Republic of the Philippines

Department of Education
CORDILLERA ADMINISTRATIVE REGION
SCHOOLS DIVISION OF KALINGA
KINAMA NATIONAL HIGH SCHOOL
Kinama, Rizal, Kalinga

FOURTH QUARTER DAILY LEARNING PLAN IN SCIENCE 7

April 22, 2024

I. OBJECTIVES

A. Content Standards The learners demonstrate an understanding of:

The relation of geographical location of the Philippines to its environment

B. Performance Analyze the advantage of the location of the Philippines

Standards in relation to the climate, weather, and seasons
C. Learning The learners should be able to:
Competencies/ Cite and explain ways of using Earth’s resources sustainably
Objectives
D. Specific Objectives The learners should be able to:

Knowledge: Know the different Water Resources.

Skill: Create any artwork or any masterpiece portraying different ways of using
Water Resources sustainably

Attitude: Value the importance of conserving and protecting our Water

Resources

II. CONTENT Water Resources

III. LEARNING
K to 12 Curriculum Guide
RESOURCES
A. References
1. Teacher’s Guide pages
2. Learner’s Materials
pages pp. 286-288
3. Textbook pages
B.Other Learning
Resources Ms: Laptop, DLP, Power Point Presentation
https://youtu.be/_PMT4liCgIA
IV. PROCEDURES
A. Elicit Reviewing Preparatory Activities
previous lesson or -Prayer
presenting the new lesson - Greetings

Guide Questions:
-What are Natural resources? What is the difference between Renewable resources
and Non-renewable resources? Kindly give examples.
-Is Philippines rich of this natural resources?
 LESSON PLAN IN SCIENCE 7
Grade QUARTER / DOMAIN: NORALYN N. GUNNAWA Date: April
Level: Fourth Quarter/Earth 22, 2024
Grade 7 and Space

I. OBJECTIVES

A. Content Standards The learners demonstrate an understanding of:

The relation of geographical location of the Philippines to its
environment
B. Performance Analyze the advantage of the location of the Philippines
Standards in relation to the climate, weather, and seasons
C. Learning The learners should be able to:
Competencies/ Cite and explain ways of using Earth’s resources sustainably
Objectives
D. Specific Objectives The learners should be able to:

Knowledge: Know the different Water Resources.

Skill: Create any artwork or any masterpiece portraying different ways of using
Water Resources sustainably

Attitude: Value the importance of conserving and protecting our Water

Resources

II. CONTENT Water Resources

III. LEARNING
K to 12 Curriculum Guide
RESOURCES
A. References
1. Teacher’s Guide pages
2. Learner’s Materials
pages pp. 286-288
3. Textbook pages
B.Other Learning
Resources Ms: Laptop, DLP, Power Point Presentation
IV. PROCEDURES
A. Elicit Reviewing Preparatory Activities
previous lesson or -Prayer
presenting the new lesson - Greetings

Guide Questions:
-What are Natural resources? What is the difference between Renewable
resources and Non-renewable resources? Kindly give examples.
-Is Philippines rich of this natural resources?
 -Presentation of the new lesson

The teacher will introduce the next topic, Water Resources.

The teacher will tell to the class the connection between their topics in
their Araling Panlipunan subject, Grade 7- Quarter 1, week 3- with MELC
(Nailalarawan ang mga yamang likas ng Asya) they learned also about
protecting and conserving of the natural resources. (Yamang Tubig-Ingatan at
Pagyamanin)

B. Engage The teacher will ask students the following questions;

Establishing a purpose
for the lesson 1. Is water important in our daily life? Why do you say so? Give instances.

“In your MAPEH subject, especially in health you

have learned that we must drink 8 glasses of water
every day because our body needs it. While in Physical
Education or P.E. subjects we use water for recreation
like swimming.”

2. As a student, how can you help in conserving

and protecting our water resources here in the
Philippines?

C. Explore Presenting
examples/instance s of the
new lesson where the
concepts are clarified
“Very Good! Those ways are awesome. Let’s give him/her an excellent clap.”
The teacher will divide the class into 10 and will distribute envelopes
with cut pictures inside and students will assemble them. And let them
paste it in the board if they are done.
- A group activity that can challenge learners to think and collaborate
to each other, this provides learning opportunities and engage
learners to participate and cooperate in the hands-on activity.

