GRADES 1 TO 12
DAILY LESSON
LOG
School
Teacher/s
Teaching Dates and Time
SESSION 1
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
Grade Level
Learning Area
Quarter
November 7-11, 2016
SESSION 2
SESSION 3
SEVEN
SCIENCE
THIRD
SESSION 4
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 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 object in terms of distance or
displacement, speed or velocity,
and acceleration.
S7FE-IIIa-1
The learners describe the motion of The learners differentiate quantities
an object in terms of distance or
in terms of magnitude and
displacement, speed or velocity,
direction.
and acceleration.
S7FE-IIIa-1
S7FE-IIIa-2
The learners create and interpret
visual representation of the motion
of objects such as tape charts and
motion graphs.
S7FE-IIIb-3
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.
Descriptors of Motion
-Where is it?
a. Using Diagrams
b. Using Graphs
Descriptors of Motion
-Distance and Displacement
Descriptors of Motion
-Speed and Velocity
Descriptors of Motion
- Acceleration
- Motion Detectors
Page 119-121
Page 130-134
Page 121-122
Page 134-136
Page 122-123
Page 136-139
Page 123-124
Page 139-143
B. Other Learning Resource
IV. PROCEDURES
A. Reviewing previous lesson or
presenting the new lesson
B. Establishing a purpose for the
lesson
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.
Name the common signage you
find in highways and roads that
gives direction?
Review:
When can we say that an object is
in motion?
From our previous lesson, what are
the different ways to describe the
motion of an object?
Review:
What is speed? What makes
speed different from velocity?
The teacher prepares beforehand
the 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
Inform the class that the students
should be able to make a roadmap
that shows how the students get to
school from the house.
In this activity, students should be
able to design ways to obtain the
speed of each member of the
group and decide how to used
these values to determine who
among them walks fast
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 groups.
Assigned members as Leader,
Time keeper, Note taker, etc.
Using the same group from the
previous activity. Find a bigger
space in the school where the class
can perform Activity 3: Fun walk
(page 137)
Divide the class into 5 groups.
Assigned members as Leader,
Time keeper, Note taker, Reporters,
etc.
Perform Activity 1 : Where is It ? on
page 131
C. Presenting examples/Instances of
the new lesson
Using Figure 1 of page 131,
describe the positions of the
objects using number line.
Using Figure 2 of page 132,
The group performs Activity 2 : My
describe the position of the ball at a Home to School Roadmap on page
given time.
135 to 136. Following the
instructions carefully. Each student
should be able to draw its roadmap
in short band paper.
D. Discussing new concepts and
practicing new skills # 1
During the processing, the teacher
should emphasize that once the
students have selected their point
of reference, they can easily
describe any change in the position
Present Figure 5 on page 134 to
the class. Let the students
describe the motion of the dog.
From the figure define distance and
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
The group performs Activity 4:
Doing Detective Work on page 139
to 141. 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
of an object. In other words, they
can 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.
E. Discussing new concepts and
practicing new skills # 2
displacement.
objects speed or velocity.
interval of 1 second.
Define and differentiate Speed form
Velocity.
Define Average Speed and
Instantaneous Speed
Students will describe motion using
motion graphs. Following the
procedure below:
Discuss Speed as distance travel
divided by time of travel or
1. Using the values from figure 2 of
page 132, complete Table 1:
Position of the ball vs time;
2. Plot the values in Table 1 as
points on the graph in Figure 3,
page 134, using graphing paper
3. Lastly, draw a straight diagonal
line through the points in the graph.
Speed =
The teacher also defines motion as
a change in position. Gives the
definition of Distance and
Displacement.
Velocity =
Distance traveled
Time of travel
Students will describe the distance
travelled by the car by plotting the
values from the Table 3 on page
141 using motion graphs.
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
F. Developing mastery
(leads to Formative Assessment 3)
Students are asked to answer the
Short Answer Questions (Q1 to
Q14 on page131-132.)
Select students to present their
answers to the class.
Time of travel
Refer to figure 7 of page 135,
displacement-time graph. 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?
Board Drill:
1. Who is travelling faster than the
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
Each group should answer the
Short Answer Questions (Q1 to
Q10 on page140-141.)
going North?
G. Finding practical application of
concepts and skills in daily living
Teacher emphasizes the
significance that knowledge in
describing motion of an object will
help them understand common
road signage.
How far is your home from the
school?
What is the maximum speed limit
allowed by law for road vehicles in
the Philippines?
In what instance you are required
to increase your speed?
- Cite instance like emergency
cases.
- Precaution on safe driving by
using safety belts.
