of chemicals Materials
and fuels. _____8. Watch glass h. used to hold test tube especially when heated
a. Clara Y. Lim-Sylianco b. Alfredo Santos c. Julian A. Banzon
6. He was called the Father of Modern Chemistry, who finally explained _____9. Thermometer i. used for heating purposes
the true nature of combustion.
a. Antoine Lavoisier b. Dmitri Mendeleyev c. German George Bauer _____10. Test tube holder j. used to measure exact volume of liquids
7. What is the branch of Chemistry where it is used to make rubber,
plastics, cosmetics and pharmaceutical products?
a. Physical Chemistry b. Polymer Chemistry c. Organic Chemistry
8. It is the chemistry of life or the study of the processes behind all living
organisms.
a. Physics b. Geology c. Biochemistry d. None of the above
9. It was improved by chemistry to ensure the quality of mental health of
human by lowering the body temperature and reduces inflammation.
a. Aspirin b. Vitamins c. Biogesic d. None of the above.
10. Chemistry has totally changed the ways of life of people through
various products and technology.
a. False b. True c. Uncertain d. A and C
I. ASSIGNMENT
Group Report
Assign one Foreign and one Filipino Scientist in each group and ask
them to research on their biography and contributions. Let them do a
presentation on this.

Prepared By : Noted By:

KRISTEL JOY B. MARIKIT MRS. MERCY V. ABAINZA

Subject Teacher Principal

MARANATHA CHRISTIAN ACADEMY OF BLUE ISLE FILINVEST

 DAILY LESSON PLAN
S.Y. 2017-2018
Subject: SCIENCE 7
Dates Covered: JUNE 26 - JUNE 30, 2017
JULY 4 - JULY 7, 2017
Quarter: FIRST QUARTER
JUNE 26 - JUNE 30, 2017 JULY 4 - JULY 7, 2017
I. OBJECTIVES

At the end of the lesson, the students are expected to: At the end of the lesson the students are expected to:
1. Acknowledge the wonderful world of matter around us.
1. Convert smaller or bigger units using metric system of 2. Differentiate between physical and chemical properties of matter and
measurement. provide examples.
2. Write numbers in scientific notation
3. Express calculations in scientific notation and correct significant
figures

II. CONTENT AND

MATERIALS

Subject Matter: Subject Matter:

Mathematics in Science Properties of Matter: Phases of Matter

Reference: Grade 7 Science Module, Chemistry Website
Materials: textbook, calculator, white board and marker
Reference: Science Module Grade 7, Integrated Science, Brain Pop Educators
https://educators.brainpop.com/lesson-plan/changing-states-of-matter-activities-
for-kids/
Materials: Science Textbook, Answer Sheet, manila paper for activities, laptop,
projector

III. PROCEDURE
A. Preparatory Activities A. Preparatory Activities
1. Pre-Assessment Particle Dance Party
Giving examples on how to express the given numbers in scientific Have your whole class model the particles that make up solids, liquids, and
notation and to identify scientific figures. gases. To model solids, have the students make a shape and link arms
2. Basic Vocabulary and Fundamental Quantities together; for liquids, students can place their hands on each others shoulders
a. Scientific Notation and ask them just to move or walk around slowly; for gases, stay in their place
b. Measurement without touching each other. Play a music, call the name per group and ask
c. Significant Figures them to dance. Let them observe which particles are able to move freely and
what are the characteristics as they represent each particles by simply dancing.
B. Lesson Proper
1. Motivation B. Lesson Proper
The teacher will present the lesson in front of the class on how the 1. Motivation
events and things should be done, to further investigate and explain Appreciation of matter by video presentation in where we normally encounter
changes and then followed by a group activity to help the class things we can see and even those that are not visible to the naked eye.
understand the subject matter.
2. Presentation
2. Presentation Show various objects. Allow the students to examine each object.
Identifying terms related to subject matter. Ask them to give the characteristics of each project.
Having a table of Fundamental Quantities and their abbreviations.
Giving examples to further understand on how to write numbers in 3. Discussion
scientific notation, rounding off numbers and how to convert A. Properties of Matter
measurements from one unit to another. a.1 Physical Property
Intensive and Extensive Property
3. Discussion a. 2 Chemical Property
A. Scientific Notation B. Special Properties of Matter
B. Significant Figures
C. Rules in Rounding Off Numbers 4. Generalization
D. Scientific Measurements a. What really is matter?
E. Conversation of Units b. How do change in properties of matter affects the environment?

