Science 7 Lesson Plan

School: SAMAR NATIONAL SCHOOL Grade Level: 7
Learning
Teacher: IRA C. MONTILLA SCIENCE
Area:
GRADES 1 to 12 Teaching
DAILY LESSON PLAN Dates and March 29, 2023 (WEEK 6, Day 2) Quarter: 3rd QUARTER
Time:
I.OBJECTIVES
A. Content Standard Waves as a carrier of energy.
B. Performance Standard Conduct a forum on mitigation and disaster risk reduction.
C. Learning Competency/ • Infer that wave carry energy. S7LT-IIIc-4
Objectives Learning Objectives:
• Define wave.
• Identify the characteristics of a wave.
• Explain how waves carry energy from one place to another.
• Differentiate between transverse and longitudinal waves.
• Distinguish mechanical and electromagnetic waves.
• Create a model to show the relationship among the characteristics of the
wave.
• Describe the characteristics of a sound using the concepts of wavelength,

velocity, and amplitude. S7LT-IIId-7
Learning Objectives:
• Define what sound is.
• Identify the characteristics of a sound using the concepts of wavelength,
velocity, and amplitude.
• Demonstrate how sound is produced.
• Differentiate between loudness and intensity.
• Create musical instrument using indigenous products.
Values Integration: Self-reliance

II.CONTENT 2nd Summative Test in Science 7 (Quarter 3)
III.LEARNING RESOURCES
A. References
1. Teacher’s Guide pages
2. Learners’ Materials
pages
3. Textbook pages
4. Additional materials
from learning resource
(LR) portal
B. Other Learning o Test Question
Resources/Materials
IV.PROCEDURES
ELICIT
ENGAGE • Giving of instruction.
• Distribution of test question.
EXPLORE MULTIPLE CHOICE. Directions: Read the questions carefully and choose the letter
of the correct answer. Write your answer in your answer sheet.
1. Mechanical waves transport energy from one place to another through
______________________.
A particles travelling with the wave. C alternately
vibrating particles of the medium.
B vibrating particles and travelling particles. D none of these.
2. Which of the following statements is CORRECT?
A Longitudinal wave are also called surface waves.
B The vibrations of a transverse wave move in a direction along the
direction of a wave travel.
C The vibrations of a transverse wave are in a direction perpendicular to the
direction of travel.
D The vibrations of a longitudinal wave are in a direction perpendicular to
the direction of travel.
3. Which of the following is NOT correct about waves?
A Waves transfers particles (matter) and energy.
B Waves have the capacity to transmit messages.
C Waves can be classified as either electromagnetic or mechanical.
D Waves carry energy from place to place but the particles do not move
with waves.
4. In a transverse wave, the individual particles of the medium move
_____________________.
A in circles. C parallel to the
direction of travel.
B in ellipses. D perpendicular
to the direction of travel.
For questions 5 to 7, refer to the diagram below.
5. Which letter correctly labels the wavelength of the wave?

A F B A C B D C
6. The amplitude of the wave is given by letter ____________________.
A D B E C F D B
7. Which pair of letters represent the crest and the trough respectively?
A A and B B A and C C A and D D A and F
For questions 8 to 11, refer to the figure below.
8. Which two waves have the same amplitude but different frequencies?
A Waves 1 and 2 B Waves 1 and 3 C Waves 2 and
D None of these
9. How will you compare Wave 1 and Wave 2?
A Wave 1 has lower frequency than Wave 2.
C Wave 1 has higher frequency than Wave 2.
B Wave 1 has a shorter wavelength than Wave 2.
D The three waves have the same wavelength.
10. If Wave 2 makes 5 full waves in two seconds, what is the frequency of the
wave?
A 2.0 Hz B 2.5 Hz C 5.0 Hz D 10 Hz
11. Which wave has the greatest speed?
A 1 B 2 C 3 D 0
12. The higher the frequency of a wave, _______________________.
A the lower its speed. C the greater its amplitude.
B the longer its speed. D the shorter its wavelength.
13. Waves in a lake are 5.00 m in length and pass an anchored boat at 1.25 s apart.
What is the speed of the wave?
A 0.25 m/s B 3.75 m/s C 4.00 m/s D 6.25 m/s
14. Which of the following is NOT an electromagnetic wave?
A Infrared B Radio C Sound D X-ray
15. Energy from the sun reaches the Earth through _______________________.
A infrared waves B radio waves C mechanical waves
D electromagnetic waves
16. Which of the following objects will produce sound?
A Soft objects B Radio stations C Vibrating objects
D Objects under pressure
17. A sound wave is a _______________________.
A shock wave B transverse wave C standing wave
D longitudinal wave
18. Which of the following is NOT capable of transmitting sound?
A A vacuum B Water C Steel
D Air
19. Which of the following arrangement of media is the speed of sound
increasing?
A Air, wood, water B Air, ice, oil C Air, alcohol,
metal D Air, water, ice
20.Compared to a thin string of the same length and thickness, a thick string
produces a sound of________________.
A constant pitch B the same pitch C lower pitch
D higher pitch
21.Which of the following BEST describes a high frequency sound? It
has______________________.
A low pitch B high pitch C low energy
D A and C
22.Sound waves are produced through _______________________ of molecules.
A expansion B compression C both A and B
D neither A nor B
23.Which of the following statement/s is/are TRUE?
I Sound travels faster in humid air than in dry air.

