Republic of the Philippines
Department of Education
School Cabug National High School
Teacher Analyn E. Wong, LPT
Time & Dates 8:30-9:30; April 25, 2022 (Monday)
I. OBJECTIVES
A. Content Standards
B. Performance Standards
C. Learning Competencies /
Objectives.
Write the LC code for each
II. CONTENT
III. LEARNING RESOURCES
A. References
1. Teacher’s Guide pages
2. Learner’s Materials pages
3. Textbook pages
4. Additional Materials from
Learning Resource (LR) portal
B. Other Learning Resources
C. Resources Needed
D. Entries for Integration:
V. PROCEDURES
Pre- Activity
Region VI
Division of Bacolod City
CABUG NATIONAL HIGH SCHOOL
Purok Kabugwason, Brgy. Cabug, Bacolod City
SY: 2021-2022
Grade Level 7
Learning Area Science
Quarter 3rd Grading
The learners demonstrate understanding of motion in one dimension.
The learners shall be able to conduct a forum on mitigation and disaster risk
reduction.
 Describe the motion of an object in terms of distance or displacement,
speed, or velocity and acceleration. (S7FE-IIIa-1)
Motion in One Dimension
Science Teacher’s Module pp. 383-384
Science 7 Learner’s materials pp. 371
Science 7 Quarter 3 Self- Learning Module 1
Science 7 Learner’s materials pp. 371
Android Phone, laptop, Speaker
(Entry point for the integration of Indicator No. 1: Applied knowledge of content within
and across curriculum teaching areas such as Aral. Pan., Math, EsP, ICT, HOTS, and
LOTS.)
Math- using number lines
AralPan- using the flag of countries and using the name of barangay in your town
EsP – 1. Equal opportunity for both male and female to do various tasks
2. group work activity is for both male and female without exception
ICT – video presentation as motivation activity
HOTS – answering questions formulated that encourage students to interact and
absorb knowledge
LOTS - answering questions based on stock knowledge
(Entry point for the integration of Indicator No. 3: Displayed proficient use of Mother
Tongue, Filipino and English to facilitate teaching and learning.)
(Entry point for the integration of Indicator No. 5: Established safe and secure learning
environments to enhance learning through the consistent implementation of policies,
guidelines and procedures.)
The teacher checks the attendance, remind the students of the classroom
discussion protocols or class rules and see to it that the students are well and stress-
free in the conduct of the class due to blended learning during these difficult
circumstances.
 There is prayer and energizer to boost interest in starting the class.

A. ELICIT
(Entry point for the integration of Indicator No. 6: Maintained learning environments that
promote fairness, respect and care to encourage learning.)
(Entry point for the integration of Indicator No. 7: Maintained learning environments that
nurture and inspire learners to participate, cooperate and collaborate in continued
learning.)
(Entry point for the integration of Indicator No. 8: Applied a range of successful
strategies that maintain learning environments that motivate learners to work
productively by assuming responsibility for their own learning.)

Play a game 4 pics 1 word.

______ _____

________

B. ENGAGE
(Entry point for the integration of Indicator No. 6: Maintained learning environments that
promote fairness, respect and care to encourage learning.)
(Entry point for the integration of Indicator No. 7: Maintained learning environments that
nurture and inspire learners to participate, cooperate and collaborate in continued
learning.)
(Entry point for the integration of Indicator No. 8: Applied a range of successful
strategies that maintain learning environments that motivate learners to work
productively by assuming responsibility for their own learning.)

TEACHER’S ACTIVITY STUDENT’S ACTIVITY

Activity 1. Am I an Earth Hero? VARIED RESPONSES
Direction: Read the following statements
 below. Make thumbs up if the item
statement reflects you and a thumb down
if does not. There is no right or wrong
answer, only an honest answer.

1. I reuse paper bags.

2. I watch television all day.
3. I throw my thrash anywhere.
4. I ride even in short distances.
5. I keep candy wraps in my bag.
6. I burn used papers and plastics.
7. I recycle my notebooks and
papers.
8. I turn off the light when I’m not
using it.
9. I walk or cycle when I go to
places near me.
10. I leave the water running while
brushing my teeth.

Activity 2. Cause- Effect

Can you tell what problems are shown in

each picture?

How are the two scenarios related?

Which portrays the cause? Effect? Can

you think other things that humans do
that harm the planet?

How can you help protect and conserve

the natural resources of the Earth? How
can one use the resources sustainably?
C. EXPLORE
(Entry point for the integration of Indicator No. 6: Maintained learning environments that
promote fairness, respect and care to encourage learning.)
(Entry point for the integration of Indicator No. 7: Maintained learning environments that
nurture and inspire learners to participate, cooperate and collaborate in continued
learning.)
(Entry point for the integration of Indicator No. 8: Applied a range of successful
strategies that maintain learning environments that motivate learners to work
productively by assuming responsibility for their own learning.)

The students will answer Activity 1.

Let the students perform the activity and answer the guide questions.

Activity 1. Treasures in Your Community

Directions: Cite at least five examples of Earth resources present in your community.
 Identify whether they are renewable or nonrenewable and explains ways to sustain
them. Copy and complete the table below.

Earth Resources Renewable or Explain ways of using and

Nonrenewable sustaining Earth’s
resources
Ex. forest renewable When you cut a tree in the
forest, you replace it by
planting new tress.
1.
2.
3.
4.
5.
D. EXPLAIN
(Entry point for the integration of Indicator No. 7: Maintained learning environments that
nurture and inspire learners to participate, cooperate and collaborate in continued
learning.)
(Entry point for the integration of Indicator No. 8: Applied a range of successful
strategies that maintain learning environments that motivate learners to work
productively by assuming responsibility for their own learning.)

After the activity, the students present their answers to the guide questions.

