GRADE 1 School Mariano Marcos Memorial Grade Level

TO 12 Grade 7
DAILY High School
LESSON Date Learning Area Science
LOG
Day Quarter First
LP No. 10
I. OBJECTIVES
A. Content The learners demonstrate an understanding of classifying substances as elements or compounds
Standards
B. Performance The learners shall be able to: make a chart, poster, or multimedia presentation of common elements
Standards showing their names, symbols, and uses
C. Learning The learners should be able to: Prepare a slumbook type or the like in introducing one element and one
Competencies/ compound in the class (ex. Name: Gold; Nickname: Au; Date of Birth: Year of discovery; Likes or S7MT-
Ig-h-5.4
Objectives. Write
the LC code for
each.
II. CONTENT Elements and Compounds
“Prepare a slum book type or the like in introducing one element and one compound.”

A. References
1. Teacher’s Guide
pages Grade 7 Science TG “DIVERISTY OF MATERIALS IN THE ENVIRONMENT” pp. 38-40
2. Learner’s Material
pages Grade 7 Science LM “DIVERISTY OF MATERIALSIN THE ENVIRONMENT” pp. 39-47
3. Textbook pages Science Links (Worktext in Science and Technology 7) by Meliza Valdoz, Jonna M. Abistado and Jan
Jason M. Mariano, Rex bookstore
Science Proficiency Workbook (Integrated Science I) by Antonio Coloma, DIWA Learning Systems, Inc.
4. Additional Materials https://www.rcampus.com/rubricshowc.cfm?code=D574WW&sp=true
from Learning
Resource (LR) portal
5. Other Learning
Resources
III.PROCEDURES MATERIALS
ELICIT (5 mins)
A. Reviewing previous Recall
lesson or presenting the Recall the past lesson: Symbols of the Elements
new lesson

B. Establishing ENGAGE (5 mins)

a purpose for the lesson
Objectives
1. Know some information about the elements that may be
found in the periodic table.
2. Create a slum book type or the like in introducing element
and compound in the class.
 3. Discuss the importance and properties of elements and
compounds in our daily life.

Motivation:
C. Presenting examples/ Present a slum book to the class. Ask them if they have
instances of new lesson experienced already answering in a slum book. Tell them that
they will be doing today their own slum book about elements
that they will be presenting to introduce an element in the
class.

Unlocking of Word Difficulty

slum book, property
EXPLORE (15 mins)
D. Discussing new Activity 1: Element Cards
concepts and 1. Start with Set A. Working with your group, decide how to
practicing new organize the elements in a way that is more than just a list.
skills #1 To help you develop your organizational system, you may
choose to write on the cards with colored pencils, pens, or
markers.
2. As you organize the elements, keep in mind the following
questions:
a. How are you organizing the elements?
b. What is your starting point and why?
c. What is your stopping point and why? activity worksheets, periodic
d. Is there anything that does not seem to fit? Why? table of elements

e. Is there anything that you think is missing? Why?

3. Record your final organization of Set A of the elements.
4. Continue with Set B. Repeat steps 2 and 3 with both Sets
A and B.
5. Continue with Set C. Repeat steps 2 and 3, with all three
sets.
6. Record your final organization of Sets A, B, and C of the
elements.
7. (Optional) Tape your final organization of the elements
onto a large piece of paper.
8. Share your group’s organization with the class.

Activity Questions:
1. What was your primary, or first, level of organization of
the elements?

2. What were your secondary, or second, levels of

organization?

3. What did you observe as you organized the elements?

What did you observe as you added new sets of elements?

4. When something did not seem to fit, what did you do?

5. When something was missing, what did you do?

6. Compare your group’s organization of the elements to that

of the other groups in your class. What was similar among
the different organization systems? What was unique?
 Activity 2: Slam Book of Elements
E. Discussing new Procedure:
concepts and practicing 1. Create a name page of the first 20 elements in the periodic
new skills #2 table.
2. Write the names of the first 1-20 elements in the Periodic
table.
3. Write the question at the top of each page about the
elements. This is how the classic slam book work and starts.
The question should be something about the elements.
It could be something like,
What is your full name? (Chemical name)
activity worksheets, periodic
What is your nick name? (Symbol) table of elements
What is your age? (Atomic number)
What is your birthday? (Year of discovery)
Who is your favorite buddy? (Group number or family)
What is your hobby? (uses or functions)
4. You can pass the slam book around so that others will
know the information written in the book. See the examples
below. Make sure you include the picture or photo of the
element.

