GRADES 1 TO
Hernandez Memorial School
12 DAILY
LESSON
LOG
I. OBJECTIVES
A. Content Standard
B. Performance Standard
C. Learning
Competency/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
School Julio R.
Grade Level SEVEN
Teacher Sarahlyn M. Roderos Learning Area SCIENCE
Teaching Dates and Time February 5-8, 2024 Quarter THIRD
SESSION 1 SESSION 2 SESSION 3 SESSION 4
At the end of the session, the learners are expected to:
1. Describe in words the position of an object within the room or the school ground;
2. Elucidate position of moving objects using coordinates in number line and graphical representation;
3. Make a roadmap that shows how to get to school from their house;
4. Determine the speed of a moving object;
5. Calculate speed and velocity; and
6. Observe required speed limit in roads and highways
The learners demonstrate an understanding of motion in one dimension.
The learners describe the motion of an The learners describe the motion of an The learners differentiate quantities in The learners create and interpret visual
object in terms of distance or object in terms of distance or terms of magnitude and direction. representation of the motion of objects
displacement, speed or velocity, and displacement, speed or velocity, and such as tape charts and motion graphs.
acceleration. acceleration. S7FE-IIIa-2 S7FE-IIIb-3
S7FE-IIIa-1 S7FE-IIIa-1
Descriptors of Motion Descriptors of Motion Descriptors of Motion Descriptors of Motion
-Where is it? -Distance and Displacement -Speed and Velocity - Acceleration
a. Using Diagrams - Motion Detectors
b. Using Graphs
Science- Grade 7 Science- Grade 7 Science- Grade 7 Science- Grade 7
Learner’s Material: Second Part Learner’s Material: Second Part Learner’s Material: Second Part Learner’s Material: Second Part
First Edition, 2012 First Edition, 2012 First Edition, 2012 First Edition, 2012
Page 4 Page 9 Page 11 Page 14
B. Other Learning Resource
IV. PROCEDURES
Name the common signage you
A. Reviewing previous lesson or presenting find in highways and roads that
the new lesson gives direction?
The teacher prepares beforehand the
B. Establishing a purpose for the lesson instructions to be given to the
students. Instructions like
a. It is right there
b. Turn and it is there
c. Walk slowly and you will get
there
d. It is from here and there
Describe the positions of the
C. Presenting examples/Instances of the objects using number line.
new lesson
Describe the position of an object at a
given time.
During the processing, the teacher
D. Discussing new concepts and practicing should emphasize that once the
new skills # 1 students have selected their point of
reference, they can easily
describe any change in the position
Review:
When can we say that an object is in
motion?
Inform the class that the students
should be able to make a roadmap that
shows how the students get to school
from the house.
Divide the class into groups. Assign
members as Leader, Time keeper,
Note taker, etc.
The group performs an activity: My
Home to School Roadmap. Following
the instructions carefully, each student
should be able to draw a roadmap in a
piece of paper.
Present an illustration to the class.
Let the students describe the
motion of the object provided in the
illustration.
From the illustration, define distance and
From our previous lesson, what are the
different ways to describe the motion
of an object?
In this activity, students should be able
to design ways to obtain the speed of
each member of the group and
decide how to use these values to
determine who among them walks
fast
Using the same group from the
previous activity. Find a bigger space members as Leader, Time keeper,
in the school where the class can
perform an activity called Fun walk.
The teacher explains that after
determining how far the object
moves, the next question will be “How
fast did it move?” This
information can be provided by the
Review:
What is speed? What makes speed
different from velocity?
In this activity, students will analyze an
example of motion wherein speed or
velocity is changing by examining the
record of the dots on a strip of paper.
Divide the class into 5 groups. Assign
Note taker, Reporters, etc.
The group performs an activity:
Doing Detective Work. Following the
procedure carefully, each group
should be able to record the distance
travel,
plot values as points in the graph.
The teacher explains that the
difference in length between two
successive tapes provides the
object’s acceleration or its change
in speed or velocity for a time

