School Grade Level Grade 7

GRADES
DAILY LESSON PLAN Teacher Lourdes A. Rosel Learning Area Science
Dates and Time April 11,2024 Quarter 4th Quarter

I. OBJECTIVES
A. Content Relation of Geographical location of the Philippines to its environment.
Standards
B. Performance Analyze the advantage of the location of the Philippines in relation to climate, weather and seasons
Standard
C. Most Cite and explain ways of using Earth’s resources sustainably. (S7ES-IVc-4)
Essential - Differentiate renewable from non-renewable sources
Learning
Competencie
s

II. CONTENT Renewable and non-renewable resources

Integration: English, Araling Panlipunan, Edukasyon sa Pagpapakatao, Math
III. LEARNING
RESOURCES
A. References
1. Teacher’s
Guide pages
2. Learners Science 9-ADM pages
Material
pages
3. Textbook
pages
4. Additional
materials
from
Learning
Resource
(LR) portal.
B. Other https://rethinkwaste.org/wp-content/uploads/legacy_media/4th-6th-grade-pre-tour-lesson-plan.original.pdf
Learning https://www.studocu.com/ph/document/taguig-city-university/science-technology-and-society/renewable-and-non-
Resource renewable-resources/45221409

IV. PROCEDURES
A. Elicit- The teacher will present an illustration of the natural resources The teacher will let the students identify the different
Reviewing resources shown in the illustration.
previous
lesson or
presenting
the new
lesson

Very good!

B. Engage- Activity 1: “ 4 Pics 1word”

Establishing
a purpose for Directions: Study the given pictures below. Observe and analyze each set of pictures and arrange the
the lesson jumbled letters to get the possible answer.
4 Pics 1
Word”. Here are the mechanics
of our
game;
Mechanics:
1. Observe and analyze each
set of
pictures.
2. Arrange the jumbled letters to
get the possible answers
4 Pics 1
Word”. Here are the mechanics
of our
game;
Mechanics:
1. Observe and analyze each
set of
pictures.
2. Arrange the jumbled letters to
get the possible answers
4 Pics 1
Word”. Here are the mechanics
of our
game;
Mechanics:
1. Observe and analyze each
set of
pictures.
2. Arrange the jumbled letters to
get the possible answers
1. TAREW - WATER

2. REBWALENE - RENEWABLE
 3. FOSSILS FUELS

4. ONN- NEWTRELEAB - NON-RENEWABLE

5. CROSESERU - RESOURCES

C. Explore-
Discussing Group Activity
the new Most Essential Learning Competency:
concepts and Cite and explain ways of using Earth’s resources sustainably. (S7ES-IVc-4)
practicing - Differentiate renewable from non-renewable sources.
new skills Procedures:
1. Group the students into six groups.(Based on the Integers card)
2. Each group will be assigned to a different task to advertise. The students will make an advertisement based
on the information in the table below. The students may use dictionary for vocabulary words.
3. The student will present their advertisement.
4. The student will answer the following guide Questions.

Resources Can or can’t be Can or can’t be Sustainable or RR or NRR

replaced replenished unsustainable
 Group 1 :Water
Group 2: Coal
Group 3: Solar Energy
Group 4:Petroleum
Group 5: Wind
Group 6: Natural Gas

Guide Questions:

• What are the advantages of recycling nonrenewable natural resources?

• What are the advantages of recycling renewable natural resources?
• What are the disadvantages of recycling renewable or nonrenewable natural resources?
• What impacts on the environment might the extraction of minerals produce?