II Sound travels slower in colder than in hot air.
A I B II
C Both I and II D Neither I nor II
24. How can you make a softer sound using rubber bands?
A Apply a natural force in plucking the rubber bands.
B Apply a greater force in plucking the rubber bands.
C Apply a smaller force in plucking the rubber bands.
D Apply a constant force in plucking the rubber bands.
25. Which describes the motion of the particles of a medium when a sound wave
passes through the medium?
A The particles do not move.
B The particles move with the wave and are transferred.
C The particles move back and forth along the direction of wave motion.
D The particles move back and forth, perpendicular to the direction of wave
motion.
26. A special sound that forms patterns and is appealing to our sense of hearing.
A Noise B Whisper C Echo D Music
27. Speed of sound is dependent on the following factors, EXCEPT
_______________________.
A Humidity B Temperature C Air pressure D Cloudiness
28. Part of the outer ear that collects the sound waves and focuses them into the
ear canal.
A Cochlea B Tympanum C Pinna D Hammer
29.A loud speaker in front of the room produces sound waves that pass thru the
room toward you and cause the air molecules in their path to
_________________________.
A move toward you in waves.
C vibrate both horizontally and vertically.
B vibrate vertically up and down.
D vibrate horizontally backward and forward.
30.Which of the following would most likely transmit sound BEST?
A Steel in a cabinet. C Air in your classroom.
B Water in the ocean. D Water in a swimming pool.
EXPLAIN 1. Checking of Outputs.
ELABORATE
EVALUATE
EXTEND
V.REMARKS
VI.REFLECTION
A. No. of learners who earned
80% in the evaluation
B. No. of learners who require
additional activities for
remediation
C. Did the remedial 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 this work?
F. What difficulties did I
encounter which my
principal or supervisor can
help me solve?
G. What innovation or
localized materials did you
used /discover which I wish
to share with other
teachers?
Prepared by: Checked by: Reviewed:
IRA C. MONTILLA BRIGIDA C. SINGZON RHUM O. BERNATE

Teacher III SSHT-VI, Science Department Secondary School Principal II
NOTED:
____________________
Observer
Learning
Area:
Time:
I.OBJECTIVES
A. Content Standard Waves as a carrier of energy.
B. Performance Standard Conduct a forum on mitigation and disaster risk reduction.
C. Learning Competency/ • Describe the characteristics of a sound using the concepts of wavelength,
Objectives velocity, and amplitude. S7LT-IIId-7
• Create musical instrument using indigenous products.
Values Integration: Helping one another

II.CONTENT Big Time Gig!
A. References
1. Teacher’s Guide pages
2. Learners’ Materials Science 7 Learner’s Material
pages p. 214 - 215
3. Textbook pages
(LR) portal
B. Other Learning • Locally available materials such as sticks
Resources/Materials • Bottles or glassware available in your locality to be used as musical
instrument.
• Localized or improvised stringed instrument
• Localized or improvised drum set
IV.PROCEDURES
ELICIT • How does human be able to perceive sound?
ENGAGE • Can we create sound using the things around us? How?
• Presentation of Lesson Objectives.
• Assigning groups to each student
EXPLORE
Activity 3:
Big Time GIG!
1. Form a group of four (4). One can play a stringed instrument, while the
other can play a drum and the 3rd member can use the other instrument
that your group will design or create. The las member will be your group’s
solo performer.
2. Look for local materials which you can use to create different musical
instruments.
3. Come up with your own composition using the instrument you have
created.
4. In the class GIG, you are to play and sing at least 2 songs (any song of your
choice and your original composition)
For rubric: Please refer to the learner’s material on page 215.
EXPLAIN • How was the GIG?

• Aside from the concepts and principles in sound you learned and applied
for a perfect performance what other insights can you identify?
ELABORATE Application:
Extend your designs to come up with quality instruments using locally available
materials.
EVALUATE The activity performance will serve as the evaluation.
EXTEND Prepare for the 2nd Summative Test
V.REMARKS
VI.REFLECTION
H. No. of learners who earned
I. No. of learners who require
remediation
J. Did the remedial work? No.
up with the lesson
K. No. of learners who
continue to require
remediation
L. Which of my teaching
Why did this work?
M. What difficulties did I
encounter which my
help me solve?
N. What innovation or
to share with other
teachers?

NOTED:
____________________
Observer
Learning
Area:
Time:
I.OBJECTIVES
D. Content Standard The characteristic of light.
E. Performance Standard Suggest proper lighting in various activities.
F. Learning Competency/ • Explain the color and intensity of light in terms of its wave characteristics.
Objectives S7FE-IIIc-4
• Identify the other sources of light and infer that brightness of light is
dependent on the distance of the source.
• Determine the nature of light given the different theories.
Values Integration: Self-reliance