E. Discussing new concepts and practicing Students will describe motion using
new skills # 2
F. Developing mastery
(leads to Formative Assessment 3)
of an object. In other words, they can displacement.
easily tell whether an object is moving
or not. At this point, the definition
of motion, which is the change in
position over time, can be
introduced.
motion graphs.
The teacher also defines motion as a
change in position. Gives the
definition of Distance and
Displacement.
Students are asked to answer the Short
Answer Questions.
Select students to present their answers
to the class.
Refer to the displacement-time
graph figure which will be
presented by the teacher,. Answer
the following questions:
1. What is the distance of the
object after 2 seconds?
2. What is its displacement after 6
seconds?
3. How will you describe the
motion of the object between 0s and
2s, between 2s and 4s, and
between 4s and 6s?
objects speed or velocity. interval of 1 second.
Define and differentiate Speed form
Velocity.
Define Average Speed and
Instantaneous Speed
Discuss Speed as distance travel Students will describe the distance
divided by time of travel or travelled by the car by plotting the
values which will be provided by the
Distance traveled teacher, by using motion graphs.
Speed =
Time of travel The students also interpret the graph
in terms of speed and acceleration
of the moving car.
Discuss Velocity as Speed with
direction (displacement divided by time
of travel) or
Displacement
Velocity =
Time of travel
Board Drill: Each group should answer the
1. Who is travelling faster than the Short Answer Questions.
other, a person who covered 10
meters in 5 seconds or the one
who took 10 seconds to cover 20
meters?
2. What is the speed of the car
travelling 20 meters in 5
seconds?
3. What is the velocity of the boy
running 15 km in 3 minutes

G. Finding practical application of
concepts and skills in daily living
H. Making generalizations and
abstractions about the lesson
I. Evaluating learning
J. Additional activities for application
or remediation
V. REMARKS
VI. REFLECTION
A. No. of learners who earned 80% in the
evaluation
B. No. of learners who require additional
activities for remediation who scored below
80%
C. Did the remedial lessons work? No. of
learners who have caught up with the
Teacher emphasizes the significance How far is your home from the school?
that knowledge in describing motion of
an object will help them understand
common road signage.
Teacher makes the students realize the
fact that understanding motion of the
objects will be of great help to those
who are lost and in need of clear
guide for them to get to their
destination safely.
Check students’ answer on Short Answer Check students’ answer from the
Questions (Q1 to Q14)
The students will answer the questions
orally.
1. Is it possible to get zero
displacement?
2. When can displacement be
equal to zero?
Check students’ answer : Board Drills
activities given (Developing Mastery)
going North?
What is the maximum speed limit
allowed by law for road vehicles in the
Philippines?
Why is it important to attain the
required speed limit in the road or
highways?
In what instance you are required to
increase your speed?
- Cite instance like emergency
cases.
- Precaution on safe driving by
using safety belts.
Teacher indicates that acceleration does
not take place only on increasing
speed along a straight line but could
also takes place when a moving
object reduces or decreases it speed
or when it changes direction.
This is to correct the common
conception among people that
acceleration only refers to objects
with increasing speed.
Check students’ answer in the
Short Answer Questions.
 lesson
D. No. of learners 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?

PREPARED BY: NOTED:

SARAHLYN M. RODEROS JULIE B. ACEVEDA, Ph.D.

Teacher I Principal III
 GRADES 1 TO 12 School Julio R. Hernandez Integrated School Grade Level SEVEN
DAILY LESSON Teacher Sarahlyn M. Roderos Learning Area SCIENCE
LOG Teaching Dates and Time February 12-15, 2024 Quarter THIRD

SESSION 1 SESSION 2 SESSION 3 SESSION 4

I. OBJECTIVES
At the end of the session, the learners are expected to: At the end of the session, the learners are expected to:
1. Analyze an example of motion wherein speed or velocity is changing by 1. Explain that waves carry energy ;
examining the record of the dots on a strip of paper; 2. Note that the energy produces by the waves creates movement; and
2. Emphasize that any change in the velocity of an object an object results 3. Distinguish between transverse and longitudinal waves;
in an acceleration;
3. Cooperate actively in the group activity; and
4. Reports the answers of the short answer questions and graphical
analysis to the class.

A. Content Standard The learners demonstrate an understanding of motion in one dimension. The learners demonstrate an understanding of waves as a carrier of energy.