Question:
What is the importance of knowing some information on
elements?
EXPLAIN (5 mins)
F. Developing mastery The teacher will let the students explain what they
(leads to Formative learned from the activity.
Assessment Complete the statements:
-I learned that … Science notebook
-I realized …
-I enjoyed
-I got confused about …

ELABORATE (10 mins)

Valuing/ Application
G. Finding applicants of Ask the students to write the importance of elements and Science notebook
concepts and skills in relate it with their daily lives.
daily living -Call three students to share their insights.

Key Ideas:
1. All of the elements are systematically organized in the
H. Making periodic table. It was described to be “amazingly” done as
generalizations and
 abstractions about the varied information about all of the elements are laid out in a
lesson single table.
2. Patterns and trends are evident in the arrangement. It
serves as a handy reference and as such was labelled as a
chemist’s tool. This tool can then be a good starting material
to learn about the different elements.

I. Evaluating learning EVALUATE (5 mins)

The slam book serves as their output for the day.
(See Attachment 1: Rubric for Slam book on Elements)

J. Additional activities EXTEND (5 mins)

for application or Assignment
remediation Research for products label other than food such as medicine,
household cleaning products, cosmetics. Identify the
elements and compound listed on those labels. Place it in
their notebook.
REMARKS

REFLECTIONS

Sections:
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 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?

Prepared by: Checked by: Noted by:

Ms. Abigail R. Jasmin ________________ Ms. Dulce S. Ortega

Science Teacher MT in charge (Gr.7) Head Teacher VI, Science
 1st Quarter LEARNING MATERIAL IN GRADE 7 Science

WORKSHEET 1: Element Cards

Name_____________________________ Grade and Section___________________ Score_________________

Teacher____________________________ School__________________________________ Date_____________

Objective: Know some information about the elements that may be found in the periodic table.
Discuss the importance and properties of elements and compounds in our daily life.

Big Ideas:
1. All of the elements are systematically organized in the periodic table. It was described to be “amazingly” done as varied
information about all of the elements are laid out in a single table.
2. Patterns and trends are evident in the arrangement. It serves as a handy reference and as such was labelled as a
chemist’s tool. This tool can then be a good starting material to learn about the different elements.

Directions: Read and follow the instructions below.

1. Start with Set A. Working with your group, decide how to organize the elements in a way that is more than just a list.
To help you develop your organizational system, you may choose to write on the cards with colored pencils, pens, or
markers.
2. As you organize the elements, keep in mind the following questions:
a. How are you organizing the elements?__________________________________________________________
b. What is your starting point and why? ____________________________________________________________
c. What is your stopping point and why? __________________________________________________________
d. Is there anything that does not seem to fit? Why? _______________________________________________
e. Is there anything that you think is missing? Why? ________________________________________________
3. Record your final organization of Set A of the elements.
4. Continue with Set B. Repeat steps 2 and 3 with both Sets A and B.
5. Continue with Set C. Repeat steps 2 and 3, with all three sets.
6. Record your final organization of Sets A, B, and C of the elements.

Activity Questions:
1. What was your primary, or first, level of organization of the elements?
_________________________________________________________________________________________________
2. What were your secondary, or second, levels of organization?
_________________________________________________________________________________________________
3. What did you observe as you organized the elements? What did you observe as you added new sets of elements?
_________________________________________________________________________________________________
4. When something did not seem to fit, what did you do?
_________________________________________________________________________________________________
5. When something was missing, what did you do?
_________________________________________________________________________________________________

1st Quarter LEARNING MATERIAL IN GRADE 7 Science

WORKSHEET 2: Slambook of Elements

Name_____________________________ Grade and Section___________________ Score_________________

Teacher____________________________ School__________________________________ Date_____________

Objectives: Identify at least 12 elements found in human body.
State the importance of these elements in maintaining a healthy body.
Describe the effect on one’s health when the body is deficient in these elements.
Give suggestions on how to correct deficiencies in these elements.

Big Ideas:
1. Elements are essential in everyday processes.
2. Elements lose their original properties when they react with other elements.
3. The human body contains several essential elements needed to sustain life.

Directions:
1. Create a name page of the first 20 elements in the periodic table.
2. Write the names of the first 1-20 elements in the Periodic table.
3. Write the question at the top of each page about the elements. This is how the classic slam book work and starts. The
question should be something about the elements.
It could be something like,
What is your full name? (Chemical name)
What is your nick name? (Symbol)
What is your age? (Atomic number)
What is your birthday? (Year of discovery)
Who is your favorite buddy? (Group number or family)
What is your hobby? (uses or functions)
4. You can pass the slam book around so that others will know the information written in the book. See the examples
below. Make sure you include the picture or photo of the element.
Question:
What is the importance of knowing some information on elements?
__________________________________________________________________________________________________
__________________________________________________________________________________________________
__________________________________________________________________________________________________
__________________________________________________________________________________________________
Attachment 1: Rubric on Slam book on Elements