DAILY LESSON

LOG

School
Teacher

Palawan National School

Teaching Dates and

Time
Monday

Tuesday

Grade level
Learning
Area
Quarter

Wednesday

Thursday

Grade 7
Science
First

Friday

I.OBJECTIVES

1. Distinguish
between metals
and nonmetals
based on its
electrical
conductivity.

1. Distinguish
between metals
and nonmetals
based on the
acidity of their
oxides.

1. Name
elements that are
listed in the
Nutrition Facts of
a food label;
2. Recognize that
the elements
listed in the
Nutrition Facts
are not added as
the elements
themselves;

1. Infer the food

ingredient that
could be the
source of those
listed elements;
2. Recognize that
most of these
food ingredients
are examples of
compounds.

1. Recover iron
from a food
product.

A. Content
Standard

Properties of
metals and
nonmetals.

Properties of
metals and
nonmetals.

Properties of
metals and
nonmetals.

Properties of
metals and
nonmetals.

Properties of
metals and
nonmetals.

Describe some
properties of
metals and nonmetals such as
luster,
malleability,
ductility, and
conductivity.

Describe some
properties of
metals and nonmetals such as
luster,
malleability,
ductility, and
conductivity.

Describe some
properties of
metals and nonmetals such as
luster,
malleability,
ductility, and
conductivity.

Describe some
properties of
metals and nonmetals such as
luster,
malleability,
ductility, and

Describe some
properties of
metals and nonmetals such as
luster,
malleability,
ductility, and

B. Performance
Standard
C. Learning
Competencies

II. CONTENT
III. LEARNING
RESOURCES
A. References
1. Teachers
Guide page
2. Learners
Material page

S7MT-Ij-7

S7MT-Ij-7

S7MT-Ij-7

Metals and Nonmetals

Metals and Nonmetals

Metals and Nonmetals

conductivity.
S7MT-Ij-7
Metals and Nonmetals

conductivity.
S7MT-Ij-7
Metals and Nonmetals

pp. 29-33

pp. 34-35

pp. 36-37

pp. 36-37

pp. 38

pp. 28-31

pp. 32-35

pp. 36-38

pp. 36-38

p. 42

pp.

pp.

pp.

pp.

pp.

Ask the students

about food
labels.

Recall whats in a
Nutrition Facts.

3. Textbook page
4. Additional
Materials from
Learning
Resource (LR)
portal
B. Other Learning
Resources

Web, General Chemistry books

IV.
PROCEDURES
A. Reviewing
previous lessons
or presenting the
new lesson

Recall some
concepts about
substances and
mixtures.

Recall electrolysis
and the elements
that can be
generated from
this process.

Recall some
macro- and
micro-minerals
needed by the
body.

B. Establishing a
purpose for the
new lesson
C. Presenting
examples /
instances of the
2

new lesson
D. Discussing
new concepts
and practicing
new skills #1

Perform Activity
1: Water, Water You Made of?

E. Discussing
new concepts
and practicing
new skills #2
F. Developing
Mastery

Report the steps

in making an
improvised
electrolysis
apparatus.
Discuss the
observations
made from the
activity.

Perform Activity
2: The Periodic
Table: Its
Element-ary!

Perform Activity 3: The Matter on

Labels

Discuss Table 1:
Name and
symbol of some
elements and the
group number it
belongs to.
Answer Guide
Questions

Discuss some
elements that are
essential to life
(source, function,
deficiency
conditions)
Discuss the
compounds that
can be found in a
food label.

Perform Activity
4: The Iron-y of
Food

Distinguish
whether a food
ingredient is food
grade or nonfood
grade.
Report the
procedure
followed in the
activity. Answer
the Guide
Questions.

G. Finding
practical
Applications of
concepts and
skills in daily
living
H. Making
generalizations
and abstractions
about the lesson
I. Evaluating
Learning
J. Additional
activities for the
3

application /
remediation

V. REMARKS
VI. REFLECTION
A. No. of learners
who learned 80%
on the formative
assessment
B. No. of learners
who require
additional
activities for
remediation
C. Did the
remedial lesson
work?
No. of learners
who caught up
with the lesson
D. No. of learners
who continue to
require
remediation
E. Which of my
teaching
strategies
worked? And why
did these work?
F. What
difficulties did I
encounter which
my principal or
supervisor can
help me solve?
G. What
4

innovation or
localized
materials did I
use/discover
which I wish to
share with other
teacher.

Monday
I.OBJECTIVES

A. Content
Standard
B. Performance
Standard

1. Compare the
heat capacities of
the given liquid
samples.
2. Analyze the
given situations
about the
capacity to
transfer more
heat or capacity
to release more
heat by some
materials.
Heat and
temperature ,
and the effects of
heat on the body
Plan and design
an investigation
including the
steps on how
they will gather
and analyze data

Tuesday
.

Wednesday

Thursday

Friday

C. Learning
Competencies

to come up to
this question:
How does the
mass of an object
affect the
amount of heat it
can transfer?
Differentiate
between heat
and temperature
at the molecular
level.
S8FE Ig 29
.

II. CONTENT
III. LEARNING
RESOURCES
A. References
1. Teachers
Guide page
2. Learners
Material page

Science 8 TG
Page 34
Learners
Module
pp. 50 -51

3. Textbook page
4. Additional
Materials from
Learning
Resource (LR)
portal

B. Other Learning

A heater, plastic
cups, small basin
and
thermometer,
beaker, tripod,
wire gauze and
alcohol lamp,
sample of liquids
like oil and water
Internet, college
6

Resources

or high school
physics book,
Encarta

IV.
PROCEDURES
A. Reviewing
previous lessons
or presenting the
new lesson

B. Establishing a
purpose for the
new lesson

C. Presenting
examples /
instances of the
new lesson
D. Discussing
new concepts
and practicing
new skills #1

How mass of the

material or
substance is
related to its
change in
temperature?
In this case, we
are going to use
liquid samples of
the same amount
to compare their
capacity to
transfer heat?
Introduce the
lesson by raising
up a question:
which of the two
liquid samples
boils the fastest?
the slowest?
Discuss the heat
capacity to
establish
concepts about
the lesson.
Do the Activity 5,
Comparing heat
capacities on
page 50 to 51.

E. Discussing
new concepts
and practicing
new skills #2

F. Developing
Mastery

G. Finding
practical
Applications of
concepts and
skills in daily
living

The difference
between two
materials or
substances gives
us a clear point
of view that it
has a direct
relation to absorb
or release heat
when
temperature
changes.
Show the
equation of heat
capacity
(Q = m C
T)
then explain each
variables or
elements and its
relationship to
one another.
In your home
especially in your
kitchen to be
specific, why
most of your
cooking utensils
are made up of
metals? How
about the dinner
plates that are
made of glasses?
Why your most of
electrical gadgets
and appliances
are
8

H. Making
generalizations
and abstractions
about the lesson

I. Evaluating
Learning

J. Additional
activities for the
application /
remediation

covered/coated
by plastics or
rubber?
Different
materials have
different specific
heat capacities.
Many metals
have low specific
heat capacity.
This makes them
easy to heat up
and cool down.
Quiz. 15 points
1. Multiple Choice
(10 items)
2. Fill in the
blanks (5 items)

V. REMARKS
VI. REFLECTION
A. No. of learners
who learned 80%
on the formative
assessment
B. No. of learners
who require
additional
activities for
remediation
C. Did the
remedial lesson
9

work?
No. of learners
who caught up
with the lesson
D. No. of learners
who continue to
require
remediation
E. Which of my
teaching
strategies
worked? And 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
teacher.

10