B. Performance Standard
C. Learning
Competency/Objectives
(Write the LC code for each.)
The learners create and interpret
visual representation of the motion of
objects such as tape charts and motion
graphs.
S7FE-IIIb-3
The learners create and interpret
visual representation of the motion of
objects such as tape charts and motion
graphs.
S7FE-IIIb-3
The learner infer that waves carry The learners differentiate transverse
energy waves from longitudinal waves, and
S7FE-IIIc-4 mechanical waves from
electromagnetic waves
S7FE-IIIc-5

II. CONTENT
Descriptors of Motion Summative Test Descriptors Waves Around You Types of Waves
- Acceleration of Motion - Warm up. What are waves? -Let’s Make Waves
-Motion Detectors a. Distance and Displacement
b. Speed and Velocity
c. Acceleration

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 Resource
IV. PROCEDURES
A. Reviewing previous lesson or
presenting the new lesson
B. Establishing a purpose for the
lesson
Science- Grade 7 Science- Grade 7 Science- Grade 7 Science- Grade 7
Learner’s Material: Second Part Learner’s Material: Second Part Learner’s Material: Second Part Learner’s Material: Second Part
First Edition, 2012 First Edition, 2012 First Edition, 2012 First Edition, 2012
SLM SLM SLM SLM
Recap! Teacher presents a demonstration to What happens when waves pass by?
Activity 1: Pass the object. serve as motivation.
The students should be able to
identify the following: Demonstration Activity: Introduction
1. It means that it covers an equal to Vibrations
amount of distance per unit of
time.
2. The distance covered by an
object in unit time.
3. It is the distance between an
object’s initial position and its
final position and is usually
measured or defined along a
straight line.
4. It is the rate of change of
position for a time interval which
is very small.
5. It is a vector quantity that
indicates displacement, time, and
direction.
6. It is a scalar quantity that refers
to "how much ground an object
has covered" during its motion.
Giving more examples of Students are expected to answer the In this activity, students should be able In this activity, students should be
Acceleration by showing visual given questions in the Summative to observe how waves are produced. able to observe and draw the
representations. (Refer to SLM) Test. Interpret the change of different types of waves and
speed/velocity using graphical describe how they are produced.
presentation.

C. Presenting examples/Instances of the
new lesson
D. Discussing new concepts and
practicing new skills # 1
E. Discussing new concepts and
practicing new skills # 2
F. Developing mastery
(leads to Formative Assessment 3)
G. Finding practical application of
concepts and skills in daily living
H. Making generalizations and
abstractions about the lesson
Group Activity.
The students will go to their respective
groups and will perform the necessary
tasks given in their activity card.
Each activity includes visual
representations that the students need
to interpret.
Students emphasizes that any
change in the velocity of an object
results in an acceleration. Acceleration is
either increasing or decreasing of speed
and changing directions.
Each group presents their answer to
the Short Answer Questions.
When can you say that there is
no acceleration? When does
acceleration
exist?
Teacher tell the student that there are
some parts in the country that uses
motion detectors to detect the speed of
vehicle passing by, example in
Laguna, Manila etc.
What is needed in order for an object
to accelerate?
From the activity, ask the students the
following questions:
1. What two things are vibrating?
2. What caused the salt to move?
Solicit from the students the idea
that waves are caused by a
source of a vibration and waves can
set objects into motion.
Summative Test Oral Recitation:
1. What do you do when you wave
your hand?
2. Think of a still lake. How would
you generate water waves on the
lake?
The teacher explains that waves
observed in the activity are like other
types of waves that are observed in the
nature. Waves like earthquake and
water waves (tsunami).
The teacher stress that waves are
created by a source and as the waves
travel it carries energy within it and
cause movement
Using the same groupings from the
previous group activity. Students are
to perform Activity 1: Let’s Make
Waves! on page 145- 149. They are
required to follow accurately the
procedure to be able to differentiate
and draw the different types of
waves.
After the activity, the group
presents its Group Output in the
class. Sharing in their own
understanding on the different types
of waves.
The students will have to answer
the short answer questions as per
SLM.
How do engineers and architects
design skyscrapers and bridges to
address the problem regarding the
stability of constructed building
whenever earthquakes occur?
What are the different types of waves
and how one differs from the other?
I. Evaluating learning Evaluation of the Group Reporting Check the answer of the students in Evaluate the explanation of students Check the answer of students in the
the Summative Test. in the oral recitation Summary Questions

J. Additional activities for application

or remediation
I. REMARKS
II. REFLECTION

A. No. of learners who earned 80% in the

evaluation
B. No. of learners who require additional
activities for remediation who scored below
80%
C. Did the remedial lessons 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 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?

