G7 Science DLL

DAILY LEARNING
LOG FOR SCIENCE

GRADE 7
Republic of the Philippines, Department of Education, Region IV-A CALABARZON
CANDA NATIONAL HIGH SCHOOL – DAILY LEARNING LOG in GRADE 7: SCIENCE Teacher’s Name: JULGIRIN S. ABIAN
DAY 1 DAY 2 DAY 3 DAY 4/DAY 5
JUNE 16, 2014 JUNE 17, 2014 JUNE 18, 2014 JUNE 19/20, 2014
Lesson:Solutions Lesson: Common properties of solution Lesson:Solutions/concentration Lesson:Concentration of a solutions
Objective(s):Describe the Objective(s):Describe the properties of Objective(s):Compare and contrast the Objective(s): Express the concentration
observable characteristics of solution solutions based on the observation saturated and unsaturated solutions of a solution by percentage by volume and
at home/stores Subject Matter:Common properties of Subject Matter:The evidence of percentage by mass
Subject Matter:Characteristics of solution saturation Subject Matter:Concentration
solutions at home and stores Reference(s):Chemistry textbook and Reference(s):science module g-7 Reference(s):grade – 7 science module
Reference(s): science g-7 module Material(s):
Learning Module science-7 Material(s):water, spoons, powder juice, Material(s):sugar, water, stirring rod, Calculator and reference book in chemistry
Material(s):Common solutions cooking oil, vinegar, funnel, cheesecloth, thermometer, measuring cups and spoon, (phoenix)
present at home and stores; i.e oil, soy filter paper, plastic bottle transparent bottle
sauce, vinegar, alcohol, etc
Learning Task: Learning Task: Learning Task: Learning Task:
Activities:Doing Activity number 1 = Activities:Doing activity number 2 in Activities:Doing activity number 3 The Activities: discussion, demonstration of
What solutions do you find in your science g-7 module Evidence that a Solution is concentrated concentration of solution
home/stores Analysis:analyzed the common properties Analysis: Analyzed if the solution is Analysis: How many mL of ethyl alcohol
Analysis:Analyzed if the solutions of solutions present in the different saturated on unsaturated are present in a 50 mL bottle of rubbing
collected at home and stores is materials Abstraction:Solution is saturated if it alcohol?
solution or not Abstraction:Presentation of the table of contains greater amount of solute while Abstraction:When there is a large
Abstraction:Describe the the data for the sample solutions of solids unsaturated if it is contains less amount of amount of dissolve solute for a certain
characteristics and properties of a and liquids solute volume of solvent, the solution is
solutions Application:Separation of the mixtures of Application:at 25 degrees Celsius, a concentrated.
Application:Presentation of the the sample solutions presented in the data saturated solution of a table salt has only Application:A 1 peso coin has a mass
data gathered of the different solutions 36 grams dissolve in 100 ml of water of 5.5 grams. How many grams of copper
are in a one peso coin containing 75%
copper by mass?
Remarks: Remarks: Remarks: Remarks:
No. of learners within Mastery Level: No. of learners within Mastery Level: No. of learners within Mastery Level: No. of learners within Mastery Level:
Grade/Year/Section: Number: Grade/Year/Section: Number: Grade/Year/Section: Number: Grade/Year/Section: Number:

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No. of Learners needing No. of Learners needing No. of Learners needing No. of Learners needing
enhancement/Remediation: enhancement/Remediation: enhancement/Remediation: enhancement/Remediation:

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REMEDIAL:
Solution
Concentration
Dilute
Saturation of a solution
CANDA NATIONAL HIGH SCHOOL – DAILY LEARNING LOG in GRADE 7: SCIENCE