H. Making generalizations and
abstractions about the lesson
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.
The students will answer the
questions orally.
Why is it important to attain the
required speed limit in the road or
highways?
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.
1. Is it possible to get zero
displacement?
2. When can displacement be
equal to zero?
This is to correct the common
conception among people that
acceleration only refers to objects
with increasing speed.
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
Check students’ answer on Short
Answer Questions (Q1 to Q14)
Check students’ answer from the
activities given (Developing
Mastery)
Check students’ answer : Board
Drills
Check students’ answer in the
Short Answer Questions (Q1 to
Q10 on page140-141.)
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.
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:
___________________________
Science Teacher
GRADES 1 TO 12
DAILY LESSON
NOTED BY:
__________________________
School
Teacher/s
______________________
School Principal
Grade Level
Learning Area
SEVEN
SCIENCE
LOG
Teaching Dates and Time
SESSION 1
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
November 14-18, 2016
SESSION 2
Quarter
SESSION 3
THIRD
SESSION 4
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. Analyze an example of motion wherein speed or velocity is changing
by examining the record of the dots on a strip of paper;
2. Emphasize that any change in the velocity of an object an object
results 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.
At the end of the session, the learners are expected to:
1. Explain that waves carry energy ;
2. Note that the energy produces by the waves creates movement; and
3. Distinguish between transverse and longitudinal waves;
The learners demonstrate an understanding of motion in one dimension.
The learners demonstrate an understanding of waves as a carrier of
energy.
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
energy
S7FE-IIIc-4
The learners create and interpret
visual representation of the motion
of objects such as tape charts and
motion graphs.
S7FE-IIIb-3
The learners differentiate
transverse waves from longitudinal
waves, and mechanical waves from
electromagnetic waves
S7FE-IIIc-5
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.
Descriptors of Motion
- Acceleration
-Motion Detectors
(Group Reporting on Results)
Summative Test
Descriptors of Motion
a. Distance and Displacement
b. Speed and Velocity
c. Acceleration
Waves Around You
- Warm up. What are waves?
Types of Waves
-Let’s Make Waves
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
C. Presenting examples/Instances of
the new lesson
D. Discussing new concepts and
Page 123-124
Page 139-143
Page 123-124
Page 139-143
Page 126-127
Page 144-145
Page 128-131
Page 145-149
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.
The teacher prepares the students
to do the reporting of results to the
class. He/she sees to it that all
members of the group have the
change to share his/her thoughts
and understanding of the activity
done
Students should derive the
definition of acceleration from the
data gathered and present it
logically to the class.
Group Reporting on the Results of
Activity no. 4: Doing Detective Work
Students emphasizes that any
change in the velocity of an object
Teacher presents a demonstration
to serve as motivation.
What happens when waves pass
by?
Demonstration Activity: Introduction
to Vibrations
Please see TG page 126-127 for
the procedure.
Students are expected to answer
the given questions in the
Summative Test. Interpret the
change of speed/velocity using
graphical presentation.
In this activity, students should be
able to observe how waves are
produced.
In this activity, students should be
able to observe and draw the
different types of waves and
describe how they are produced.
From the activity, ask the students
the following questions:
1. What two things are vibrating?
2. What caused the salt to move?
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.
Solicit from the students the idea
about waves are caused by a
After the activity, the group
presents its Group Output in the
practicing new skills # 1
E. Discussing new concepts and
practicing new skills # 2
F. Developing mastery
(leads to Formative Assessment 3)
an object results in an acceleration.
Acceleration is either increasing or
decreasing of speed and changing
directions.
Each group presents their answer
the Short Answer Questions (Q1 to
Q10 on page140-141.)
Summative Test
(See Attachment: Summative Test
Unit 3 Module 1.1.)
source of a vibration and waves
can set objects into motion.
class. Sharing in their own
understanding on the different
types of waves.
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?
Ask the students to answer
Summary Questions on Page 149
How engineers and architects
designed skyscrapers and bridges
to address the problem regarding
the stability of constructed building
whenever earthquakes occur?
G. Finding practical application of
concepts and skills in daily living
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 Subic Laguna
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).
H. Making generalizations and
abstractions about the lesson
What is needed in order for an
object to move?
The teacher stress that waves are
What are the different types of
created by a source and as the
waves and how one differs from the
waves travel it carries energy within other?
it and cause movement
I. Evaluating learning
Evaluate the Group Reporting
Check the answer of students in
the Summative Test.
Evaluate the explanation of
students in the oral recitation
Check the answer of students in
the Summary Questions
(See Rubric Attached: Title:
Reporting Rubric)
J. Additional activities for application
or remediation
I.