II.CONTENT Nature and Sources of Light
B. References
5. Teacher’s Guide pages Science 7 (Teacher’s Guide)
6. Learners’ Materials Science 7 (Learner’s Material)
pages Page 220 - 225
7. Textbook pages
(LR) portal
B. Other Learning o Illustrations
Resources/Materials o Projector
o Laptop
IV.PROCEDURES
ELICIT • Do you still remember Sir Isaac Newton?
• What about Christian Huygens?
• Did you encounter them in your earlier grades?
ENGAGE Directions: Identify each of the following as either Natural light or Artificial light.
Write your answer on the space provided before the number.
____________ 1. Fireworks
____________ 2. Sun
____________ 3. Headlight of the car
____________ 4. Moon
____________ 5. Lampshade
____________ 6.Bulb
____________ 7. Stars
____________ 8. Fluorescent
____________ 9. Candle
____________ 10. Flashlight
Presentation of Lesson Objectives:

• Identify the other sources of light and infer that brightness of light is
dependent on the distance of the source.
• Determine the nature of light given the different theories.
Unlocking of Difficulties:
1. L _ M _ N _ _ S - emitting or reflecting usually steady, suffused, or glowing
light
2. N _ T _ _ A L- true to nature
3. _ R T _ _ _ C _ A L - made or produced by human beings rather than
occurring naturally, especially as a copy of something natural.
EXPLORE o The class will be divided into 4 groups then each group will pick an
activity that they will perform:
Activity Number ___:

Activity 1: Find Me!
Directions: The statements on the left are from famous scientists listed with their
names on the right. Match the statements with the correct scientists who
authored them.
Activity 2: Sources of Light!

Directions: Using the Sun’s diagram pattern, identify different sources of light in
our surroundings.
Activity 3: Natural or Man-made!
Object/Matter Source of Light

1. Incandescent Lamp
2. Fluorescent Tube
3. Flashlight
4. Star
5. Candle
6. Moon
7. Sunlight
8. Lantern
9. Fire
10. Lightning
Activity 4: Luminous or Non-Luminous!
Object/Matter Luminous or Non-luminous

1. Sun
2. Moon
3. Earth
4. Stars
5. Wood
6. Metals
7. Houses
8. Stones
9. Electric Bulbs
10. Candles
EXPLAIN • Presentation of Outputs by different groups.
• Answering of the activity by group
ELABORATE
• Nature and Sources of Light
• What is the Nature of Light? Is it a wave? Or a particle? Why?
• Who were the scientists that studied the nature or light? What was
their experiment?
• Differentiate artificial and natural sources of light.
• How can a material affect the passage of light?
• Give examples of luminous and non-luminous bodies.
Application:
1. What will happen if the major source of our light (sun) will disappear?
EVALUATE
EXTEND Make the spectrum wheel chart
V.REMARKS
VI.REFLECTION
O. No. of learners who earned
P. No. of learners who require
remediation
Q. Did the remedial work? No.
up with the lesson
R. No. of learners who
continue to require
remediation
S. Which of my teaching
Why did this work?
T. What difficulties did I
encounter which my
help me solve?
U. What innovation or
to share with other
teachers?

NOTED:
____________________
Observer
Learning
Area:
Time:
I.OBJECTIVES
G. Content Standard The characteristic of light.
H. Performance Standard Suggest proper lighting in various activities.
I. Learning Competency/ • Explain the color and intensity of light in terms of its wave characteristics.
• Construct a spectrum wheel;
• Explore the characteristics of light such as energy, frequency and
wavelength;
• Discuss the properties and characteristics of light.
Values Integration: Open minded and able to think logically

II.CONTENT My Spectrum Wheel
C. References
11. Textbook pages
(LR) portal
B. Other Learning o Spectrum Wheel Pattern
Resources/Materials o Cardboard
o Button Fastener
o Glue or Paste
o Scissors
o Activity Sheets
IV.PROCEDURES
ELICIT
ENGAGE (Pictures will be posted/shown)

What did you see?
Why are you able to see things?
How can we see things?
What do you think indigenous people of Brgy. Lobo use as their source of light?
• Construct a spectrum wheel;
• Explore the characteristics of light such as energy, frequency and
wavelength;
• Discuss the properties and characteristics of light.
EXPLORE o Think-Pair-Share Activity
Activity Number ___:

My Spectrum Wheel
Procedure:
a. Characteristics of Light
Frequency
EM Frequency Wavelengt x
Energy (eV)
Spectrum (Hz or s-1) h (m) Wavelengt
h (m/s)
Radio
Microwave
Infrared
Visible Light
Ultraviolet
X-ray
Gamma Ray
EXPLAIN
• Answering of the activity by pair:
• How are frequency and wavelength related for a specific region of
the spectrum?
• What can you observe with the values of the product of frequency
and wavelength in the different spectra?
• How is energy related to frequency?
ELABORATE
• What are the everyday applications of the waves in the
Electromagnetic Spectrum in everyday living?
EVALUATE The activity output by pair will serve as the evaluation.
EXTEND Make the spectrum wheel chart
V.REMARKS
VI.REFLECTION
V. No. of learners who earned
W. No. of learners who require
remediation
X. Did the remedial work? No.
up with the lesson
Y. No. of learners who
continue to require
remediation
Z. Which of my teaching
Why did this work?
AA. What difficulties did I
encounter which my
help me solve?
BB. What innovation or
to share with other
teachers?