The teacher will let them do it for 5 minutes. There is a time set for
students to do the task in order to create an active learning
environment that encourage self- motivation for learners to finish the
activity at the given time.
Waterfall-In Ilocano word “dissuor”
River- In Ilocano word “karayan”

Stream- In Ilocano word “waig”

Since English is the medium of instruction in science subject and iloco is

the dialect of students, the teacher translates terms so that learners can
better understand what is being taught to them and as well as for students
to develop sense of belongingness to a
classroom community.
Discussing new The Philippines boasts of many different kinds of Water Resources. Our
concepts and Province Abra is also rich in natural water forms.
practicing skills #1
(Leading to the first Based on the activity, the teacher will ask the students the following questions;
formative Q1. What Water Resources did you assembled in the pictures? Can you name
assessment) also Water resources that are not included in the pictures?
Q2. Which of them can be seen in your own barangay or municipalities?
Q3. Do you have practices, values or attitudes and policies that your localities
are implementing to protect and conserve them?

The teacher asks students questions which displays the culture and experiences
students have in their localities/municipalities.

Discussing new The students will do a performance task individually.

concepts and
practicing skills #2 Performance Task:
(leading to second Create any artwork or any masterpiece portraying different ways of
formative assessment) using Water Resources sustainably.
Present works after ten minutes. Outputs will be graded
using rubric.

The teacher exhibits sensitivity to learners’ differences by giving them

choice/freedom to choose. It promotes a nurturing environment where in all
learners feel accepted and are encourage to learn. Using rubric also promotes
fairness among them through the evaluation of their outputs.

The teacher considers individual differences. Allows each learner to grow and
learn according to their own
strengths and needs.

Criteria Points
Creativity/ Originality The output is original. The 30
piece stands out as unique.
Interest/ Output catches and maintains 20
Mood/Feeling the viewer's interest
Technique/ Design Piece uses combination of: repetition, movement, 10
balance, proportion, harmony, contrast, variety, unity
and emphasis,
attraction, proximity, color theory
Presentation of Original title reflects the 40
Piece/ Craftsmanship/ composition of the work. Student considered overall
Documentation presentation of the output. Student clearly and
completely explains the idea of his/her
work.
Total Score 100
D. Explain
Developing mastery The students will present their outputs individually and is given a maximum
(leads to Formative of 3 minutes.
Assessment 3)
The teacher allows learners to present their work independently and to think
through their own.
E. ELABORATE The teacher will ask these questions to the class, encourage and remind
Finding practical learners not to be afraid to answer and will say that it is not bad to try
applications of reciting.
concepts and skills
in daily living -Why do you need learn ways of using our Water Resources sustainably?

-In what particular ways can you apply the things you have learned from our
lesson today?
Making The teacher translates in Ilocano words the metacognition template to
generalizations emphasize its content.
and abstractions
about the lesson What I Have Learned

Directions: Tell me about what you have learned from the lesson by
completing the metacognition template.

I know that I learned something about

(Ammok nga ada naadalko maipanggep iti)

First, (Umuna)

In Addition, (Kanayunan na)

Finally, (Kamaudianan na)

Now, you know something that I learned about (Tattan, ammo mon ti
naadal ko maipanggep iti)

F. EVALUATE Bodies of Water

Evaluating
learning

Across Down
1. A large natural stream of water 2. A deep inlet of the sea almost
3. A wide inlet of the sea that is parallel to surrounded by water
the coastline 4. A ridge of rock, coral or sand near the
9. A slow moving river of ice surface of the sea
10. A narrow passage of water connecting 5. A length of water wider than a strait, two large areas of water
joining two large bodies of water
11. A large body of salt water that 6. A cascade of water on a river surrounds a continent 7. The
small arm of the sea, lake or river
13. A shallow body of water located 8. A place on the coast where vessels may alongside a coast find shelter
14. A large body of water surrounded by 12. A small body of still water land on all sides

G. EXTEND The teacher will provide a YouTube video link in order for students to fully
Additional understand the lesson https://youtu.be/_PMT4liCgIA
activities for
application or The teacher will tell to the class that, if they have classmates who are absent or
remediation failed to come to school because of valid reasons, learners or the teacher herself
will forward the video link for the learner to cope with their lessons.

V. REMARKS
 VI. REFLECTION
A. No. of learners who earned 80% in the evaluation
B. No. of learners who require additional activities for
remediation
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 by:

NORALYN N. GUNNAWA XMY B. LACAMEN

Subject Teacher School Head

Reviewed by:
ELSA D. AMOR
JHS Academic Head