Rubric for Advertisement and Presentation:

Criteria Excellent (4 points) Proficient (3 points) Basic (2 points) Limited (1 point)

The advertisement
demonstrates exceptional
creativity and originality, with
innovative ideas and
approaches that effectively
Creativity and capture attention and engage
Originality the audience.
The main message of the
advertisement is clear,
concise, and effectively
communicated to the
Clarity of audience, with no ambiguity or
Message confusion.
The advertisement effectively
persuades the audience to
take action or consider the
product/service being
advertised, using compelling
language, convincing
arguments, and persuasive
Persuasiveness techniques.
The advertisement shows
creativity and originality, with
unique ideas and approaches
that effectively capture
attention and engage the
audience.
The main message of the
advertisement is mostly clear
and effectively communicated
to the audience, with minimal
ambiguity or confusion.
The advertisement persuades
the audience to take action or
consider the product/service
being advertised, with clear
language, logical arguments,
and some persuasive
techniques employed.
The advertisement exhibits The advertisement lacks
some creativity and originality, creativity and originality, with
with ideas and approaches ideas and approaches that fail
that partially capture attention to capture attention or engage
and engage the audience. the audience effectively.
The main message of the The main message of the
advertisement is somewhat advertisement is unclear,
clear but may be slightly ambiguous, or confusing to
ambiguous or confusing to the the audience, impacting its
audience. effectiveness.
The advertisement attempts to
persuade the audience to take
action or consider the The advertisement lacks
product/service being persuasiveness, with
advertised, but the language, language, arguments, or
arguments, or persuasive persuasive techniques that
techniques may be somewhat fail to engage or convince the
weak or ineffective. audience effectively.

The presenter(s) demonstrate
exceptional presentation skills,
including clear articulation,
engaging delivery, effective
use of body language, and
confident demeanor,
Presentation enhancing the overall impact
Skills of the advertisement.
D. Explain- Reporting of answers followed by teacher’s discussion.
Developing
mastery Defining Natural Resources
The presenter(s) exhibit good
presentation skills, with clear
articulation, engaging
delivery, appropriate use of
body language, and a
confident demeanor,
contributing to the overall
impact of the advertisement.
The presenter(s) display
adequate presentation skills,
though there may be some
issues with articulation,
delivery, body language, or
confidence that slightly detract
from the impact of the
advertisement.
The presenter(s) lack
sufficient presentation skills,
with noticeable issues in
articulation, delivery, body
language, or confidence that
significantly detract from the
impact of the advertisement.

(Let the student describe the earliest human settlement having relied to natural resources for survival.)

If we look around, we can see how lucky we are. We are blessed with bodies of water such as rivers, lakes, and
oceans and different landforms like hills, valleys and mountains. Our country is also home to many kinds of animals
and plants. The air, water, plants, animals, soil, rocks and minerals are collectively called natural resources.

Types of Renewable resources are materials that can be replaced easily or have the potential to be replaced over
time. On the other hand, nonrenewable resources are natural resources that are in limited supply or once consumed,
cannot be replaced.
 Table 1. Renewable Energies and their Sources

Renewable Energy Source

Solar Energy energy from the sun

Geothermal Energy harnessed from heat within the Earth.

Hydropower derived from fast-flowing water.

Wind Energy generated from wind.

Biomass energy from decomposition of organic wastes

These renewable energy resources serve as the alternative resources for the commonly used nonrenewable energy
resources such as coal, crude oil, natural gas, and other fossil fuels. These are formed from the geologic deposits of
decayed plants and animals that existed millions of years ago. Coal, crude oil, natural gas, and other fossil fuels are
nonrenewable because it will take millions of years for dead plants and animals to turn into fossil fuels.

Much of the energy we use today are generated from these nonrenewable energy resources. Based on the 2017
Philippines’ energy statistics, approximately 88% of our energy consumption is taken from nonrenewable energy
resources while only 12% of the energy consumption accounted for renewable energy resources. Oil and coal were
listed as the primary sources of energy in the country. The nonrenewable energy resources are exhaustible and once
consumed entirely, it will take millions of years to replenish them.
E. Elaborate- Activity 3: Renewable or Nonrenewable
Finding
practical Directions:
application of Welcome to The Earth Shop, your everything store! It sells various products and everything that you need. Today, the
concepts and shop is giving free coupon which you can use to take home the item of your choice. But to get the free coupon, you
skills in daily need to segregate the products made from renewable and nonrenewable resources that you can see all around you!
living Put the renewable products in the bag and the nonrenewable products in the cart and explain each product how to
 use it sustainability in your daily life. Write your answer on a separate sheet of paper.