NOTED:
____________________
Observer
Learning
Area:
DAILY LESSON PLAN Dates and April 04, 2023 (WEEK 7, Day 2) Quarter: 3rd QUARTER
Time:
I.OBJECTIVES
J. Content Standard The characteristic of light.
K. Performance Standard Suggest proper lighting in various activities.
L. Learning Competency/ • Explain the color and intensity of light in terms of its wave characteristics.
• Relate characteristics of light such as color and intensity to frequency and
wavelength.
• Make a color spectrum wheel.
• Observe how primary colors combine to form other colors.

II.CONTENT Color of Light – Colors of Life!
D. References
13. Teacher’s Guide pages Science 7 (Teacher’s Guide) p. 230 - 234
15. Textbook pages
(LR) portal
B. Other Learning o Color Spectrum Wheel Patten
o White screen
o Plastic Filters (Green, Blue, and Red)
o 3 pieces of high intensity light
o Button Fastener
o Glue or Paste
IV.PROCEDURES
ELICIT • What are the everyday applications of the waves in the Electromagnetic
Spectrum in everyday living?
• How are frequency and wavelength related for the specific region of the
spectrum?
ENGAGE Activity 1: GUES THE GIBBERISH
Instruction: To play, read the groups of unrelated pictures, and decipher
them into words related to color.
1.
2.
3.

wavelength.
Unlocking of Difficulties:
1. H O T O P Y M E T R - the science of measuring the intensity or brightness of
light.
2. U L M I N S O U I T S I N T E Y N - is the amount of light that the objects
produce.
3. B I H G S R T N E S- qualitative expression of light intensity. It is the visual
perception in which a light source appears to be emitting light or a surface to
be reflecting light.
EXPLORE ACTIVITY ___:
Colors of Light – Colors of Life!
Direction: Find a partner for this activity.

Procedure:
Part 2: Characteristics of Light
1. Try out your Color Spectrum Wheel by positioning the inner most of the flaps
on Color Spectrum. This will simultaneously position the other flaps to
Wavelength and Frequency.
2. Turn the upper wheel and observe the combinations.
3. Fill in the table similar to Table 3 with the corresponding combinations you
have obsrved using youe Spectrum Wheel. You will need to convert the
equivalent frequencies to Hz and the equivalent wavelengths to meters. Note
that Tera (T) is a prefix equivalent to 10¹² while nano (n) is a prefix equivalent
to 10⁻⁹. The first line is done for you.
Part 3: Combining Colors
1. Cover the lense of a flashlight with blue plastic filter. Do the same with the 2
other flashlights. The 2nd flashlight with green plastic filter and the 3 rd with
the red plastic filter.
2. Ask two other groupmates to hold the 2 other flashlights on the white screen
and note the colors projected on the screen.
3. Let 2 color lights from the flashlights overlap. Observed what color is
produced and feel in a table similar to Table 4 and table 5.
EXPLAIN Answering of Guide Questions:
Frequency Wavelength Frequency x Wavelength
Color Spectrum
(x 1012 /s) (x 10-9 m) (m/s)
Red
Orange
Yellow
Green
Blue
Violet
Q7. Which color registers the highest frequency? Shortest wavelength?
Q8. Which color registers the lowest frequency? Longest wavelength?
Q9. What do you observe with the wavelength and frequency of the different
colors?
Q10. What did you observe with the product of wavelength and frequency for
each color? What is the significance of this value?
Q11. What can you say about the speed of the different colors of light in air?
Color that you see
Color of Plastic Filter Color that you see projected on the screen
Green
Blue
Red
Color Mixing
Color Combination Resulting Color
Green + Blue
Blue + Red
Red + Green
Red + Green + Blue
ELABORATE
• What can you say about the relationship of frequency and wavelength?
Application:
1. What is the importance of color of light to us?
2. How does color of light help you in everyday life?
Directions: Read the questions carefully. Choose the letter of the correct answer. Write
your answer on the space before the number.
EVALUATE
1. What color will be formed when primary colors such as red, green and blue combine?
a. White b. Yellow c. Magenta d. Cyan
2. A ray of light travels from a source of the object. What is the direction of its path?
a. Curve b. Parallel c. Straight d. Opposite
3. Which of the following is TRUE about the speed of the different colors of light in a
vacuum?
a. All colors of light have equal speeds in a vacuum.
b. All colors of light have varying speeds in a vacuum.
c. Violet light has the highest speed while red light has the lowest speed.
d. Red light has the highest speed while violet light has the lowest speed.
4. Light is an electromagnetic wave. Which characteristics is common to all
electromagnetic waves in a vacuum?
a. Speed b. Frequency c. Amplitude d. wavelength
5. Which electromagnetic wave is used in a microscope?
a. Gamma rays b. Visible light c. Infrared radiation d. Ultraviolet light
6. ROYGBIV is the basic component of white light. Which color of light carries the highest
energy?
a. Red b. Orange c. Blue c. Green
7. It is a phenomenon by which a prism separates white light into its component colors?
a. Solution b. Dispersion c. Conduction d. Fragmentation
8. When red light is compared with violet light____________ in a vacuum.
a. both travel at the same speed c. both have the same wavelength
b. both have the same frequency d. red light travels faster than violet light
9. Among all the electromagnetic wave (EM), which has the highest frequency?
a. Infrared radiation b. Ultraviolet light c. Gamma rays d. radio waves
10. Which of the following statement is TRUE about light as it travels?
a. Light travels at an increasing speed in a straight line.
b. Light travels at a decreasing speed in a straight line.
c. Light travels at a constant speed in a straight line.
d. Light travels at a constant speed in curve line.
EXTEND How rainbows are produced?
V.REMARKS
VI.REFLECTION
CC. No. of learners who earned
DD. No. of learners who require
remediation
EE. Did the remedial work? No.
up with the lesson
FF. No. of learners who
continue to require
remediation
GG. Which of my teaching
Why did this work?
HH. What difficulties did I
encounter which my
help me solve?
II. What innovation or
to share with other
teachers?