4. Generalization 5. Values Integration

a. How scientist/s solve problems? “Life is not certain that, you shall win, but make it certain that you shall try.”
b. Are they using methods of different ways to solve their - Samuel Johnson-
problem?
c. How do they measure to come up with accurate amount since
chemistry deals with substances?
 IV. EVALUATION
A. 15-item quiz will be given at the end of the week. Give at least five examples for each Properties of Matter that you usually
encounter at home or in the environment.
ASSIGNMENT:
Please review pages 17-22, Lesson 2.4 Mathematics in Science ASSIGNMENT:
Study about phases of matter.

Prepared By : Noted By:

KRISTEL JOY B. MARIKIT MRS. MERCY V. ABAINZA

Subject Teacher Principal

MARANATHA CHRISTIAN ACADEMY OF BLUE ISLE FILINVEST

DAILY LESSON PLAN

S.Y. 2017-2018
Subject: SCIENCE 7
Dates Covered: JULY 10- JULY 14, 2017
JULY 17 - JULY 21, 2017
Quarter: FIRST QUARTER
JULY 10- JULY 14, 2017 JULY 17 - JULY 21, 2017
I. OBJECTIVES

At the end of the lesson, the students are expected to: At the end of the lesson the students are expected to:

1. Identify the Phases of Matter 1. Identify physical and chemical changes in matter.

2. Explain the properties of each phases of matter. 2. Explain the effect of heat in physical state of matter.

II. CONTENT AND

MATERIALS

Subject Matter: Subject Matter:

Phases of Matter Properties of Matter: Phases of Matter

Reference: Grade 7 Science Module, Integrated Science, BrainPop Reference: Science Module Grade 7
Educators
https://educators.brainpop.com/lesson-plan/changing-states-of-matter- Materials: pictures, video clips,powerpoint, laptop, projector
activities-for-kids/
Materials: textbook, manila paper for activities, Science at Work,
Properties of Matter powerpoint, different objects

III. PROCEDURE
A. Preparatory Activities A. Preparatory Activities
Show different objects (solid, liquid and gas) and let the students give the Let the students answer the Pre-assessment Activity in their module.
difference between their characteristics.
Unlocking of Difficulties through Crossword Puzzle
B. Lesson Proper 1. Endothermic Reaction
1. Motivation 2. Exothermic Reaction
Play a guessing game. Let the students guess the object by touching it 3. Synthesis
4. Decomposition
while their eyes are blindfolded.
 Particle Dance Party
2. Presentation Have your whole class model the particles that make up solids, liquids, and
Present to the class the table of the Three Phases of Matter and their gases. To model solids, have the students make a shape and link arms together;
Properties. for liquids, students can place their hands on each others shoulders and ask
them just to move or walk around slowly; for gases, stay in their place without
touching each other. Play a music, call the name per group and ask them to
3. Discussion
dance. Let them observe which particles are able to move freely and what are
A. Phases of Matter
the characteristics as they represent each particles by simply dancingL.
1. Solid
2. Liquid B. Lesson Proper
3. Gas 1. Motivation
4. Plasma Appreciation of matter by video presentation in where we normally encounter
5. BEC (Bose-Einstein Condensate) things we can see and even those that are not visible to the naked eye.Prior to
B. Phase Transitions this lesson, let the students bring the materials. Group them into 4 groups. Do
C. simple activity like breaking a piece of cracker into a small pieces, pounding salt,
BEC (Bose- tearing of paper, burning a candle, putting a drop of bleach on colored piece of
Rules in Rounding Off Numbers cloth. The students will write their observation, what changes of matter will take
Scientific Measurements place? How they can prove that the changes are physical or chemical?
Conversation of Units
2. Presentation
Package experiments into exciting magic arts to amaze the class and
4. Generalization encourage them to be involved in Science.Show various objects. Allow the
a. How scientist/s solve problems?What are the phases of students to examine each object.
matter? Ask them to give the characteristics of each project.
b. Are they using methods of different ways to solve their
problem?How did the phases of matter changes in state? 3. Discussion
A. Physical Change vs. Chemical Change
5. Application B. Evidences of Chemical ChangeProperties of Matter
Conduct an experiment that shows the changes in phases of matter. a.1 Physical Property
Ex. The boiling and freezing of water. Intensive and Extensive Property
a. 2 Chemical Property
c. How do they measure to come up with accurate amount since chemistry B. Special Properties of MattePr
deals with substances?
4. Generalization
a. What is the difference between physical and chemical change?
 b. How these changes in matter take their place?
c. Do they really affect our lives in the present?
d. Is there any consequences of our actions, particularly the resulting physical
and chemical changes that can occur?