Enjoy shopping!

F. Making Sum up the lesson by asking the following questions:

generalizatio
n and 1. How do renewable resources differ from non-renewable resources in terms of their replenishment rates?
abstraction 2. What are some examples of renewable resources, and what makes them renewable?
about the
3. Can renewable resources be depleted entirely? Why or why not?
lesson
4. How do non-renewable resources contrast with renewable ones in terms of their availability over geological
time scales?
5. What are the environmental implications of relying on non-renewable resources versus renewable ones?
G. Evaluation- Evaluation Questions:
Evaluating
learning Direction: Answer the following questions. Write your answer on a separate paper. Your answers will be graded
through rubric.

1.) Define renewable and non-renewable resources.

a) Renewable resources are...
b) Non-renewable resources are...
c) Both a and b
d) None of the above

2.) Identify whether the following resources are renewable (R) or non-renewable (NR):
a) Solar energy
b) Coal
c) Wind power
d) Natural gas
e) Hydroelectric power

3.) Explain the difference between the replenishment rate of renewable and non-renewable resources.

4.) Discuss one environmental impact associated with the extraction or use of a non-renewable resource.

5.) Why is it important for individuals and societies to prioritize the utilization of renewable resources over non-
renewable ones?

Rubric:

Criteria Excellent (4 points) Proficient (3 points) Basic (2 points) Limited (1 point)

Demonstrates a thorough
understanding of the concepts
of renewable and non-
renewable resources, including
Understanding of clear definitions and detailed
Concepts explanations.
Expresses ideas clearly and
coherently, with well-structured
paragraphs, appropriate
Clarity of language, and minimal errors in
Expression grammar and spelling.
Provides strong, relevant
examples and evidence to
support points made about
renewable and non-renewable
Use of Evidence resources, demonstrating a
and Examples deep understanding of the topic.
H. Extend-
Additional Activity 4: I Can Make a Difference
activities for
application or Directions: Write the things you can do to help use the Earth’s resources sustainably
remediation
Shows a solid understanding
of the concepts with accurate
definitions and explanations,
though may lack some depth
or detail.
Communicates ideas clearly,
with mostly well-structured
paragraphs, appropriate
language, and few errors in
grammar and spelling.
Offers relevant examples and
evidence to support points
made about renewable and
non-renewable resources,
though may lack some depth
or relevance.
Provides a basic understanding
of the concepts, with definitions
and explanations that are
somewhat unclear or incomplete.
Expresses ideas somewhat
clearly, with some issues in
paragraph structure, language
usage, and errors in grammar
and spelling that may
occasionally impede
understanding.
Provides limited examples and
evidence to support points made
about renewable and non-
renewable resources, with some
relevance or depth lacking.
Demonstrates limited
understanding of the concepts,
with vague or inaccurate
definitions and explanations.
Communicates ideas unclearly,
with poor paragraph structure,
inappropriate language, and
frequent errors in grammar and
spelling that often impede
understanding.
Offers few examples or
evidence to support points made
about renewable and non-
renewable resources, with little
relevance or depth.
 Rubrics:

Excellent Strong Fair Needs

(5 points) (4 points) (3 points) Improvement
(2 points)
Content Ideas are clear Ideas are clear Ideas are Ideas are not
with accurate with accurate somewhat clear and
information information but clear but some missing with
supported by not supported information specific and
specific and with specific are incorrect relevant
relevant and relevant and with examples.
examples. examples. irrelevant
examples.
Presentation All ideas are Ideas mostly Some ideas don’t Ideas lacks
compelling and make sense and make direction and
presented in an are presented in sense and are are not
organized and an organized not presented presented in
logical manner. and logical in an organized and an organized
manner. logical and logical
manner. manner.

*this activity can be conducted on Friday (Catch-up Friday)

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 lesson 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 this
work?

Prepared by:
LOURDES A. ROSEL
Subject Teacher