NOTED:
____________________
Observer
Learning
Area:
Time:
I.OBJECTIVES
M. Content Standard The characteristic of light.
N. Performance Standard Suggest proper lighting in various activities.
O. Learning Competency/ • Explain the color and intensity of light in terms of its wave characteristics.
wavelength.

II.CONTENT Color of Light – Colors of Life!
E. References
17. Teacher’s Guide pages Science 7 (Teacher’s Guide) p. 230 - 234
19. Textbook pages
(LR) portal
B. Other Learning o Color Spectrum Wheel Patten
o White screen
o Plastic Filters (Green, Blue, and Red)
o 3 pieces of high intensity light
o Button Fastener
o Glue or Paste
IV.PROCEDURES
ELICIT • What are the everyday applications of the waves in the Electromagnetic
Spectrum in everyday living?
• How are frequency and wavelength related for the specific region of the
spectrum?
ENGAGE Activity 1: GUES THE GIBBERISH
Instruction: To play, read the groups of unrelated pictures, and decipher
them into words related to color.
1.
2.
3.
4.

wavelength.
EXPLORE ACTIVITY ___:
Colors of Light – Colors of Life!
Direction: Find a partner for this activity.

Procedure:
1. Try out your Color Spectrum Wheel by positioning the inner most of the flaps
on Color Spectrum. This will simultaneously position the other flaps to
Wavelength and Frequency.
2. Turn the upper wheel and observe the combinations.
3. Fill in the table similar to Table 3 with the corresponding combinations you
have obsrved using youe Spectrum Wheel. You will need to convert the
equivalent frequencies to Hz and the equivalent wavelengths to meters. Note
that Tera (T) is a prefix equivalent to 10¹² while nano (n) is a prefix equivalent
to 10⁻⁹. The first line is done for you.
1. Cover the lense of a flashlight with blue plastic filter. Do the same with the 2
other flashlights. The 2nd flashlight with green plastic filter and the 3 rd with
the red plastic filter.
2. Ask two other groupmates to hold the 2 other flashlights on the white screen
and note the colors projected on the screen.
3. Let 2 color lights from the flashlights overlap. Observed what color is
produced and feel in a table similar to Table 4 and table 5.

Frequency Wavelength Frequency x Wavelength
Color Spectrum
(x 1012 /s) (x 10-9 m) (m/s)
Red
Orange
Yellow
Green
Blue
Violet
Q7. Which color registers the highest frequency? Shortest wavelength?
Q8. Which color registers the lowest frequency? Longest wavelength?
Q9. What do you observe with the wavelength and frequency of the different
colors?
Q10. What did you observe with the product of wavelength and frequency for
each color? What is the significance of this value?
Q11. What can you say about the speed of the different colors of light in air?

Color that you see
Color that you see projected on the
Color of Plastic Filter
screen
Green
Blue
Red
Color Mixing
Color Combination Resulting Color
Green + Blue
Blue + Red
Red + Green
Red + Green + Blue
ELABORATE
• What can you say about the relationship of frequency and wavelength?
Application:
1. What is the importance of color of light to us?
2. How does color of light help you in everyday life?
Directions: Read the questions carefully. Choose the letter of the correct answer.
EVALUATE Write your answer on the space before the number.
1. What color will be formed when primary colors such as red, green and blue
combine?
a. White b. Yellow c. Magenta d. Cyan
2. A ray of light travels from a source of the object. What is the direction of its
path?
a. Curve b. Parallel c. Straight d. Opposite
3. Which of the following is TRUE about the speed of the different colors of light
in a vacuum?
a. All colors of light have equal speeds in a vacuum.
b. All colors of light have varying speeds in a vacuum.
c. Violet light has the highest speed while red light has the lowest speed.
d. Red light has the highest speed while violet light has the lowest speed.
4. Light is an electromagnetic wave. Which characteristics is common to all
electromagnetic waves in a vacuum?
a. Speed b. Frequency c. Amplitude d. wavelength
5. Which electromagnetic wave is used in a microscope?
a. Gamma rays b. Visible light c. Infrared radiation d. Ultraviolet light
6. ROYGBIV is the basic component of white light. Which color of light carries the
highest energy?
a. Red b. Orange c. Blue c. Green
7. It is a phenomenon by which a prism separates white light into its component
colors?
a. Solution b. Dispersion c. Conduction d. Fragmentation
8. When red light is compared with violet light____________ in a vacuum.
a. both travel at the same speed
b. both have the same frequency
c. both have the same wavelength
d. red light travels faster than violet light
9. Among all the electromagnetic wave (EM), which has the highest frequency?
a. Infrared radiation
b. Ultraviolet light
c. Gamma rays
d. radio waves
10. Which of the following statement is TRUE about light as it travels?
a. Light travels at an increasing speed in a straight line.
b. Light travels at a decreasing speed in a straight line.
c. Light travels at a constant speed in a straight line.
d. Light travels at a constant speed in curve line.
EXTEND How rainbows are produced?
V.REMARKS
VI.REFLECTION
JJ. No. of learners who earned
KK. No. of learners who require
remediation
LL. Did the remedial work? No.
up with the lesson
MM. No. of learners who
continue to require
remediation
NN. Which of my teaching
Why did this work?
OO. What difficulties did I
encounter which my
help me solve?
PP. What innovation or
to share with other
teachers?