PREPARED BY: NOTED:

SARAHLYN M. RODEROS JULIE B. ACEVEDA, PhD.

Teacher I Principal III
 GRADES 1 TO 12 School Julio R. Hernandez Integrated School Grade Level SEVEN
DAILY LESSON Teacher Sarahlyn M. Roderos Learning Area SCIENCE
LOG Teaching Dates and Time February 19-22, 2024 Quarter THIRD

SESSION 1 SESSION 2 SESSION 3 SESSION 4

I. OBJECTIVES
At the end of the session, the learners are expected to: At the end of the session, the learners
1. Explain how waves carry energy from one place to another; are expected to:
2. Distinguish between transverse and longitudinal waves; 1. Demonstrate how sound is
3. Distinguish between mechanical waves and electromagnetic waves; and produced;
4. Create a model to demonstrate the relationship among frequency, amplitude, wavelength, and wave velocity. 2. Identify factors that affect the
pitch and loudness of the sound
produced;

A. Content Standard The learners demonstrate an understanding of waves as a carrier of energy.

B. Performance Standard
C. Learning
Competency/Objectives
(Write the LC code for each.)
The learners differentiate transverse
waves from longitudinal waves, and
mechanical waves from
electromagnetic waves
S7FE-IIIc-5
The learners differentiate transverse The learners relate the characteristics of The learners describe the
waves from longitudinal waves, and waves characteristics of sound using the
mechanical waves from S7FE-IIId-6 concept of wavelength, velocity and
electromagnetic waves amplitude.
S7FE-IIIc-5 S7FE-IIIc-7

II. CONTENT
Characteristics of Waves Mechanical Waves vs. Electromagnetic Summative Test on: Production of sound
- Amplitude Waves a. Types of Waves
- Wavelength b. Characteristics of Waves
- Wave Velocity - Amplitude
- Wavelength
- Wave Velocity
c. Mechanical Waves vs.
Electromagnetic Waves

III. LEARNING RESOURCES

A. References
1. Teacher’s Guide pages SLM SLM SLM SLM
Science- Grade 7 Science- Grade 7 Science- Grade 7 Science- Grade 7
Learner’s Material: Second Part Learner’s Material: Second Part Learner’s Material: Second Part Learner’s Material: Second Part
First Edition, 2012 First Edition, 2012 First Edition, 2012 First Edition, 2012
 2. Learner’s Materials pages
3. Textbook pages
3. Additional Materials from Learning
Resource (LR)portal
B. Other Learning Resource
IV. PROCEDURES
Review: Review: Ask students to place their palm on
A. Reviewing previous lesson or presenting What are the different types of 1. What is an amplitude of a their throat then say loudly, “Mom!
the new lesson waves discussed from the previous wave? Phineas ad Ferb are making a title
lesson? 2. What is wavelength?How to measure sequence!”
the speed of a wave?

B. Establishing a purpose for the lesson
The teacher asks the students the
question: How do you describe
waves?
The teacher asks the students the
question: How do waves propagate?
Students are expected to answer the
given questions in the Summative
Test honestly.
Students create their own sounding box
using shoe box and rubber bands with
different thickness.
They will demonstrate how sound is
produced. They will different the
sound produced by each band.

C. Presenting examples/Instances of the
new lesson
Using the same groupings from the
previous group activity. Students are
to perform Activity 2: Anatomy of a
wave on page 150- 151. They are
required to follow accurately the
procedure to be able to describe
waves through amplitude,
wavelength, and wave frequency.
Before the discussion, the teacher Teacher calls students to present their
show the large images of output (My Sounding Box) to the
mechanical waves, which the class. Let them demonstrate how
students were able to generate from sound is produced.
Activity 1, and a chart of the
electromagnetic spectrum which can
be used by the students in answering
the questions in the Activity sheet.

