October 17, 2022

2nd Implementation ( 3:00 – 4:00 PM, 7 - Titanium)

Lesson Plan in Science Grade 7

Content Standards: 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
Most Essential Learning Competency and Code: Describe the components of a scientific
investigation. S7MT-Ia-1
Quarter: ___Q1____ Week: __8______ Day: 1____

I. Objectives:
At the end of the lesson, students are expected to:
1. Describe what is Conclusion or generalization
2. Give conclusion/generalization based on gathered data and observations.

II. Content:
Subject Matter: Making Conclusion (Steps in Scientific Investigation)

Contextualization:
Problems were experienced not just by adults but also by the younger ones
like our students. As they face a problem, they also have a list of observations and
learned from how they were able to go through in finding the solution of their problem.
Only, some or many of them cannot give conclusion or generalization about the problem
or situation they’ve been through or doesn’t have an idea at all on what is conclusion.
Now that students are back to school after a long time of learning at home,
obviously they have a great learning gap. Academically, they are not ready to learn the
lesson on the grade level they are in. Some have difficulty in reading, writing, speaking
and the more on comprehension. It is the purpose of this lesson to let them learn to write
a conclusion or generalization about a gathered data or tested problem and it in whatever
way they can.

Integration:
English – students will write conclusion and report their output in class
Mathematics – students will count in gathering data
Strategies: Cooperative Learning,
Materials: printed data, laptop & TV/projector for power point presentation, Science
notebook
References:
https://en.m.wikipedia.org
Learner’s Material / Science 7 Quarter 1: Module 1 page 8
III. Learning Tasks:

ELICIT (Access prior knowledge) 3 Materials and Assessment Tool

minutes

The teacher will present pictures, let the

students observe and call 1 or 2 students to
give their observation.

Guide Question:
What is in the picture?
What can you say about the picture?

ENGAGE (Get the students’ minds focused on the topic) 5 minutes

The teacher will present a table and Preferred Learning Modality of the Junior
graph and the students will answer the High School Students of Valencia National
following questions: High School
1. What is the table all about? Learning Modality
Grade Level Modular In-person
Classes
7 150 900
8 80 1000
9 100 850
10 70 950
TOTAL 400 3750

EXPLORE (Provide students with a

common experience).15 minutes
Group Activity:
The teacher will present the rubric for
the group activity, distribute the activity
sheets, discuss the instruction, and let the
students answer the activity. Activity sheets, Science notebook

Guide question:
1. What is the graph all about?
2. What information can you learn
from the graph?

EXPLAIN (Teach the concept. Should include interaction between teach

er and students). 15 minutes

Let a group representative present their

output to their classmates.
Guide question: Group Output
1. What do you call the information
you can get from the graph?

Key Concept:

Before making conclusions or

generalizations, the researcher must
interpret first the data. In the
interpretation of data, some researchers
will look into the highest gathered data and
the lowest gathered data and they will
compare them. After that, a conclusion or
generalizations will follow. Conclusion or
generalization is the result of an
investigation based on the gathered data.
In conclusion, the researcher must state
what is the data all about and what is the
result.

ELABORATE (Students apply the information learned in the EXPLAIN. The teacher will
give inputs to deepen the understanding of the students). 10 minutes

After the student’s interpretation of the

data, the teacher will use the output of the
students and give examples of how to Students’ output
conclude and give generalizations based
on the gathered data and observations.

Guide question:
1. Based on the tables and graph
presented, what conclusion you can
draw from each table and graph?

EVALUATE (How will you know the students have learned the concept? 7 minutes

The teacher will gather data from the Some Favorite Fruit of Radon Students in
students about their favorite fruit and the Terms of Gender
students will tally the data in the table and
will give conclusions or generalizations Gender
based on the gathered data. Fruits Male Female
Mango
Guide question: Banana
1. Based on the table, what Apple
conclusion can you draw from the Durian
data on some favorite fruit of radon Watermelon
students in terms of gender? Grapes
TOTAL
 EXTEND (Deepen conceptual understanding through use in a new context). 5 minutes
At home, lists down all the members of the family and make a tally if there’s anyone can
whistle. Put check if they can whistle. Mark X if cannot. Write your observations in the
table form given below. Write your answers in your science interactive notebook.

Members of the Family C Can Whistle CaCCannot Whistle

Ex: Dodong (Brother) /

TOTAL

Guide question:
Based on the tables presented, what conclusion you can draw from data?
.________________________________________________________________________
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Prepared by:

JADE B. MONTEJO
SST I

Checked and observed by:

GUADALUPE O. BLANCO
Master Teacher II

Date: April 14, 2023