NOTED:
____________________
Observer
Learning
Area:
Time:
I.OBJECTIVES
P. Content Standard How heat is transferred
Q. Performance Standard
R. Learning Competency/ • Infer the conditions necessary for heat transfer to occur. S7LT-IIIh-i-12
• Define what is heat.
• Explain the process of heat transfer.
Values Integration: Attentiveness

II.CONTENT Heat Transfer
F. References
21. Teacher’s Guide pages Science 7 (Teacher’s Guide) p. 233-248
pages Page 243-260
23. Textbook pages
(LR) portal
B. Other Learning o Hot water
Resources/Materials o Two pieces of glass
o Beans
o Margarine
o Plastic Spoon
o Metal Spoon
IV.PROCEDURES
ELICIT • In the EM Spectrum, what frequency is visible to the human eye?
• How does dispersion happens?
ENGAGE Activity 1: NAME IT TO WIN IT!
Direction: To play, read the groups of unrelated pictures, and decipher
them into words related to heat.
1.
It is a form of energy that is transferred between systems or objects

with different temperature.
2.
A device that is used to measure the hotness or coldness of a
substance.
3.
A material that allows the transfer of heat easily.
4.
It refers to the hotness and coldness of an object.
5.
A material that does not allow the transfer of heat easily.

Unlocking of Terms:
Direction: Arrange the jumbled letters to create a word.
1. L E R T H A M R E N E G Y - or (heat energy) is a type of energy stored in

an object or system that depends on the motion of particles or atom.
2. T U M T E P E R A R E – measures the amount

of thermal energy or degree of hotness and coldness of an object or
system.
3. A H E T - is the transfer of thermal energy
from a body with a higher temperature to a body with lower
temperature.
4. T E T R E M H O M E R– is an instrument used for measuring and
indicating temperature.
EXPLORE Activity 1: Warm Me Up To Slide Me Down!
Procedures:
1. Scoop small amount of margarine using the plastic spoon and

metal spoon.
2. Put a bean on each of the spoon.
3. Pour hot water in each glass.
4. Observe carefully.
1. On which spoon did the bean slide down?

2. Why did the bean slide down to the metal spoon?
3. Why did the bean stay on top of the plastic spoon?
4. Which among the two spoons is the conductor? Insulator?
ELABORATE • How is energy transferred between objects or places?
• How is this related to heat?
• Do all objects equally conduct, absorb or emit heat?
EVALUATE
EXTEND
V.REMARKS
VI.REFLECTION
QQ. No. of learners who earned
RR. No. of learners who require
remediation
SS. Did the remedial work? No.
up with the lesson
TT. No. of learners who
continue to require
remediation
UU. Which of my teaching
Why did this work?
VV. What difficulties did I
encounter which my
help me solve?
WW. What innovation
or localized materials did
you used /discover which I
wish to share with other
teachers?

NOTED:
____________________
Observer
Learning
Area:
Time:
I.OBJECTIVES
S. Content Standard How heat is transferred
T. Performance Standard
U. Learning Competency/ • Infer the conditions necessary for heat transfer to occur. S7LT-IIIh-i-12

G. References
25. Teacher’s Guide pages Science 7 (Teacher’s Guide) p. 233-248
pages Page 243-260
27. Textbook pages
(LR) portal
B. Other Learning o Hot water
Resources/Materials o Two pieces of glass
o Beans
o Margarine
o Plastic Spoon
o Metal Spoon
IV.PROCEDURES
ELICIT • In the EM Spectrum, what frequency is visible to the human eye?
• How does dispersion happens?
ENGAGE Activity 1: NAME IT TO WIN IT!
Direction: To play, read the groups of unrelated pictures, and decipher
them into words related to heat.
1.
It is a form of energy that is transferred between systems or objects

with different temperature.
2.
A device that is used to measure the hotness or coldness of a
substance.
3.
A material that allows the transfer of heat easily.
4.
It refers to the hotness and coldness of an object.
5.
A material that does not allow the transfer of heat easily.

Unlocking of Terms:
Direction: Arrange the jumbled letters to create a word.
2. L E R T H A M R E N E G Y - or (heat energy) is a type of energy stored in

an object or system that depends on the motion of particles or atom.
2. T U M T E P E R A R E – measures the amount

of thermal energy or degree of hotness and coldness of an object or
system.
3. A H E T - is the transfer of thermal energy
from a body with a higher temperature to a body with lower
temperature.
4. T E T R E M H O M E R– is an instrument used for measuring and
indicating temperature.
EXPLORE Activity 1: Warm Me Up To Slide Me Down!
Procedures:
1. Scoop small amount of margarine using the plastic spoon and

metal spoon.
2. Put a bean on each of the spoon.
3. Pour hot water in each glass.
4. Observe carefully.
1. On which spoon did the bean slide down?