5. Let the students perform and observe some examples of physical and
chemical change in Science Lab.

IV. EVALUATION
Book Activity (Answer Post Assessment on (pages 36-37) Quiz
Recitation
Quizzes Laboratory Performance
Demonstration
ASSIGNMENT:
List down at least five (5) Effects of Physical and Chemical Change to
ASSIGNMENT: Health and Environment.
Read the Science News Bit on page 32.

Prepared By : Noted By:

KRISTEL JOY B. MARIKIT MRS. MERCY V. ABAINZA

Subject Teacher Principal
 MARANATHA CHRISTIAN ACADEMY OF BLUE ISLE FILINVEST

DAILY LESSON PLAN

S.Y. 2017-2018
Subject: SCIENCE 7
Dates Covered: JULY 24 - JULY 28, 2017
JULY 31 – AUGUST 4, 2017
Quarter: FIRST QUARTER
JULY 24 - JULY 28, 2017 JULY 31 – AUGUST 4, 2017
I. OBJECTIVES

At the end of the lesson, the students are expected to: At the end of the lesson the students are expected to:

a. Cite some chemical laws that govern chemical reaction a. Distinguish between:
b. Explain types of Chemical Reaction a.1 Pure Substance and matters
c. State the Laws of Chemical Combination a.2 Elements and Compound
b. Prepare useful mixtures from easily available resources of the community
c. Practice safe eays of handling acids and bases with protective clothing
and safety gear.
II. CONTENT AND
MATERIALS

Subject Matter: Subject Matter:

Changes in Matter Classification of Matter

Reference: Grade 7 Science Module Reference: Chemistry Textbook: Matter and Changes: Science 7 Module,
Science Website
Materials: textbook, projector, Science at Work, powerpoint, videos. Materials: video clips,powerpoint, laptop, projector, activity sheets
III. PROCEDURE
A. Preparatory Activities A. Preparatory Activities
Review 1. Concept Map
What are the evidences of physical and chemical change? 2. Familiarization of Basic Vocabulary
a. Homogenous and Heterogenous Mixture
B. Lesson Proper b. Element and Compound
1. Motivation c. Pure Substance
Show videos of chemical reactions in a substance and ask the d. Colloid
students about their opinion on the reactions e. Suspension
Particle Dance Party
2. Presentation Have your whole class model the particles that make up solids, liquids, and gases. To
Package experiments into exciting magic arts to amaze the class and model solids, have the students make a shape and link arms together; for liquids,
encourage them to be involved in Science. students can place their hands on each others shoulders and ask them just to move or
walk around slowly; for gases, stay in their place without touching each other. Play a
music, call the name per group and ask them to dance. Let them observe which
3. Discussion
particles are able to move freely and what are the characteristics as they represent
A. Types of Chemical Reaction
each particles by simply dancingL.
B. Laws of Chemical Combinations
B. Lesson Proper
BEC (Bose-
1. Motivation
Rules in Rounding Off Numbers
Appreciation of matter by video presentation in where we normally encounter
Scientific Measurements
things we can see and even those that are not visible to the naked eye.Prior to
Conversation of Units
this lesson, ask your students to list all the substances found in their kitchen.
Divide the class into 5 groups and ask them to bring little sample of each
substance. Bring the class to the science laboratory and guide them with the
4. Generalization
question, “How do they group the substances?”
a. How scientist/s solve problems?What are the different types of
chemical reactions?
2. Presentation
b. Are they using methods of different ways to solve their
Present a video or set of pictures wherein matter is not only by means of solid,
problem?What does the law of chemical combination stated?
liquid and gas. That matter needs further breakdown or classification.
Ask them to give the characteristics of each project.
5. Values Integration
“The meeting of two personalities is like the contact of two chemical
3. Discussion
substance; if there is any reaction, both are transformed.”
A. Classification of Matter
1. Pure Substance
c. How do they measure to come up with accurate amount since chemistry
2. Mixture
deals with substances?
 3. Properties of Acids and BasesProperties of Matter
a.1 Physical Property
Intensive and Extensive Property
a. 2 Chemical Property
B. Special Properties of MattePr

4. Generalization
a. What are different classification of matter?
b. What is/are the difference/s between acids and bases?
c. What is the difference between pure substance and a mixture?