Guide Questions:
1. What are the different practices that promote sustainable use of natural
resources? (varied responses)
2. Can you think of other ways that show sustainable use of natural resources?
(varied responses)
E. ELABORATE
(Entry point for the integration of Indicator No. 1: Applied knowledge of content within
and across curriculum teaching areas such as HOTS, English language by answering
the question in a complete sentence, AralPan by identifying the different natural
resources and EsP by manifesting values-based responses and decision making)
(Entry point for the integration of Indicator No. 7: Maintained learning environments that
nurture and inspire learners to participate, cooperate and collaborate in continued
learning.)
(Entry point for the integration of Indicator No. 8: Applied a range of successful
strategies that maintain learning environments that motivate learners to work
productively by assuming responsibility for their own learning.)
(Entry point for the integration of Indicator No. 9: Designed, adapted and implemented
teaching strategies that are responsive to learners with disabilities, giftedness and
talents.)

The teacher will show a video about Earth’s Resources and sustainability.

https://www.youtube.com/watch?v=Sy86NiMfQN8

After watching the video, the students will an answer the guide questions:

1. What are the different energy resources?

2. What are the classifications of natural resources?
3. What are the threats in conserving natural resources?
4. How can we conserve and protect our natural resources?
In order for the students to understand further about the topic, the teacher will give
another activity. The students will be divided into three groups.

Group 1. Predict the Future

Direction: Analyze the picture below and complete the table by explaining the utilization
whether it is sustainable or not and support your answer on a separate sheet of paper.

Utilization of Natural Sustainable use or Not Support your answer

Resources

Group 2. Making Slogan

Direction: Make a slogan about conserving and protecting Earth’s Resources.

(Note: the students can seek help to their parent/ guardian, elder siblings or neighbor if
you choose to answer this activity individually. Always remember that you are not alone
in this world.)

Group 3. Cause-Effect
Direction: Write a short paragraph about the picture below.
 RUBRIC ON ASSESSING THE PERFORMANCE OF GROUP ACTIVITY
CRITERIA 3 2 1
Concept All group members Some group Only 1 or 2 group
demonstrate the members members
assigned task demonstrate the demonstrate the
perfectly assigned task. task.
Organization Presentation is Information is only Information is
presented in partially organized presented in a
organized way disorganized way.
Cooperation and All group members Some group Only 1 or 2 group
Teamwork participates equally members members
participate participate
Time Management Members finish on Members finish on Members do not
time with complete time with finish on time.
data. incomplete data
F. EVALUATE
(Entry point for the integration of Indicator No. 1: Applied knowledge of content within
and across curriculum teaching areas)
(Entry point for the integration of Indicator No. 6: Maintained learning environments that
promote fairness, respect and care to encourage learning.)
(Entry point for the integration of Indicator No. 7: Applied a range of successful
strategies that maintain learning environments that motivate learners to work
productively by assuming responsibility for their own learning.)
(Entry point for the integration of Indicator No. 8: Applied a range of successful
strategies that maintain learning environments that motivate learners to work
productively by assuming responsibility for their own learning.)

DIRECTION: Read the following questions carefully. Choose the correct answer from
the given choices. Write the letter of your choice on a separate sheet of paper.

1. Which of the following practices will help protect our environment?

a. Burning of wastes
b. Reusing paper bags
c. Dumping trash in rivers
d. Using too much fertilizers

2. What do you call the practice of using resources wisely without wasting or
using them up completely so that the future generations can benefit from them?
a. Availability
b. Biodiversity
c. Productivity
d. Sustainability

3. What is the best example of using resources wisely?

a. Throwing of old clothes
 b. Burning cardboards and papers
c. Collecting rainwater for cleaning purposes
d. Turning on the electric fan for the whole day

4. Your school is celebrating the Earth Day in support for the protection and
conservation of Earth’s natural resources. The following are programs that your
school should advocate, EXCEPT
a. River clean up and tree planting
b. Conducting a “waste-free lunch”
c. Frequent use of plastics bags in canteens
d. Creating art materials from recyclable trash

5. Cleah is studying in a school located near a river. She saw her friends throwing
garbage in the river. Although hesitant, Cleah finally decided and told her
friends that throwing garbage in the river is definitely wrong. Do you approve
Cleah’s decision?
a. Yes, her teachers will be impressed
b. Yes, throwing garbage will pollute the water
c. No, her action will not change the attitude of her friends
d. No, her friends will surely hate her for reprimanding them

G. EXTEND
(Entry point for the integration of Indicator No. 1: Applied knowledge of content within
and across curriculum teaching areas such as HOTS, English language by answering
the question in a paragraph form, Math by identifying the quantity or number of wastes
collected and EsP by manifesting values-based responses and decision making)
(Entry point for the integration of Indicator No. 7: Maintained learning environments that
nurture and inspire learners to participate, cooperate and collaborate in continued
learning.)
(Entry point for the integration of Indicator No. 8: Applied a range of successful
strategies that maintain learning environments that motivate learners to work
productively by assuming responsibility for their own learning.)

DIRECTION: Make a waste audit in your home. Record the types and amount of
wastes your family generates daily in 3 days. At the end of 3 days, determine what type
of wastes you generate the most and write a short reflection essay on what you can do
to reduce your wastes. Refer to the temperature below for your home waste audit.

My Home Waste Audit

Type of Waste Quantity

Day 1

Day 2

Day 3

Type of wastes my family generates the most:

Note: There is no Indicator no. 10 because I don’t have students who belong to the indigenous group or IP.
Prepared by: _______________________________ Observed by: ______________________________
MRS. ANALYN E. WONG, MAPEH TI MRS. CRISANTA P. DUENAS, MT I

Verified by: __________________________

EDMUNDO Z. PAGUNSAN, JR.
HTIII / OIC