The students within the group create Students should: The teacher discusses that sounds are
D. Discussing new concepts and practicing a model to demonstrate the - Define mechanical waves and caused by vibrations. Vibration are
new skills # 1 relationship among frequency, electromagnetic waves. considered as a disturbance
amplitude, and wavelength. that travels through a medium

E. Discussing new concepts and practicing The teacher demonstrates how to
new skills # 2
F. Developing mastery
(leads to Formative Assessment 3)
G. Finding practical application of
concepts and skills in daily living
H. Making generalizations and
abstractions about the lesson
measure speed of the wave using the
frequency and the wavelength of the
wave.
Ask the students to answer the short
answer questions: Summary on page
153
- Identify the common name of (solid, liquid, or gas), This vibratory
electromagnetic waves shown in the motion causes energy to transfer to our
chart ears and interpreted by our brain.
- Draw waves to represent each
electromagnetic waves.
Illustration must represent the
wavelength of a wave relative to
others.
Present the speed of sound in
different materials. Sound need
medium for it to travel, thus it
cannot travel through a medium.
Students will answer the activity Summative Test
sheet provided by the teacher that
contains the identification of
common names and illustration of the
different electromagnetic waves.
The teacher shares to the class that The principles of propagation of
the Sun is an important source of sound are used in the creation of
ultraviolet (UV) waves, which is the musical instruments
main cause of sunburn.
Sunscreen lotions are transparent to
visible light but absorb most UV light.
The higher a sunscreen’s solar
protection factor (SPF), the greater
the percentage of UV light absorbed.
Why UV rays are harmful to the skin How sounds propagated? Can
compared visible light? sound waves travel through a
 medium?
I. Evaluating learning Evaluate students’ answers in the Check the answers in the activity sheet. Check the answer of students in the
short answer questions: Summary on Summative Test.
page 153
J. Additional activities for application or
remediation
V. REMARKS
VI. REFLECTION
A. No. of learners who earned 80% in the
evaluation
B. No. of learners who require additional
activities for remediation who scored below
80%
C. Did the remedial lessons 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 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?

Prepared by: Noted:

SARAHLYN M. RODEROS JULIE B. ACEVEDA, PhD

Teacher I Principal III
 GRADES 1 TO 12 School Grade Level SEVEN
DAILY LESSON Teacher/s Learning Area SCIENCE
LOG Teaching Dates and Time November 28- December 2, 2016 Quarter THIRD

SESSION 1 SESSION 2 SESSION 3 SESSION 4

I. OBJECTIVES Objectives must be met over the week and connected to the curriculum standards. To meet the objectives necessary procedures must be followed and if needed, additional lessons, exercises, and remedial
activities may be done for developing content knowledge and competencies. These are assessed using Formative 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 guides.