5. Application

IV. EVALUATION
Book Activity (Answer Post Assessment on (pages 36-37) Laboratory Reports
Recitation Laboratory Performance
Quizzes
Demonstration ASSIGNMENT:
List down at least five (5) examples of acids and bases that can be seen
in your house.
ASSIGNMENT:
Read the Science News Bit on page 38.
Prepared By : Noted By:

KRISTEL JOY B. MARIKIT MRS. MERCY V. ABAINZA

Subject Teacher Principal

MARANATHA CHRISTIAN ACADEMY OF BLUE ISLE FILINVEST

DAILY LESSON PLAN

S.Y. 2017-2018
Subject: SCIENCE 7
Dates Covered: AUGUST 7 – AUGUST 11, 2017
Quarter: FIRST QUARTER
AUGUST 7 – AUGUST 12, 2017
I. OBJECTIVES

At the end of the lesson, the students are expected to: August 14 – 18, 2017
Review and
a. Separate mixture by physical means First Quaterly Examination
b. Identify properties of solutions Week
c. Explain the factors affecting saturation
II. CONTENT AND
MATERIALS
 Subject Matter:
Classification of Matter

Reference: Grade 7 Science Module, Chemistry Textbook: Matter and

Changes, Science Website

Materials: textbook, projector, Science at Work, powerpoint, Science

Laboratory

III. PROCEDURE
C. Preparatory Activities
1. Concept Map
2. Familiarization of Basic Vocabulary
a. Filtration
b. Decantation
c. Centrifugation
d. Fractional Distillation
e. Paper Chromatography

D. Lesson Proper
1. Motivation
Show the class different kinds of mixtures, like water and sand, mongo
beans and nails, and water with small beads.

2. Presentation
Using the mixtures ask the students one by one to separate the
mixtures. Let them choose what kind of materials they are going tp use
to separate the mixtures.

3. Discussion
A. Methods of Separating Mixtures
a.1 Filtration
a.2 Decantation
a.3 Paper chromatography
 a.4 Fractional Distillation
a.5 Centrifugation
a.6 Using Magnet

B. Solutions
C. Factors Affecting Saturation
D. Properties of Solution

BEC (Bose-
Rules in Rounding Off Numbers
Scientific Measurements
Conversation of Units

4. Generalization
a. How scientist/s solve problems?What are the ways of
separating mixtures?
b. Are they using methods of different ways to solve their
problem?What are the factors affecting saturation?
c. What are the properties of solution?

5. Application
Laboratory Performance on the Ways of Separating Mixtures
Group Activity on the Classification of Solutions Based on Saturation.

c. How do they measure to come up with accurate amount since chemistry

deals with substances?

IV. EVALUATION
Laboratory Activities
Recitation
Quizzes
Group Activities
 ASSIGNMENT:
Answer Post Assessment on page 63.

Prepared By : Noted By:

KRISTEL JOY B. MARIKIT MRS. MERCY V. ABAINZA

Subject Teacher Principal

MARANATHA CHRISTIAN ACADEMY OF BLUE ISLE FILINVEST

DAILY LESSON PLAN

S.Y. 2017-2018
Subject: SCIENCE 7
Dates Covered: AUGUST 21 – AUGUST 25, 2017
AUGUST 28 – SEPTEMBER 1, 2017
Quarter: SECOND QUARTER
AUGUST 21 – AUGUST 25, 2017 AUGUST 28 – SEPTEMBER 1, 2017
I. OBJECTIVES
 At the end of the lesson, the students are expected to:
1. Differentiate organ systems, organs, tissues, cell from each other.
2. Identifies parts of the microscope and their functions.
II. CONTENT AND
MATERIALS
Subject Matter:
Levels of Organization of Organisms ; Microscopy
Reference: Grade 7 Science Module, Chemistry Website
Materials: Science Module, laptop, projector, compound microscope,
microscope slide, eye dropper, cover slip, prepared animal and plant slide
III. PROCEDURE
A. Preparatory Activities
1. Basic Vocabulary
Bacteria , Cell Wall , Chitin , Eukaryote , Fungi , Nucleus
Pre-Assessment on page 2
B. Lesson Proper
1. Motivation – “Ballpen Disassembly”
Show the students parts of 4 different kinds of ballpens. Ask the
students to identify which part belongs to which ballpen.
In this motivation part of the lesson, you used ballpens to represent
structure and function in organisms. The ballpen is made up of
different parts that have specific functions; they work together to
make the ballpen perform its function. Similarly, organisms are
made up of parts that work together: organ systems, organs,
tissues, and cells.
At the end of the lesson the students are expected to:
1. Explain why the cell is considered the basic structural and functional unit
of all organisms
2. Differentiate plant and animal cell according to presence or absence of
certain organelles.
Subject Matter:
Cell – Basic Unit of Life ; Cell’s Parts and Function
Reference: Science Module Grade 7. Chemistry Website
Materials: PowerPoint presentations, pictures of animal and plant cell, laptop,
projector, module,
A. Preparatory Activities
1. Video Presentation
Let the students watch a 3D colored video about cell , cell structure, and how
they function.
B. Lesson Proper
1. Motivation
Pass out some specimens of cork around the class for students to observe.
Have students tell what they know about cork. Ask students to identify the
source of the cork. Show a magnified section of a cork on a projector and point
out the cell walls.
Show pictures of different types of animal and plant cells and ask students to
look for differences and similarities between these two types of cells. Have
students state the functions of the organelles.
2. Presentation
 2. Presentation
a. The teacher will present pictures and the students will place
these to its corresponding level.
b. Present in class a model or chart of body systems identify what
made up organ and their functions.
c. Ask the students, How can biologists see cells and its parts?
d. Show an example of compound light microscope. Let them
name the parts.
a. Pass out and explain the scoring rubric and instructions for creating a three-
dimensional cell. Show models and pictures of cells done by students in
previous years to stimulate students’ ideas for their task and provide models of
what is expected. Have students discuss and negotiate options as a class and in
their groups.
b. A video will be presented to students about the beneficial effects of
microorganism in different field. ( e.g. medicine, industry, food)

3. Discussion 3. Discussion
A. Levels of Organization A. Cell
B. Human Body System and its Function B. Parts of cell and their Function
C. Different Types of microscope C. Comparison of Plant and Animal Cell
D. Parts of a Compound Light Microscope

4. Generalization 4. Generalization
a. What are the levels of organization? a. Using Venn diagram, write the differences between plant and animal cell in
b. Give examples of human body system, major organs, and its terms of part of their cell.
functions. b. Draw and label the parts of plant and animal cell.
c. Label the parts of a compound light microscope and state their
functions 5. Application
Have students play a game based on the cell that was created by one group of
5. Application students in the class. Explain that the students are expected to match the name
Let the students view through microscope the prepared animal or and the function of an organelle to a picture of the organelle, and place the
plant slide. Let them draw. pictures onto a cell mounted on a large sheet of cardboard. Encourage
classmates to provide help if needed.
6. Values Integration
Accept and appreciate one’s uniqueness. 5. Values Integration
Show appreciation for biologists in studying microorganisms. “Respect life even at the cellular level.”
IV. EVALUATION
Do Activity 1.1 on page 39 Parts of the Microscope Do Post Assessment on page 13.
Picture Sequencing Laboratory Activities
Laboratory Activities Quizzes
 Oral Recitation
Quizzes

ASSIGNMENT
Read Science News Bits on page 14.

Prepared By : Noted By:

