Modified Daily Lesson Log

Teacher DENNIS T. GUTIEREZ Grade Level 7

Teaching Dates Learning Area SCIENCE

Teaching Time Quarter 4TH

I. Learning
Targets/Specific
Objectives
A. Content The learners demonstrate understanding of the different phenomena that
Standards occur in the atmosphere.

B. Performance The learners should be able to analyze the advantage of the location of the
Standards Philippines in relation to the climate, weather and seasons.
C. Most Essesntial Discuss how energy from the Sun interacts with the layers of the atmosphere.
Learning (S7ES-lvd-5)
Competencies
(MELC)

Within the 60-minute discussion, the students are expected to the following:

a. Describe the layers of the atmosphere;

Specific (Daily) b. draw and name the different layers of the atmosphere; and
Objective/s
c. reflect how human activities affect the atmosphere.

II. Learning
Content LAYERS OF THE ATMOSPHERE
III. Learning
Resources
A. References
1. Teacher's
Guide Pages
2. Learner's  Page 312-313
Materials Pages
 Experiencing Science 7; page 286-287
3. Textbook Pp.
 Amazing Science 7 page 157-162
4. Additional
Materials from LR
portal
B. Other Learning
Resources
IV. PROCEDURE
A. Reviewing Elicit: In your Grade 6, you learn that lithosphere has its layers
previous lesson (The activities in – crust, mantle and core. Layers of lithosphere can be
or presenting the this section will compared to an egg. Since lithosphere has its own
new lesson evoke or draw out layers, do you think there is also layers of atmosphere?
 prior concepts or
prior experiences
from the
students)
B. Establishing a Engage: Motivation:
purpose for the (The activities in
lesson this section will (Show a picture of a blanket)
stimulate their Make a simple sentence that describes the function of a
thinking and help blanket.
C. Presenting
them access and
examples/
connect prior
instances of the
knowledge as a
new lesson
jumpstart to the
present lesson.)
Explore:
(In this section,  GROUP ACTIVITY
D. Discussing new
concepts & students will be - The students are grouped into two and let them
practicing new given time to arrange the Layers of the Atmosphere from bottom
skills #1 think, plan, to top.
investigate, and
organize collected
information; or the
performance of
the
planned/prepared  GROUP ACTIVITY (same group)
activities from the GROUP 1:
students’ manual VISUAL LEARNERS
with data - Draw and name the different layers of the
gathering with atmosphere from bottom to top.
Guide Questions)
RUBRICS FOR GROUP 1
5 points 4 points 3 points
ACCURACY All answers 1-2 answers 3 or more
are correct. are incorrect. answers are
incorrect.
NEATNESS/ The output The output The output
CLEANLINESS has no has few has many
E. Discussing new erasures and erasures and erasures and
alterations. alterations. alterations.
concepts &
COOPERATIO All members Half of the Only 2-3
practicing new N of the group members members
skills #2 participated. participated. participated.

GROUP 2:
KINESTHETIC LEARNERS
- Make a role play about the different human
 activities that destroys the earth’s atmosphere.

RUBRICS FOR GROUP 2

5 points 4 points 3 points
PRESENTATIO Shows Shows some Audience is
N confidence, confidence bored and
engages and engages body
audience the audience language is
and intermittently. inappropriate.
appropriate
use of body
language.

CONTENT All Some All

information information in information is
in the play is the play is incorrect.
correct. correct.

COOPERATION All members Half of the Only 2-3

of the group members members
participated. participated. participated.

Explain:
(In this section,  Each group will present their output.
students will be
involved in an
analysis of their GUIDE QUESTIONS:
exploration. Their 1. What are the layers of the atmosphere?
understanding is 2. What are the different human activities that destroy
clarified and the atmosphere? How can they affect the
modified because atmosphere?
F. Developing 3. What ways can you suggest so that we can
of reflective
mastery preserve our atmosphere and prevent calamities to
activities)/Analysis
of the gathered happen?
data and results
and be able to
answer the Guide
Questions leading
to the focus
concept or topic
for the day.)
G. Finding practical Elaborate:
applications of (This section will
concepts and give students the INDIVIDUAL ACTIVITY
skills in daily opportunity to (Show them a picture of the different objects)
living expand and Direction: Identify what layer of the atmosphere these
solidify/concretize objects located.
their 1. Satellite
understanding of
the concept
and/or apply it to
a real-world
situation)
2. Meteors
 3. Airplane

4. Space shuttles

5. Jet aircraft

GUIDE QUESTIONS:
1. Why is the earth’s atmosphere divided into 5

layers?
H. Making
generalizations 2. What would life be like without the atmosphere?
and abstraction
3. As an individual, how can you discipline other

people who tempt to destroy the atmosphere?

I. Evaluating Evaluation:
Learning (This section will Direction:
provide Choose the letter of the correct answer.
opportunities for 1. What layer of the atmosphere that is closest to
concept check Earth’s surface?
test items and a. Troposphere b. Mesosphere c. Stratosphere
answer key which d. Exosphere
are aligned to the
learning 2. What human activity that directly destroys the
objectives – atmosphere?
content and a. Cutting of trees
performance b. Dynamite fishing
standards and c. improper waste disposal
 address d. Burning of plastics
misconceptions- if
any) 3. Why is the earth’s atmosphere divided into layers?
a. Because of the change in weather patterns.
b. Because of the change in amount of oxygen.
c. Because of the change in temperature.
d. Because of the change in composition of gases.

4. What is the correct order of Earth’s atmospheric

layers from bottom to top?
a. stratosphere, mesosphere, troposphere,
thermosphere, exosphere
b. troposphere, stratosphere, mesosphere,
thermosphere, exosphere
c. stratosphere, troposphere, thermosphere,
mesosphere, exosphere
d. troposphere, mesosphere, stratosphere,
thermosphere, exosphere

5. Why is the presence of ozone layer above the

troposphere important for the survival of living
things on Earth?
a. It warms the Earth’s surface.
b. It helps in cloud formation.
c. It makes jet flying more comfortable.
d. It offers protection from the Sun’s harmful UV rays.

Extend:
(This section Direction: Make a reflection paper regarding the video.
gives situation See the link: https://www.humanactivities-atmosphere-
J. Additional that explains the 4114512
activities for topic in a new
application and context, or
remediation integrate it to
another
discipline/societal
concern)
V. REMARKS

VI. REFLECTION
A. No. of learners
who earned 80%
on the formative
assessment
B. No. of learners
who require
additional activities
for remediation
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?