School Grade & 7 – FRANC, SHEKEL, RIAL,

Burauen National High School

Section POUND, BAHT
DAILY Teacher
OLIVA M.LEGO
Learning
SCIENCE
LESSON Area
PLAN Teaching
Dates & Quarter 1
July 19, 2019
Time
Objectives must be met over the week and connected to the curriculum standards. To meet the objectives, necessary procedure must be followed and if needed,
additional lessons, exercises, remedial activities may be done for developing content knowledge and competencies. These are assessed using Formative
I. OBJECTIVES Assessment strategies. Valuing objectives support the learning of content and competencies and enable children to find significance and joy in learning the
lessons. Weekly objectives shall be derived from the curriculum guide.
A. Content The Learners demonstrate an understanding of the common properties of acidic and basic
Standards mixtures.
The Learners demonstrate understanding on how to interpret product labels of acidic and
B. Performance
basic mixture, and practice safe ways of handling acids and bases using protective clothing
Standards
and safety gear.
C. Learning Investigate the properties of acidic and basic mixtures using natural indicator. S7MT-Ii-6
Competency/ies
Write the LC Code for each.
Knowledge: Find out if a given household material is acidic or basic..
D. Learning
Skills: Prepare a plant indicator.
Objectives
Attitudes: Show cooperation in a group activity.
Content is what the lesson all about. It pertains to the subject matter the teacher aims to teach in the CG, the content can be tackled in a week or two.
II. CONTENT/TOPIC Acids and Bases
III. LEARNING List the materials to be used in different days. Varied sources of materials sustain children’s interest in the lesson and learning. Ensure that there is a mix of

RESOURCES concrete and manipulative materials as well as paper-based materials. Hands-on learning promotes concept development.

A. References
1. Teacher’s Guide
pp. 57 - 59
pages
2. Learner’s Materials
pp. 47 - 49
pages
3. Textbook pages
4. Additional
Materials from Plant indicator, vinegar, tap water, baking soda, baking powder, calamansi, toothpaste, soap,
Learning Resource shampoo, soft drink, sugar
(LR) Portal
B. Other Learning Activity sheet
Resources
These steps should be across the week. Spread out the activities appropriately so that students will learn well. Always be guided by demonstration of learning by
the students which you can infer from formative assessment activities. Sustain learning systematically by providing students with multiple ways to learn new
IV. PROCEDURES things, practice their learning, question their learning processes, and draw conclusion about what they learned in relation to their life experiences and previous
knowledge. Indicate the time allotment for each step.
A. Reviewing previous Recall pervious lesson:
lesson or - What plant did we use to make a plant indicator?
presenting the new - What is the purpose of adding alum to the plant extract?
lesson. - Why do we have to place the plant indicator in a brown bottle with cover?
ELICIT (The activities in this section will
evoke or draw out prior concepts of or
experiences from the students)
B. Establishing a Are there other plants that can be used in making plant indicator? Give example.
AWARENESS

purpose for the

lesson.
ENGAGE (The activities in this section
will stimulate their thinking and help them
access and connect prior knowledge as a
jumpstart to the present lesson.)
C. Presenting Yesterday we have two groups of samples:
examples/instances GROUP A GROUP B
of the new lesson. calamansi soap
vinegar shampoo
Where you able to identify if which group is acidic or basic? No.
Today we will be able to find out which samples are acidic and basic.
D. Discussing the new Perform Activity 1 How can we tell if the mixture is acidic or basic? Part B.
concepts and determining acidity or basicity of some common household items.
practicing new (refer to Learner’s Material, pp.47-49 for the materials and procedure)
skills #1.
EXPLORE (In this section, students
will be given time to think, plan,
ACTIVITY

investigate, and organize collected

information; or the performance of the
planned/prepared activities from the
student’s manual with data gathering and
Guide questions)
E. Discussing the new
concepts and
practicing new
skills #2.
 F. Developing Which samples were acidic?
mastery Which samples were basic?
(Leads to formative What were your bases for your answer?
assessment 3).

ANALYSIS
EXPLAIN (In this section, students will
be involved in an analysis of their
exploration. Their understanding is
clarified and modified because of
reflective activities)/Analysis of the
gathered data and results and be able to
answer the Guide Questions leading to
the focus concept or topic of the day.
G. Making Based on the result, describe an acidic and basic materials.
generalization and
abstraction about ABSTRACTION
the lesson.
ELABORATE (This section will give
students the opportunity to expand and
solidify / concretize their understanding of
the concept and / or apply it to real –
world situation)
H. Finding practical Knowing that calamansi is strongly acidic, is it good to eat calamansi often? Expand
application of your answer.
APPLICATION

concepts and skills

in daily living.

I. Evaluating learning. Complete the table:

EVALUATION (This section will Sample Color indicator Nature of sample
ASSESSMENT

provide for concept check test items and 1. calamansi

answer key which are aligned to the
learning objectives - content and 2. shampoo
performance standards and address 3. coconut water
misconceptions – if any)
4. vinegar
5. baking powder
J. Additional
activities for
ASSIGNMENT

Read: activity 1 Part C. Determining the acidity or basicity of water from different
application or
sources, Learner’s Material, pp. 49-50.
remediation.
EXTEND (This sections give situation Bring the materials needed (by group).
that explains the topic in a new context ,
or integrate it to another discipline /
societal concern)

V. REMARKS

Reflect on your teaching and assess yourself as a teacher. Think about your students’ progress
this week. What works? What else needs to be done to help the students learn? Identify what
VI. REFLECTION
help your instructional supervisors can provide for you so when you meet them, you can ask
them relevant question.
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 lesson
work? No. of learner who
caught up with the lesson
D. No. of learner 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?
NOTE: Procedure is adapted/adopted from DLP 2017 of DepEd-Division of Lapu-Lapu City as reference.

Checked:

ROSITA P. ABIO
Principal I