KRISTEL JOY B. MARIKIT MRS. MERCY V. ABAINZA

Subject Teacher Principal

MARANATHA CHRISTIAN ACADEMY OF BLUE ISLE FILINVEST

DAILY LESSON PLAN

S.Y. 2017-2018
Subject: SCIENCE 7
Dates Covered: SEPTEMBER 4 – SEPTEMBER 8, 2017
SEPTEMBER 11 – SEPTEMBER 15, 2017
Quarter: SECOND QUARTER
SEPTEMBER 4 – SEPTEMBER 8, 2017 SEPTEMBER 11 – SEPTEMBER 15 2017
I. OBJECTIVES
At the end of the lesson, the students are expected to:
At the end of the lesson, the students are expected to:
a. Compare asexual and sexual reproduction.
 a. Describe the structures of microorganisms.
b. Identify beneficial and harmful microorganisms
II. CONTENT AND
MATERIALS
Subject Matter:
Fungi, Protists, Bacteria
Reference: Grade 7 Science Module
Materials: textbook, projector, Science at Work, powerpoint, videos.
III. PROCEDURE
A. Preparatory Activities
Name that picture! The teacher will present pictures of food that has
beneficial microorganisms.
B. Lesson Proper
1. Motivation
Teacher will write on the board the words SALMONELLA and E. COLI.
and will draw a happy face and an angry face. Teacher will ask students if
these microorganisms are harmful or helpful. Students will choose the
correct face (angry face)
2. Presentation
Teacher has a bag with some objects in it. (Realia) Teacher will invite
students to come in front of class. Teacher will ask the student to close
his/her eyes. Teacher will give the students an object, the students will
touch the object, will smell the object and the students will have to guess
what the object is and to write on the board the name of the object. (The
objects are: milk, yogurt, bread, cheese, penicillin)Teacher will ask the
b. Describe the process of fertilization.
c. Differentiate offspring resulting from asexual reproduction from sexual
reproduction in terms of similarities to parent.
Subject Matter:
Heredity: Inheritance and Variation
Reference: Grade 7 Science Module
Materials: textbook, projector, Science at Work, powerpoint, videos.
A. Preparatory Activities
Show pictures of parents with their offspring (Human, Animals, Plants)
How do they reproduce?
B. Lesson Proper
1. Motivation
Let the students watch a single-celled organism’s video and ask the
following: a. What is the result of reproduction? B. In what ways, if any, does
a single-celled organism differ from its parent? What is the type of
reproduction?
2. Presentation
Show student a newly cut potato “eye”, and a potato eye with shoots, let
them investigate. The potato is used as an example of a plant that can
reproduce asexually through vegetative reproduction. The potato tuber, a
specialized underground stem, is cut into pieces 2-3 days before planting to
allow for the growth of the hard and waxy layer on the cut surface to prevent
rapid decomposition.
 students to go to his/her seat, and will show to the class the other objects Ask the students if they know of other plants that can be propagated
(yeast, old bread or fruit with mold, plant). Teacher will now ask some vegetatively? Possible answers: camote, cassava, ginger, pineapple
students to go to the board to write the names of the new objects.
3. Discussion
3. Discussion A. Types of Reproduction
A. Beneficial Microorganisms B. Reproduction in Plants and Animals
B. Importance of Microorganisms C. Process of Fertilization in Plants and Animals

BEC (Bose- BEC (Bose-

Rules in Rounding Off Numbers Rules in Rounding Off Numbers
Scientific Measurements Scientific Measurements
Conversation of Units Conversation of Units

4. Generalization 4. Generalization
a. How scientist/s solve problems?What are the examples of a. How scientist/s solve problems?What are the two types of
helpful microorganims? reproduction?
b. Are they using methods of different ways to solve their b. Are they using methods of different ways to solve their problem?
problem?What are their function? Differentiate sexual to asexual reproduction.
c. Where are those microorganisms can be found? c. What are the examples of sexual and asexual reproduction in plants?
d. What are the examples sexual and asexual reproduction in animals?
5. Values Integration
Appreciation in studying microorganisms. 5. Values Integration
c. How do they measure to come up with accurate amount since “The reproduction of mankind is a great marvel and mystery. Had God
chemistry deals with substances? consulted me in the matter, I should have advised him to continue the
generation of the species by fashioning them out of clay.”

IV. EVALUATION
Mini-Performance Task Have students cut out magazine and newspaper pictures that show different
Group Reporting or Advertisement Jingle kind of organisms and their offspring. Have them label each image with a term
of phrase, for example, if a dog is shown with puppies, students may write the
terms sexual fertilization or internal fertilization. Have students try to relate
each image to the lesson content. Allow students to use concepts and terms
ASSIGNMENT: more than once.
Visit the following link at home:
https://www.youtube.com/watch?v=ICWLF9lccNk
 Book Activity (Answer Activity 2.1 on page 47 & Activity 2.2 on page 51)

ASSIGNMENT:
Answer the post assessment on page 22.