2. Why did the bean slide down to the metal spoon?
3. Why did the bean stay on top of the plastic spoon?
4. Which among the two spoons is the conductor? Insulator?
ELABORATE • How is energy transferred between objects or places?
• How is this related to heat?
• Do all objects equally conduct, absorb or emit heat?
EVALUATE
EXTEND
V.REMARKS
VI.REFLECTION
XX. No. of learners who earned
YY. No. of learners who require
remediation
ZZ. Did the remedial work? No.
up with the lesson
AAA. No. of learners
who continue to require
remediation
BBB. Which of my
teaching strategies worked
well? Why did this work?
CCC. What difficulties did I
encounter which my
help me solve?
DDD. What innovation
teachers?

NOTED:
____________________
Observer
Learning
Area:
Time:
I.OBJECTIVES
V. Content Standard How heat is transferred
W. Performance Standard
X. Learning Competency/ • Infer the conditions necessary for heat transfer to occur. S7LT-IIIh-i-12
• Distinguish the methods of heat transfer.
• Discuss some examples of heat transfer used in everyday life.

H. References
pages Page 255-256
31. Textbook pages
(LR) portal
B. Other Learning o Illustration
o Laptop
IV.PROCEDURES
ELICIT
ENGAGE Direction: Give at least one scenario for each method of heat transfer
(Conduction, Convection and Radiation) which you can observe taking place at
home or in your neighborhood.
For example: Conduction – A metal spoon becomes hot from the boiling water
inside the cup as I make coffee.
A. Conduction ___________________________________________________
B. Convection ___________________________________________________
C. Radiation ____________________________________________________

Unlocking or Terms:
EXPLORE Activity ____:

All at Once!
Procedure:
1. Encircle three situations in the drawing that involve any method of heat
transfer. Label them 1, 2, and 3.
2. Note that in your chosen situations, there could be more than one heat
transfer taking place at the same time. Make your choices more specific by
filling up the table below:
EXPLAIN • Answering of the Activity.
ELABORATE
Directions: Read and understand the questions carefully.
EVALUATE 1. What mode of heat transfer takes place due to the vibrating and
colliding particle of objects that are in contact?
A. Conduction B. Convection C. Heat D. Radiation
2. It is described as the hotness or coldness of a body.
A. Heat B. Insulator C. Radiation D. Temperature
3. What mode of heat transfer does not need particles or a medium to
take place?
4. What mode of heat transfer takes place in fluids because their particles
can move around?
5. Which of the following is not an example of radiation?
A. Sun’s rays C. Stir frying in a pan
B. Heat from a fire D. Baking in an oven
6. Blowing on your hands to warm them up during a cold weather is an
example of which type of heat transfer?
A. Condensation B. Conduction C. Convection D. Radiation
7. Which of the following is an example of convection?
A. Heating water on the stove. C. Touching a stove and being burned.
B. Heat from a light bulb. D. Ice cooling down your hand.
8. Which of the following is the case of heat transfer by radiation?
A. Blast furnace C. Cooling of parts in furnace
B. Heating of building D. Heat received by a person from fireplace
9. Earth’s atmosphere is important to us because __________________.
A. it’s primarily made from oxygen
B. it’s primarily made from carbon dioxide
C. it protects Earth from the sun’s harmful radiation
D. it protects Earth from excess heat from the asthenosphere
10. Inside an air-conditioned room, metallic objects generally feel cooler
to touch than wooden objects. Why is this so?
A. Heat tends to flow from metal to wood
B. Metal conducts heat better than wood
C. Wood contains more heat than a metal of the same mass
D. The human body resembles wood more closely than it resembles
metal.
EXTEND
V.REMARKS
VI.REFLECTION
EEE. No. of learners who earned
FFF. No. of learners who require
remediation
GGG. Did the remedial
work? No. of learners who
have caught up with the
lesson
HHH. No. of learners
remediation
III. Which of my teaching
Why did this work?
JJJ. What difficulties did I
encounter which my
help me solve?
KKK. What innovation
teachers?

NOTED:
____________________
Observer
Learning
Area:
Time:
I.OBJECTIVES
Y. Content Standard How heat is transferred
Z. Performance Standard
AA. Learning Competency/ • Infer the conditions necessary for heat transfer to occur. S7LT-IIIh-i-12

I. References
pages Page 255-256
35. Textbook pages
(LR) portal
B. Other Learning o Illustration
o Laptop
IV.PROCEDURES
ELICIT
ENGAGE Direction: Give at least one scenario for each method of heat transfer
(Conduction, Convection and Radiation) which you can observe taking place at
home or in your neighborhood.
For example: Conduction – A metal spoon becomes hot from the boiling water
inside the cup as I make coffee.
A. Conduction ___________________________________________________
B. Convection ___________________________________________________
C. Radiation ____________________________________________________

Unlocking or Terms:
EXPLORE Activity ____:

All at Once!
Procedure:
1. Encircle three situations in the drawing that involve any method of heat
transfer. Label them 1, 2, and 3.
2. Note that in your chosen situations, there could be more than one heat
transfer taking place at the same time. Make your choices more specific by
filling up the table below:
EXPLAIN • Answering of the Activity.
ELABORATE
Directions: Read and understand the questions carefully.
EVALUATE 1. What mode of heat transfer takes place due to the vibrating and
colliding particle of objects that are in contact?
2. It is described as the hotness or coldness of a body.
A. Heat B. Insulator C. Radiation D. Temperature
3. What mode of heat transfer does not need particles or a medium to
take place?
4. What mode of heat transfer takes place in fluids because their particles
can move around?
5. Which of the following is not an example of radiation?
A. Sun’s rays C. Stir frying in a pan
B. Heat from a fire D. Baking in an oven
6. Blowing on your hands to warm them up during a cold weather is an
example of which type of heat transfer?
A. Condensation B. Conduction C. Convection D. Radiation
7. Which of the following is an example of convection?
A. Heating water on the stove. C. Touching a stove and being burned.
B. Heat from a light bulb. D. Ice cooling down your hand.
8. Which of the following is the case of heat transfer by radiation?
A. Blast furnace C. Cooling of parts in furnace
B. Heating of building D. Heat received by a person from fireplace
9. Earth’s atmosphere is important to us because __________________.
A. it’s primarily made from oxygen
B. it’s primarily made from carbon dioxide
C. it protects Earth from the sun’s harmful radiation
D. it protects Earth from excess heat from the asthenosphere
10. Inside an air-conditioned room, metallic objects generally feel cooler
to touch than wooden objects. Why is this so?
A. Heat tends to flow from metal to wood
B. Metal conducts heat better than wood
C. Wood contains more heat than a metal of the same mass
D. The human body resembles wood more closely than it resembles
metal.
EXTEND
V.REMARKS
VI.REFLECTION
LLL. No. of learners who earned
MMM. No. of learners
who require additional
activities for remediation
NNN. Did the remedial
work? No. of learners who
have caught up with the
lesson
OOO. No. of learners
remediation
PPP. Which of my teaching
Why did this work?
QQQ. What difficulties
did I encounter which my
help me solve?
RRR. What innovation
teachers?

NOTED:
____________________
Observer

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School: SAMAR NATIONAL SCHOOL Grade Level: 7

• Describe the characteristics of a sound using the concepts of wavelength,

Values Integration: Self-reliance

For questions 5 to 7, refer to the diagram below.

5. Which letter correctly labels the wavelength of the wave?

For questions 8 to 11, refer to the figure below.

I Sound travels faster in humid air than in dry air.

EXPLAIN 1. Checking of Outputs.

IRA C. MONTILLA BRIGIDA C. SINGZON RHUM O. BERNATE

Values Integration: Helping one another

For rubric: Please refer to the learner’s material on page 215.

EXPLAIN • How was the GIG?

EXTEND Prepare for the 2nd Summative Test

IRA C. MONTILLA BRIGIDA C. SINGZON RHUM O. BERNATE

Values Integration: Self-reliance

Presentation of Lesson Objectives:

Activity Number ___:

Activity 2: Sources of Light!

Activity 3: Natural or Man-made!

Object/Matter Source of Light

Object/Matter Luminous or Non-luminous

EXPLAIN • Presentation of Outputs by different groups.

• Answering of the activity by group

IRA C. MONTILLA BRIGIDA C. SINGZON RHUM O. BERNATE

Values Integration: Open minded and able to think logically

ENGAGE (Pictures will be posted/shown)

EXPLORE o Think-Pair-Share Activity

Activity Number ___:

EVALUATE The activity output by pair will serve as the evaluation.

EXTEND Make the spectrum wheel chart

IRA C. MONTILLA BRIGIDA C. SINGZON RHUM O. BERNATE

Values Integration: Helping one another

Presentation of Lesson Objectives:

Direction: Find a partner for this activity.

IRA C. MONTILLA BRIGIDA C. SINGZON RHUM O. BERNATE

Values Integration: Helping one another

Presentation of Lesson Objectives:

Direction: Find a partner for this activity.

EXPLAIN Answering of Guide Questions:

Part 3: Combining Colors

IRA C. MONTILLA BRIGIDA C. SINGZON RHUM O. BERNATE

Values Integration: Attentiveness

It is a form of energy that is transferred between systems or objects

A material that does not allow the transfer of heat easily.

Presentation of Lesson Objectives:

Direction: Arrange the jumbled letters to create a word.

1. L E R T H A M R E N E G Y - or (heat energy) is a type of energy stored in

2. T U M T E P E R A R E – measures the amount

EXPLORE Activity 1: Warm Me Up To Slide Me Down!

1. Scoop small amount of margarine using the plastic spoon and

1. On which spoon did the bean slide down?

IRA C. MONTILLA BRIGIDA C. SINGZON RHUM O. BERNATE

Values Integration: Attentiveness

It is a form of energy that is transferred between systems or objects

A material that does not allow the transfer of heat easily.

Presentation of Lesson Objectives:

Direction: Arrange the jumbled letters to create a word.

2. L E R T H A M R E N E G Y - or (heat energy) is a type of energy stored in

2. T U M T E P E R A R E – measures the amount

EXPLORE Activity 1: Warm Me Up To Slide Me Down!

1. Scoop small amount of margarine using the plastic spoon and

1. On which spoon did the bean slide down?

IRA C. MONTILLA BRIGIDA C. SINGZON RHUM O. BERNATE