REMARKS
II.
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:
___________________________
Science Teacher
GRADES 1 TO 12
DAILY LESSON
NOTED BY:
__________________________
School
Teacher/s
______________________
School Principal
Grade Level
Learning Area
SEVEN
SCIENCE
LOG
Teaching Dates and Time
SESSION 1
I.
OBJECTIVES
November 21-25, 2016
SESSION 2
Quarter
SESSION 3
II.
CONTENT
III. LEARNING RESOURCES
A. References
1. Teacher’s Guide pages
SESSION 4
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. Explain how waves carry energy from one place to another;
2. Distinguish between transverse and longitudinal waves;
3. Distinguish between mechanical waves and electromagnetic waves; and
4. Create a model to demonstrate the relationship among frequency, amplitude, wavelength, and wave velocity.
A. Content Standard
B. Performance Standard
C. Learning
Competency/Objectives
(Write the LC code for each.)
THIRD
At the end of the session, the
learners are expected to:
1. Demonstrate how sound is
produced;
2. Identify factors that affect the
pitch and loudness of the sound
produced;
The learners demonstrate an understanding of waves as a carrier of energy.
The learners differentiate
transverse waves from longitudinal
waves, and mechanical waves from
electromagnetic waves
S7FE-IIIc-5
The learners differentiate
The learners relate the
transverse waves from longitudinal characteristics of waves
waves, and mechanical waves from
S7FE-IIId-6
electromagnetic waves
S7FE-IIIc-5
The learners describe the
characteristics of sound using the
concept of wavelength, velocity and
amplitude.
S7FE-IIIc-7
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 Waves
- Amplitude
- Wavelength
- Wave Velocity
Mechanical Waves vs.
Electromagnetic Waves
Summative Test on:
a. Types of Waves
b. Characteristics of Waves
- Amplitude
- Wavelength
- Wave Velocity
c. Mechanical Waves vs.
Electromagnetic Waves
Production of sound
Page 131-134
Page 134-137
Page 128-137
Page 142-144
2. Learner’s Materials pages
3. Textbook pages
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 new skills # 1
Page 150-153
Page 154-156
Page 145-156
Page 161-165
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.
Review:
What are the different types of
waves discussed from the previous
lesson?
Review:
1. What is am amplitude of a
wave?
2. What is wavelength?
3. How to measure the speed of a
wave?
Ask students to place their palm on
their throat then say loudly, “Mom!
Phineas ad Ferb are making a title
sequence!”
The teacher asks the students the
question: How do you describe
waves?
The teacher asks the students the
question: How do waves
propagate?
Using the same groupings from the
previous group activity. Students
are to perform Activity 2: Anatomy
of a wave on page 150- 149. 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
show the large images of
mechanical waves, which the
students were able to generate
from Activity 1, and a chart of the
electromagnetic spectrum which
can be used by the students in
answering the questions in the
Activity sheet.
Teacher calls students to present
their output (My Sounding Box) to
the class. Let them demonstrate
how sound is produced.
The students within the group
create a model to demonstrate the
relationship among frequency,
amplitude, and wavelength.
Students should:
- Define mechanical waves and
electromagnetic waves.
The teacher discusses that sounds
are caused by vibrations. Vibration
are considered as a disturbance
that travels through a medium
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.
- Identify the common name of
electromagnetic waves shown in
the chart
(solid, liquid, or gas), This vibratory
motion causes energy to transfer to
our ears and interpreted by our
brain.
- Draw waves to re[present each
electromagnetic waves.
Illustration must represent the
wavelength of a wave relative to
others.
E. Discussing new concepts and
practicing new skills # 2
The teacher demonstrates how to
measure speed of the wave using
the frequency and the wavelength
of the wave.
F. Developing mastery
(leads to Formative Assessment 3)
Ask the students to answer the
short answer questions: Summary
on page 153
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
sheet provided by the teacher that
contains the identification of
common names and illustration of
the different electromagnetic
waves.
Summative Test
(See Attachment: Summative Test
Unit 3 Module 1.2)
G. Finding practical application of
concepts and skills in daily living
The teacher shares to the class
that the Sun is an important source
of ultraviolet (UV) waves, which is
the 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.
The principles of propagation of
sound are used in the creation of
musical instruments
H. Making generalizations and
abstractions about the lesson
Why UV rays are harmful to the
skin compared visible light?
How sounds propagated? Can
sound waves travel through a
medium?
I. Evaluating learning
Evaluate students’ answers in the
short answer questions: Summary
on page 153
Check the answers in the activity
sheet.