Prepared By : Noted By:

KRISTEL JOY B. MARIKIT MRS. MERCY V. ABAINZA

Subject Teacher Principal

MARANATHA CHRISTIAN ACADEMY OF BLUE ISLE FILINVEST

DAILY LESSON PLAN

S.Y. 2017-2018
Subject: SCIENCE 7
Dates Covered: SEPTEMBER 18 – SEPTEMBER 22, 2017
SEPTEMBER 25 – SEPTEMBER 29, 2017
Quarter: SECOND QUARTER
 SEPTEMBER 18 – SEPTEMBER 22, 2017 SEPTEMBER 25 – SEPTEMBER 29, 2017
I. OBJECTIVES

At the end of the lesson the students are expected to: At the end of the lesson the students are expected to:

a. Define ecology and describe the layers of ecological organization. a. Describe the different ecological relationships in ecosystems
b. Differentiate the biotic and abiotic components of the environment. b. Describe how energy is transformed through feeding relationships.

II. CONTENT AND

MATERIALS

Subject Matter: Subject Matter:

Ecosystem: A Complex Web of Life Ecosystem: A Complex Web of Life

Reference: Science 7 Module, Science Website Reference: Science 7 Module, Science Website

Materials: video clips,powerpoint, laptop, projector, activity sheets Materials: speaker, laptop, projector, activity sheets

III. PROCEDURE
A. Preparatory Activities
1. Familiarization of Basic Vocabulary
2. Answer Pre Assessment on page 26
Particle Dance Party
Have your whole class model the particles that make up solids, liquids, and
gases. To model solids, have the students make a shape and link arms together;
for liquids, students can place their hands on each others shoulders and ask
them just to move or walk around slowly; for gases, stay in their place without
touching each other. Play a music, call the name per group and ask them to
dance. Let them observe which particles are able to move freely and what are
the characteristics as they represent each particles by simply dancingL.
B. Lesson Proper
1. Motivation
A. Preparatory Activities
1. Show pictures of wildlife, nature, animals, birds, plants.
Particle Dance Party
Have your whole class model the particles that make up solids, liquids, and gases. To
model solids, have the students make a shape and link arms together; for liquids,
students can place their hands on each others shoulders and ask them just to move or
walk around slowly; for gases, stay in their place without touching each other. Play a
music, call the name per group and ask them to dance. Let them observe which
particles are able to move freely and what are the characteristics as they represent
each particles by simply dancingL.
B. Lesson Proper
1. Motivation
Song Analysis.
 Appreciation of matter by video presentation in where we normally
encounter things we can see and even those that are not visible to the
naked eye.Ask students to name some living thing and nonliving things
that they have interacted with today then have them describe the
interactions of those things with other things.
2. Presentation
Write the word ecology, ecosystem, and biosphere in the board. Have
students use a dictionary. Discuss how the meanings of the words relate
to one another.
Ask them to give the characteristics of each project.
3. Discussion
A. Ecology
B. Layers of Ecological Organization
C. Ecosystems and its Component
4. Generalization
a. What is ecology?
b. What are the ecological layers of organization?
5. Application
Let the students play a game “charade” wherein students will name
the one act by the group one and identify whether it is carnivore,
herbivore, omnivore, scavenger or parasite.
Group that will get the highest number of correct answers will be the
winner.
IV. EVALUATION
Answer activity 3.2 Food Web on page 35
Let the students listen to the song “Magkaugnay” and let them share their
insights about the message of the song.
2. Presentation
After the students learn and understand about flow of energy, teacher will
discussed the Ecological Relationship. Show them pictures of
Flower and bee, dog and tick, lion and zebra, monkey and eagle then ask the
students what/who benefits and what/who harms. Then introduce the next topic
on relationship/ interaction.
Ask them to give the characteristics of each project.
3. Discussion
A. Energy Flow of Ecosystem
B. Ecological Relationships
a.1 Physical Property
Intensive and Extensive Property
a. 2 Chemical Property
B. Special Properties of MattePr
4. Generalization
a. What are Types of Organism Relationships?
b. How do species, wildlife interacts?
c. How energy is transformed through feeding?
6. Application
Construct a human model of a food web. Assign an organism to each student,
using name tag. Be sure a variety of producers, herbivores, carnivores,
omnivores, and decomposers are represented. Have the class in a circle. Then
give a ball of yarn to a “producer”. The “producer” should hold onto the end of
the yarn and toss the ball to “herbivore” or omnivore”. Have students continues
in this manner until an intricate food web is formed with the yarn.
ASSIGNMENT:
 ASSIGNMENT: Have students cut out pictures of animals from magazines and
construct food chains and food webs.

