Lesson Plan in Science Grade 7

Content Standard: The learners demonstrate an understanding of scientific ways of

acquiring knowledge and solving problems.
Performance Standards: The learners shall be able to perform in groups in guided
investigations involving community- based problems using locally
available materials.
Learning Competency and Code: The learners should be able to describe the components
of a scientific investigation. (S7MT-Ia-1)
Unpacked Competency: Describe a situation and identify a problem existing in the
community.
Quarter: ___Q1____ Week: ___1___ Day: __1_____

I. Objective:
At the end of 60 minutes, 100% of the learners are expected to describe a situation and
identify a problem existing in the community.
II. Content:
Subject Matter: Component of Scientific Investigation
(Gathering of Information about a problem)
Integration:
English – describing situation, sharing answers orally
Strategies: Cooperative Learning, Inquiry-based Approach, group dynamics, picture
analysis
Materials: printed pictures, laptop & TV/projector for powerpoint presentation or manila
paper, cellphone (in taking pictures), paper
References:
o tiny.cc/c5q94y
o tiny.cc/blr94y
o tiny.cc/9lr94y
o tiny.cc/vnr94y
o tiny.cc/3or94y
o tiny.cc/xrr94y
o tiny.cc/osr94y
o tiny.cc/ytr94y
o tiny.cc/uur94y
o tiny.cc/pwr94y
o tiny.cc/9xr94y
III. Learning Tasks:

ELICIT (Access prior knowledge ) 3 Minutes Materials

 Students will be grouped into five. Each group will be
given pictures where they will identify if the situation is a
problem or not a problem.
Example: Kids in the Carousel ( Student would say not-
problem)
1. Wedding ceremony
2. Kids swimming in a dirty canal
3. Kids playing in the pool
4. School with trash in the ground
5. Birthday boy blowing his candle
6. Church having a solemn mass
7. Car accident
8. Abandoned backyard with sacks of garbage
9. Cellophanes scattered near the school canteen
10. Street with wrappers and plastics pleasantdale.com
npr.org
Score cards will be used to record students’ correct answers. youtube.com
123RF.com
environmentalblog.com
avnetlaw.com
ENGAGE (Get the students’ minds focused on the topic)
15 Minutes

Using the same group let them go out from the Cellphone for capturing
classroom, look around and capture an environmental environmental problem(s)
problem. Let them show the pictures and describe it in the
class.

EXPLORE (Provide students with a common experience)

15 Minutes

The teacher will give one pictures in each group and let
the students (same groupings as mentioned above) identify
and let them explain .

(Picture 1) (Picture 2) (Picture 3) (Picture 4)

Pictures credits to

alamy.com
theconversation.com
carfromjapan.com
(Picture 5)

1. What is the existing problem?

2. Explain, Why do you consider it as a problem in the
community?
EXPLAIN (Teach the concept. Should include interaction
between teacher and students). 15 Minutes
Let the students present their output. The teacher will
give additional information on the presentation and also give
inputs if there are misconceptions or confusions during the
presentation of the output.

Key concepts:
The teacher will give the attributes of existing problems in the Powerpoint presentation on the
community. key concepts
It can cause harm to the people and environment.
(see attach worksheet 1.1)
Destruction of the environment.
It can cause flood, global warming and illness.

ELABORATE (Students apply the information learned in

the Explain. The teacher will give inputs to deepen the
understanding of the students) 12 minutes

The teacher will show the contradicting pictures of a

school campus. Let the student identify the advantages and
disadvantages of a clean and dirty campus.

Pictures credit to

greencleanschool.org
naijanews.com
Clean Dirty

EVALUATE
The teacher will be using inquiry based approach where
he/she are going to throw questions to the students.

Oral Recitation: The teacher will ask volunteer from each Powerpoint presentation or
group to answer the following questions: manila paper

1. When can you say that there’s an existing

environmental problem in a certain locality?
2. How this situation affect the community? Let the class
give comments on their answers.

EXTEND (Deepen conceptual understanding through use in

new context). 2 minutes
The students will be given an assignment to list down/ cite
5 environmental situations that are observable in their
localities and let them identify if it is an environmental
problem or not. Science Notebook
Let the students design a solution that exist in their respective
Purok or Barangay.
 Key concepts: a situation can be considered a problem if there
is harmed, either human, animal, or the environment.

Reflection:
A. No. of learners achieve 80%: ____
B. No. of learners who require additional activities for remediation: ___
C. Did the remedial lessons work? ___
D. No. of learners who have caught up the lesson: ___
E. No. of learners who continue to require remediation: ___
F. Which of my teaching strategies worked well? Why did these work? ___
G. What difficulties did I encounter which my principal or supervisor help me solve? ___
H. What innovation or localized materials did I used/discover which I wish to share with
other teacher? ___
 Activity 1.1
Scientific Investigation

Group Name:______________
Members: ______________

Guide Questions:

1. Describe the picture above.____________________________________________

_____________________________________________ .

2. Identify the existing problem. _________________________________________

_____________________________________________ .

3. Why is it considered a problem? _______________________________________

_____________________________________________ .
 Activity 1.1
Scientific Investigation

Group Name:______________
Members: ____________________________________________________________

Guide Questions:

1.Describe the picture above. _________________________________________

___________________________________________.

2.Identify the existing problem. _______________________________________

___________________________________________.

3.Why is it consider a problem? ______________________________________

__________________________________________.
 Activity 1.1
Scientific Investigation

Group Name:______________
Members: _________________________________________________________________

Guide Questions:

1.Describe the picture above.__________________________________________________

__________________________________________________ .

2.Identify the existing problem. _______________________________________________

__________________________________________________ .

3.Why is it consider a problem? _______________________________________________

__________________________________________________ .
 Activity 1.1
Scientific Investigation

Group Name:______________
Members: _______________________________________________________________

Guide Questions:

1.Describe the picture above. _____________________________________________

_________________________________________.

2.Identify the existing problem. ___________________________________________

_________________________________________ .

3.Why is it consider a problem? __________________________________________

_________________________________________ .
 Activity 1.1
Scientific Investigation

Group Name:______________
Members: _____________________________________________________________

Guide Questions:

1.Describe the picture above. ___________________________________________

____________________________________________ .

2.Identify the existing problem._________________________________________

____________________________________________ .

3.Why is it consider a problem? ________________________________________

____________________________________________ .
Rubric for Essay
Criteria Excellent Good Adequate Marginal no Unacceptab Scor
credit le to review e
10 pts 8 pts 6 pts 4 pts 2 pts
Communicati Information Information Informati Information Informatio
on is presented is presented on is is presented n is not
clearly and clearly and presented and some clear, very
allows for a allows for a clearly understandi difficult to
high level good level and ng can be understand
of of allows for gained
understandi understandi a basic
ng ng level of
unders-
tanding
Total Score

Rubric for group activity and presentation

Criteria 3 pts 2 pts 1 pt Group
Score
Cooperation All of the 1 group 2 or more
group member did group
members not members did
participated participate not
participate
Content All answers 1 to 2 All answers
are correct answers are are wrong
and the wrong and and
explanation explanation explanation
is clear is not clear is confusing
Presentation/ Output is well Output is well Output is not
Delivery of Output organized organized but organized
and delivered not delivered and not
confidently properly delivered
properly
Time Frame Performed Performed Performed
the activity the activity the activity
and and and
answered the answered the answered the
questions on questions 1 questions 2
or before the minute after or more
given time the given minutes after
time the given
time
Total Score