Check the answer of students in
the Summative Test.
J. Additional activities for application or
remediation
V.
REMARKS
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
VI.
REFLECTION
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:
___________________________
Science Teacher
GRADES 1 TO 12
DAILY LESSON
NOTED BY:
__________________________
School
Teacher/s
______________________
School Principal
Grade Level
Learning Area
SEVEN
SCIENCE
LOG
Teaching Dates and Time
SESSION 1
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
3. Additional Materials from
November 28- December 2, 2016
SESSION 2
Quarter
SESSION 3
THIRD
SESSION 4
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 sound is produced;
2. Identify factors that affect the pitch and loudness of the sound produced;
3. Describe the characteristics of sound from the sounding box and compare them with the sound produced by
a guitar; and
4. Explain sound production in the human voice box and how pitch, loudness and quality of sound vary from one
person to another.
The learners demonstrate an understanding of the characteristics of sound.
At the end of the session, the
learners are expected to:
1. Create musical instruments
using indigenous products ;and
2. Use these instruments to
compose tunes and present a
Gig.
The learners explain sound
production in the human voice box
and how pitch, loudness and
quality of sound vary from one
person to another.
S7FE-IIIe-8
The learners describe how
organisms produce, transmit, and
receive sound of various
frequencies (infrasonic, audible,
and ultrasonic sound).
S7FE-IIIe-9
The learners describe how
organisms produce, transmit, and
receive sound of various
frequencies (infrasonic, audible,
and ultrasonic sound).
S7FE-IIIe-9
The learners describe how
organisms produce, transmit, and
receive sound of various
frequencies (infrasonic, audible,
and ultrasonic sound).
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
- Pitch
Characteristics of Sound
- Loudness
- Quality
The Human Ear
Summative Test on:
Production of sound
Characteristics of Sound
- Pitch
- Loudness
- Quality
The Human Ear
Production of Sound
Activity 3 : Big Time Gig
Page 144
Page 165-167
Page 144
Page 167-170
Page 142-144
Page 161-170
Page 145
Page 170-172
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
time allotment for each step.
How are sounds produced?
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 new skills # 1
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 and observe the different
pitch of the rubber band of different
thickness and the from the string of
the guitar.
From your Biology lesson, can you
still remember the anatomy of a
human ear?
Recalls that sound are produced by
vibration.
Students are expected to answer
the given questions in the
Summative Test honestly.
Given the picture of the human ear,
teacher asks the students to name
the different parts of the ear.
Form a group of four (4) students.
One student can play stringed
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.
Each member of the group creates
its own improvised instruments
according to its assigned task.
Teacher discusses the function of
the different parts of the human
ear.
The members of the group practice
their composed song using their
improvised musical instruments.
The teacher then discuss about
sound pitch.
E. Discussing new concepts and
practicing new skills # 2
F. Developing mastery
(leads to Formative Assessment 3)
Teacher explains about loudness
and sound intensity.
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
Initiating students’ creativity, they
will make improvised / localized
musical instruments. Using the
materials available in the locality.
The group comes up with their own
song 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
concepts and skills in daily living
H. Making generalizations and
abstractions about the lesson
I. Evaluating learning
What sound level is audible to
human ear?
How would you relate pitch and
frequency
Check answers (Q1 to Q16)
There are many localized
instruments known like those used
by our Ethics Brothers in the
Provinces of Bukidnon. Can you
name some of these?
Is loud music like rock music
healthy to the ears?
Check the answer of students in
the Summative Test.
Use Scoring Rubric found in page
171.
J. Additional activities for application or
remediation
V. REMARKS
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
VI. REFLECTION
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:
___________________________
Science Teacher
GRADES 1 TO 12
DAILY LESSON
NOTED BY:
__________________________
School
Teacher/s
______________________
School Principal
Grade Level
Learning Area
SEVEN
SCIENCE
LOG
Teaching Dates and Time
SESSION 1
I.
OBJECTIVES
December 5-9, 2016
SESSION 2
Quarter
SESSION 3
THIRD
SESSION 4
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
B. Performance Standard
The learners demonstrate an understanding of the characteristics of light.
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 a straight line.
S7FE-IIIg-11
The learners relate characteristics
of light such as color and intensity
to frequency and wavelength.
S7FE-IIIf-10
The learners infer that light travels
in a straight line.
S7FE-IIlg-11
II.