A. Content Standard
B. Performance Standard
C. Learning
Competency/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
At the end of the session, the learners are expected to: At the end of the session, the learners
1. Demonstrate how sound is produced; are expected to:
2. Identify factors that affect the pitch and loudness of the sound produced; 1. Create musical instruments using
3. Describe the characteristics of sound from the sounding box and compare them with the sound produced by a guitar; indigenous products ;and
and 2. Use these instruments to
4. Explain sound production in the human voice box and how pitch, loudness and quality of sound vary from one person to compose tunes and present a
another. Gig.
The learners demonstrate an understanding of the characteristics of sound.
The learners explain sound The learners describe how organisms The learners describe how organisms The learners describe how
production in the human voice box and produce, transmit, and receive sound of produce, transmit, and receive sound of organisms produce, transmit, and
how pitch, loudness and quality of various frequencies (infrasonic, various frequencies (infrasonic, receive sound of various
sound vary from one person to audible, and ultrasonic sound). audible, and ultrasonic sound). frequencies (infrasonic, audible, and
another. S7FE-IIIe-9 S7FE-IIIe-9 ultrasonic sound).
S7FE-IIIe-8 S7FE-IIIe-9
Content is what the lesson is all about. It pertains to the subject matter that the teacher aims to teach in the CG, the content can be tackled in a week or two.
Characteristics of Sound Characteristics of Sound Summative Test on: Production of Sound
- Pitch - Loudness Production of sound Activity 3 : Big Time Gig
- Quality Characteristics of Sound
The Human Ear - Pitch
- Loudness
- Quality
The Human Ear
Page 144 Page 144 Page 142-144 Page 145
Page 165-167 Page 167-170 Page 161-170 Page 170-172
3. Additional Materials from
 Learning Resource (LR)portal
B. Other Learning Resource
IV. PROCEDURES
A. Reviewing previous lesson or presenting
the new lesson
B. Establishing a purpose for the lesson
C. Presenting examples/Instances of the
new lesson
D. Discussing new concepts and practicing and observe the different pitch of the
new skills # 1
E. Discussing new concepts and practicing
new skills # 2
F. Developing mastery
(leads to Formative Assessment 3)
These steps should be done 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 things, practice their learning, question their learning
processes, and draw conclusions about what they learned in relation to their life experiences and previous knowledge. Indicate the
time allotment for each step.
How are sounds produced?
Using the sound box made by the
students, they will describe the
characteristics of sound and
compare it with the sound produced
by a guitar.
The students will perform Activity 2:
Properties and Characteristics of
Sound
From the activity, the students listen
rubber band of different thickness and
the from the string of the guitar.
The teacher then discuss about sound
pitch.
The students will answer the Short
Answer Question (Q1 to Q 16)
including the table for pitch of the
guitar strings. on page 166-167
From your Biology lesson, can you still Recalls that sound are produced by
remember the anatomy of a vibration.
human ear?
Students are expected to answer the Initiating students’ creativity, they
given questions in the Summative will make improvised / localized
Test honestly. musical instruments. Using the
materials available in the locality.
Given the picture of the human ear, Form a group of four (4) students.
teacher asks the students to name the One student can play stringed
different parts of the ear. instruments, the other one can play the
drum, and the third member can use
other instruments aside from stringed
and drums, while the
last member is the solo performer.
Teacher discusses the function of the Each member of the group creates its
different parts of the human ear. own improvised instruments
according to its assigned task.
The members of the group practice their
composed song using their improvised
musical instruments.
Teacher explains about loudness and The group comes up with their own song
sound intensity. composition which will be
accompanied by the instruments
they have created.
Summative Test
(See Attachment: Summative Test Unit
3 Module 1.3)
G. Finding practical application of What sound level is audible to human There are many localized
concepts and skills in daily living ear? instruments known like those used by
our Ethics Brothers in the
Provinces of Bukidnon. Can you
name some of these?
H. Making generalizations and How would you relate pitch and Is loud music like rock music
abstractions about the lesson frequency healthy to the ears?
I. Evaluating learning Check answers (Q1 to Q16) Check the answer of students in Use Scoring Rubric found in page
the Summative Test. 171.
J. Additional activities for application or
remediation
V. REMARKS
VI. REFLECTION 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 help your instructional supervisors can provide for you so when you meet them, you can ask them relevant questions.
A. No. of learners who earned 80% in the
evaluation
B. No. of learners who require additional
activities for remediation who scored below
80%
C. Did the remedial lessons 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 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?

PREPARED BY: CHECKED BY: NOTED BY:

Science Teacher School Principal

GRADES 1 TO 12 School Grade Level SEVEN
DAILY LESSON Teacher/s Learning Area SCIENCE
 LOG Teaching Dates and Time December 5-9, 2016 Quarter THIRD

SESSION 1 SESSION 2 SESSION 3 SESSION 4

I. OBJECTIVES Objectives must be met over the week and connected to the curriculum standards. To meet the objectives necessary procedures must be followed and if needed, additional lessons, exercises, and remedial
activities may be done for developing content knowledge and competencies. These are assessed using Formative 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 guides.

At the end of the session, the learners are expected to:

1 Demonstrate how light produced by common sources ;
2. Relate characteristics of light such as color and intensity to frequency and wavelength;
3. Design and implement an experiment that shows that light travels in a straight line; and
4. Investigate the relationship between light intensity and the distance of the light source.

A. Content Standard The learners demonstrate an understanding of the characteristics of light.

B. Performance Standard
C. Learning
Competency/Objectives
(Write the LC code for each.)
The learners relate characteristics of
light such as color and intensity to
frequency and wavelength.
S7FE-IIIf-10
The learners relate characteristics of
light such as color and intensity to
frequency and wavelength.
S7FE-IIIf-10
The learners shall be able to
suggest proper lightning in various
activities.
The learners infer that light travels in The learners relate characteristics of
a straight line. light such as color and intensity to
S7FE-IIIg-11 frequency and wavelength.
S7FE-IIIf-10