Prepared By : Noted By:

KRISTEL JOY M. AQUINO, LPT MRS. MERCY V. ABAINZA

Subject Teacher Principal

MARANATHA CHRISTIAN ACADEMY OF BLUE ISLE FILINVEST

 DAILY LESSON PLAN
S.Y. 2017-2018
Subject: SCIENCE 7
Dates Covered: OCTOBER 23 – OCTOBER 27, 2017

Quarter: SECOND QUARTER

OCTOBER 23 – OCTOBER 25, 2017
I. OBJECTIVES

At the end of the lesson the students are expected to:

1. Describe motion in terms of distance or displacement, speed or velocity and acceleration.

II. CONTENT AND

MATERIALS

Subject Matter:
Motion in one dimension

Reference: Science 7 Module, Science Website

Materials: video clips, powerpoint, laptop, projector, activity sheets
III. PROCEDURE
A. Preparatory Activities
1. Answer Pre Assessment on page 2.
Particle Dance Party
Have your whole class model the particles that make up solids, liquids, and gases. To model solids, have the students make a shape and link arms together; for
liquids, students can place their hands on each others shoulders and ask them just to move or walk around slowly; for gases, stay in their place without
touching each other. Play a music, call the name per group and ask them to dance. Let them observe which particles are able to move freely and what are the
characteristics as they represent each particles by simply dancing.

B. Lesson Proper
1. Motivation
Let the students do the “Dance in Motion Activity”.
Teacher will flash a zumba dance where students will do the steps.

Then ask the following questions:

a. Did you burn some calories in that activity?
b. Ask the students their favorite steps, identify whether that step is motion or not.

2. Presentation
Proceed to the PowerPoint Presentation on Motion

Say: Before you will be able to describe the motion of an object, you must first be able to tell exactly where it is positioned. Describing exact
position entails two ideas: describing how far the object is from the point of reference and describing its direction relative to that point of reference.
You will learn about the importance of point of reference and direction when you perform Activity 1. “Where it is?”
*Prepare beforehand the instructions to be given to the students. The instructions should be vague to make it less helpful to the students.
Examples are given below:
a. It is right there.
b. Turn and it is there.
c. Walk slowly and you will get there.
d. It is from here to there.

Q1. Were you able to find the object? Was it easy or difficult?
Q2. Is the instruction clear and easy to follow? What made it so?

In this activity, students should be able to realize the importance of the point of reference (or reference point) and direction in describing the
position of an object.
Students may use the terms such as beside, above, below, left, right, in front of, or behind when describing the direction of an object from the
reference point.
During the processing, it should be emphasized that once the students have selected their point of reference, they can easily describe any
change in the position of an object. In other words, they can easily tell whether an object is moving or not. At this point, the definition of motion,
which is the change in position over time, can be introduced.

3. Revise the instruction to make it more helpful. Write it on a separate sheet of paper and let another group use it to find the object.
Q3. Were they successful in finding the object? Was it easy for them or difficult?
Q4. What other details or information included in your instruction that made it clearer and easier to follow?
Q5. In your own words, what is point of reference and how important it is?

4. Discussion
a. Motion in one Dimension
 b. Describing Motion
b.1 Distance and Displacement

5. Generalization
1. What is motion?
2. When can we say that you are in motion?

6. Application
My home to school roadmap
Objective
In this activity you should be able to make a roadmap that shows how you get to school from your house.
Procedure
1. Devise a way to easily measure distance. Let your teacher check your nonstandard measurement for precision.
2. Using your measuring device, gather the data that you will need for your roadmap. Make sure that you take down notes of all names of the
roads, landmarks, corners, posts, and establishments you pass by. Record your data properly.
3. Using your gathered data, draw your house-school roadmap on a short bond paper. Decide on the most convenient scale to use when you
draw your roadmap. An example is shown below.
4. Label your roadmap properly, including names of the roads, establishments, etc. Specify also the length of road.
5. Finally, let your teacher check again your work.
Q1. What is the total length of your travel from your house to your school?
Q2. What is the total displacement of your travel?

7. Values integration
“ If you're walking down the right path and you're willing to keep walking, eventually you'll make progress.” Barack Obama
IV. EVALUATION
Quizzes Recitation
ASSIGNMENT: Have an advance study about speed and velocity and acceleration.

Prepared By : Noted By:

KRISTEL JOY B. MARIKIT MRS. MERCY V. ABAINZA

Subject Teacher Principal