CONTENT
III. LEARNING RESOURCES
A. References
1. Teacher’s Guide pages
2. Learner’s Materials pages
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
- Intensity and Brightness
Characteristics of Light
- Color
Properties of light
- light travels in a straight line
Summative Test on:
Characteristics of Light
- Intensity and Brightness
- Color
Properties of light
- light travels in a straight line
Page 146-148
Page 173-176
Page 147-148
Page 177-181
Page 185-186
Page 185-186
Page 146-186
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 the new lesson
B. Establishing a purpose for the
lesson
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
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
Newton? What about Christian
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
group presentation and class
discussion of the guide questions
to probe the concept of common
light source and how light is
produced and propagated
Discussion should also be
extended to cover differences and
similarities of brightness and
intensity.
Group reporting on the results of
the activity
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.
Review the different characteristics
of light discussed from the previous
lesson.
Group the students to perform
Activity 2: My Spectrum Wheel
Group the students to perform
Activity 4: Light up Straight
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
In the quest to come up with the
design, students will be able to
discover and apply the different
characteristics and properties of
light.
Group reporting on the results of
the activity.
Students design an experiment to
show that light travels in a straight
line.
What is our main source of light?
Using the Electromagnetic
Students will design an experiment
given several materials to show
that light travels in a straight line
Students are expected to answer
the given questions in the
Summative Test honestly.
Summative Test
(See Attachment: Summative Test
Unit 3 Module 1.4)
abstractions about the lesson
I. Evaluating learning
Use Reporting Rubric to evaluate
the group reporting.
Spectrum, at what frequency color
is visible to human eyes?
Use Reporting Rubric to evaluate
the group reporting.
Use Scoring Rubric found in page
186
Check the answer of students in
the Summative Test.
J. Additional activities for application or
remediation
V. REMARKS
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
VI. REFLECTION
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:
___________________________
Science Teacher
GRADES 1 TO 12
DAILY LESSON
NOTED BY:
__________________________
School
Teacher/s
______________________
School Principal
Grade Level
Learning Area
SEVEN
SCIENCE
Teaching Dates and Time
LOG
SESSION 1
I.
OBJECTIVES
December 12-16, 2016
SESSION 2
Quarter
THIRD
SESSION 3
SESSION 4
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
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
3. Additional Materials from
Learning Resource (LR)portal
B. Other Learning Resource
IV. PROCEDURES
The learners demonstrate an understanding of how heat is transferred.
The learners infer the condition
necessary for heat transfer to
occur.
S7FE-IIIh-i-12
The learners infer the condition
necessary for heat transfer to
occur.
S7FE-IIIh-i-12
The learners infer the condition
necessary for heat transfer to
occur.
S7FE-IIIh-i-12
The learners infer the condition
necessary for heat transfer to
occur.
S7FE-IIIh-i-12
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
- Conduction
Heat Transfer
- Convection
- Radiation
Summative test on:
Heat transfer
- Conduction
- Convection
- Radiation
Page 150-153
Page 187-192
Page 153-154
Page 192-194
Page 154-159
Page 194-198
Page 150-159
Page 187-98
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.
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 new skills # 1
E. Discussing new concepts and
practicing new skills # 2
F. Developing mastery
(leads to Formative Assessment 3)
At the start, the teacher ask the
students to give their ideas about
heat
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
group presentation and class
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.
Have you tried placing your finger
inside a freezer then it stuck?
Review on heat transfer through
conduction
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?
Is water a good conductor of heat?
The students present to the class
their observation.
Extend the discussion about heat
transfer through conduction
Group reporting on the results of
the activity.
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 195 – Activity 3: Move me up
Students will answer Q1-Q4 in
page 197 – Activity 4: Keep it cold
G. Finding practical application of
concepts and skills in daily living
How thermometers work?
H. Making generalizations and
abstractions about the lesson
Students’ illustrate the transfer of
heat to the class
Perform Activity 5 : All at once at
home. Practical application of heat
transfer in that take place within the
respective houses of the students
Emphasize that different objects or
materials conduct heat differently.
Which among the metals observed
conduct the highest heat
conductivity
Students are expected to answer
the given questions in the
Summative Test honestly.
Summative Test
(See Attachment: Summative Test
Unit 3 Module 1.5)
I. Evaluating learning
Check answers of the students (QiQ11)
Use Reporting Rubric to evaluate
the group reporting.
Check students answers Q1-Q6 in
page 195 – Activity 3: Move me up
Check the answer of students in
the Summative Test.
Check students answers Q1-Q4 in
page 197 – Activity 4: Keep it cold
J. Additional activities for application or
remediation
V. REMARKS
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
VI. REFLECTION
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:
___________________________
Science Teacher
CHECKED BY:
NOTED BY:
__________________________
______________________
School Principal