The learners infer that light travels in

a straight line.
S7FE-IIlg-11
II. CONTENT Content is what the lesson is all about. It pertains to the subject matter that the teacher aims to teach in the CG, the content can be tackled in a week or two.
Characteristics of Light Characteristics of Light Properties of light Summative Test on: Characteristics
- Intensity and Brightness - Color - light travels in a straight line of Light
- Intensity and Brightness
- Color Properties
of light
- light travels in a straight line
III. LEARNING RESOURCES
A. References
1. Teacher’s Guide pages Page 146-148 Page 147-148 Page 185-186 Page 146-186
2. Learner’s Materials pages Page 173-176 Page 177-181 Page 185-186 Page 173-186
 3. Textbook pages
3. Additional Materials from
Learning Resource (LR)portal
B. Other Learning Resource
IV. PROCEDURES
A. Reviewing previous lesson or presenting Newton? What about Christian
the new lesson
B. Establishing a purpose for the lesson
C. Presenting examples/Instances of the
new lesson
D. Discussing new concepts and practicing group presentation and class
new skills # 1
E. Discussing new concepts and practicing Discussion should also be extended
new skills # 2
F. Developing mastery
(leads to Formative Assessment 3)
G. Finding practical application of
concepts and skills in daily living
H. Making generalizations and
These steps should be done 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 things, practice their learning, question their learning
processes, and draw conclusions about what they learned in relation to their life experiences and previous knowledge. Indicate the
time allotment for each step.
Do you still remember Sir Isaac
Huygens? Did you meet them in
your earlier grades?
In this activity, students are going to
create an improvised Photometer
to determine which among the
chemical substance
produces brightest light.
Group the students to perform
Activity 1: Light Source: Langis
Kandila or Lampara
Data processing may be done by
discussion of the guide questions to
probe the concept of common light
source and how light is
produced and propagated
to cover differences and similarities of
brightness and
intensity.
Group reporting on the results of the
activity
What is our main source of light?
Introduce light as a wave, especially
as a major component of the
Electromagnetic Theory of Light
by James Clark Maxwell.
Students will create a Spectrum Wheel
and explore the characteristics of light
such as energy, frequency and
wavelength.
Group the students to perform Activity
2: My Spectrum Wheel
Data processing may be done by
group presentation and class
discussion of the data and results in
tabular form and guide questions to the
characteristics of
electromagnetic spectrum.
Extend the discussion to include
dispersion as a special kind of
refraction
Group reporting on the results of the
activity.
Using the Electromagnetic
Review the different characteristics of
light discussed from the previous
lesson.
Students will design an experiment Students are expected to answer the
given several materials to show that given questions in the Summative
light travels in a straight line Test honestly.
Group the students to perform Activity
4: Light up Straight
In the quest to come up with the
design, students will be able to
discover and apply the different
characteristics and properties of light.
Students design an experiment to Summative Test
show that light travels in a straight
line. (See Attachment: Summative Test
Unit 3 Module 1.4)
 abstractions about the lesson Spectrum, at what frequency color is
visible to human eyes?
I. Evaluating learning Use Reporting Rubric to evaluate the Use Reporting Rubric to evaluate the Use Scoring Rubric found in page 186 Check the answer of students in the
group reporting. group reporting. Summative Test.
J. Additional activities for application or
remediation
V. REMARKS
VI. REFLECTION 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 help your instructional supervisors can provide for you so when you meet them, you can ask them relevant questions.
A. No. of learners who earned 80% in the
evaluation
B. No. of learners who require additional
activities for remediation who scored below
80%
C. Did the remedial lessons 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 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?

PREPARED BY: CHECKED BY: NOTED BY:

Science Teacher School Principal

GRADES 1 TO 12 School Grade Level SEVEN

DAILY LESSON Teacher/s Learning Area SCIENCE
 LOG Teaching Dates and Time December 12-16, 2016 Quarter THIRD

SESSION 1 SESSION 2 SESSION 3 SESSION 4

I. OBJECTIVES Objectives must be met over the week and connected to the curriculum standards. To meet the objectives necessary procedures must be followed and if needed, additional lessons, exercises, and remedial
activities may be done for developing content knowledge and competencies. These are assessed using Formative 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 guides.

At the end of the session, the learners are expected to:

1 Describe the condition necessary for heat transfer to take place and trace the direction in which heat is transferred ;
2. Describe heat transfer by conduction and compare the heat conductvities of materials based on their relative coldness;
3. Observe and describe convection of heat through liquids; and
4. Observe transfer of heat through radiation.

A. Content Standard The learners demonstrate an understanding of how heat is transferred.

B. Performance Standard
C. Learning The learners infer the condition The learners infer the condition The learners infer the condition The learners infer the condition
Competency/Objectives necessary for heat transfer to occur. necessary for heat transfer to occur. necessary for heat transfer to occur. necessary for heat transfer to occur.
(Write the LC code for each.) S7FE-IIIh-i-12 S7FE-IIIh-i-12 S7FE-IIIh-i-12 S7FE-IIIh-i-12

II. CONTENT Content is what the lesson is all about. It pertains to the subject matter that the teacher aims to teach in the CG, the content can be tackled in a week or two.
Heat Heat Transfer Heat Transfer Summative test on: Heat
- Conduction - Convection transfer
- Radiation - Conduction
- Convection
- Radiation
III. LEARNING RESOURCES
A. References
1. Teacher’s Guide pages Page 150-153 Page 153-154 Page 154-159 Page 150-159
2. Learner’s Materials pages Page 187-192 Page 192-194 Page 194-198 Page 187-98
3. Textbook pages
3. Additional Materials from
Learning Resource (LR)portal
B. Other Learning Resource
IV. PROCEDURES These steps should be done 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 things, practice
their learning, question their learning processes, and draw conclusions about what they learned in relation to their life experiences and previous knowledge. Indicate the

A. Reviewing previous lesson or presenting students to give their ideas about heat
the new lesson
B. Establishing a purpose for the lesson
C. Presenting examples/Instances of the
new lesson
D. Discussing new concepts and practicing group presentation and class
new skills # 1
E. Discussing new concepts and
practicing new skills # 2
F. Developing mastery
(leads to Formative Assessment 3)
G. Finding practical application of
concepts and skills in daily living
H. Making generalizations and
abstractions about the lesson
time allotment for each step.
At the start, the teacher ask the
In this activity, students will analyze
changes in the temperature of the
water inside the containers to
answer the questions that follows
Group the students to perform Activity
1: Warm me up, cool me
down.
Data processing may be done by
discussion of the guide questions to
describe the condition necessary for
heat to transfer to take place
and trace the direction in which heat
is transferred.
Group reporting on the results of the
activity, including answers to the
questions. (Q1-Q11) page 152.
How thermometers work?
Students’ illustrate the transfer of heat
to the class
Have you tried placing your finger inside Review on heat transfer through
a freezer then it stuck?
Students will describe heat transfer by
conduction and compare the heat
conductivities of materials
based on their relative coldness.
Group the students to perform Activity
2: Which feels colder?
The students present to the class their
observation.
Extend the discussion about heat
transfer through conduction
Group reporting on the results of the
activity.
Emphasize that different objects or
materials conduct heat differently.
Which among the metals observed
conduct the highest heat conductivity
conduction
Is water a good conductor of heat? Students are expected to answer the
given questions in the Summative
Test honestly.
Group the students to perform Activity
3: Move me up
Activity 4: Keep it cold
The teacher discusses about heat transfer
through convection and radiation.
Students will answer Q1-Q6 in page Summative Test
195 – Activity 3: Move me up
(See Attachment: Summative Test
Students will answer Q1-Q4 in page Unit 3 Module 1.5)
197 – Activity 4: Keep it cold
Perform Activity 5 : All at once at
home. Practical application of heat
transfer in that take place within the
respective houses of the students
I. Evaluating learning Check answers of the students (Qi- Q11) Use Reporting Rubric to evaluate the Check students answers Q1-Q6 in page Check the answer of students in the
group reporting. 195 – Activity 3: Move me up Summative Test.

Check students answers Q1-Q4 in page

197 – Activity 4: Keep it cold

J. Additional activities for application or

remediation
V. REMARKS
VI. REFLECTION 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 help your instructional supervisors can provide for you so when you meet them, you can ask them relevant questions.
A. No. of learners who earned 80% in the
evaluation
B. No. of learners who require additional
activities for remediation who scored below
80%
C. Did the remedial lessons 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 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?

PREPARED BY: CHECKED BY: NOTED BY:

Science Teacher School Principal