Teacher’s Name: JULGIRIN S. ABIAN
June 23, 2014 June 24, 2014 June 25, 2014 June 26/27, 2014
Lesson:Ways of expressing the Lesson:Concentration Lesson: Concentration Lesson: concentration
Solution Objective(s): Enumerate and Objective(s): Enumerate and discuss
Objective(s):Differentiate discuss the factors affecting how fast Objective(s): Discuss The effect of the factors affecting how fast a solid
percentage by volume and a solid solute dissolves temperature in dissolving solid materials solute dissolves. Discuss The effect of
Percentage by mass Subject Matter: Concentration of a into water temperature in dissolving solid materials
Subject Matter: Concentration of solution Subject Matter:concentration of a into water
a solution Reference(s): Chemistry Phoenix solution Subject Matter: concentration of a
Reference(s): Chemistry Phoenix textbook and grade 7 science module Reference(s): Chemistry Phoenix solution
textbook and grade 7 science module Material(s):sugar, cold water, salt, textbook and grade 7 science module Reference(s): Chemistry Phoenix
Material(s): Calculator stirring rod, ice, hot water Material(s): coffee, hot and cold water textbook and grade 7 science module
Material(s):sugar, salt, ice, water
Activities: Seatwork’s/ exercises Activities: Doing activity # 4- size Activities: Doing Activity # 5- How fast Activities: Doing Activity # 6 –Which
Analysis: Analyzed the matters does the coffee dissolve in hot water? In dissolves faster in hot and in cold water:
concentration of solution and Analysis: Analyzed the dependent cold water? sugar or salt?
compute its percentage by volume and independent variables of the Analysis: Identify which type of water Analysis: Identify which type of water
and percentage by mass different materials in dissolving with can easily dissolve the coffee can easily dissolve the coffee
Abstraction:The labels of the water Abstraction: Degree of Temperature Abstraction: Degree of Temperature
products sold often show the Abstraction:Degree of Temperature have the great effect in dissolving solid have the great effect in dissolving solid
concentration of solutes expressed as have the great effect in dissolving solid materials into materials into
percent (%) by volume or mass materials into water
Application: Seatwork/ short quiz Application: Mixing coffee, sugar Application:Sugar dissolves faster in Application: Sugar dissolves faster in
regarding percentage by volume and and hot water during breakfast is one hot than cold water, even salt, sugar, hot than cold water, even salt, sugar,
mass of the concrete example of dissolving and other powder materials. and other powder materials.
solid into solutions - Short quiz

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REMEDIAL:
Solution
Concentration
Dilute
Saturation of a solution

June 30, 2014 July 1, 2014 July 2, 2014 July 3 & 4, 2014
Lesson:Substances and Mixture Lesson: Substances and Mixture Lesson:Substances and Mixture Lesson: Substances and Mixture
Objective(s):Classify the mixture if Objective(s): Differentiate between Objective(s): Describe the change in Objective(s): Describe properly the
it is homogeneous and sea water and distilled water temperature of a substance during appearance of a substance and mixture
heterogeneous mixture Subject Matter: Mixture and ways boiling while melting
Subject Matter: Mixture and ways of separating it Subject Matter: Mixture and ways of Subject Matter: Mixture and ways of
of separating it Reference(s): Phoenix textbook in separating it separating it
Reference(s):Phoenix textbook in Chemistry by: Estrella Mendoza and Reference(s): Phoenix textbook in Reference(s): Phoenix textbook in
Chemistry by: Estrella Mendoza and grade 7 Module Chemistry by: Estrella Mendoza and Chemistry by: Estrella Mendoza and
grade 7 Module Material(s): Science Laboratory grade 7 Module grade 7 Module
Material(s):Reference books and equipment’s and other materials Material(s): Science Laboratory Material(s): Science Laboratory
module needed in activity 1-Module 2 equipment’s and other materials needed equipment’s and other materials
in activity 2 PART A-Module 2 needed in activity 2 PART B-Module 2
Activities: Lecture and discussion Activities: Doing Activity 1- Sea Activities: Doing Activity 2 PART A- Activities: Doing Activity 2 PART B-
about mixture and substances Water! See water and salts Looks may be Deceiving Looks may be Deceiving
Analysis:Analyzed what is the Analysis: analyzed the difference Analysis:Analyzed the differences Analysis: Analyzed and Describe
different between homogeneous and between substance and mixture between substance and mixture based on properly the appearance of a substance
heterogeneous mixture Abstraction: Substance in this how temperature changes during boiling and mixture while melting
Abstraction:A homogeneous mixture activity is the distilled water and sea Abstraction: The substance and Abstraction: The substance and
is also known as a solution, while water is the solution mixture can be differentiate defends mixture can be differentiate defends
heterogeneous mixture is consists of two Application: Separate the mixture of upon the level of temperature upon upon the level of temperature upon
or more distinct regions BOILING MELTING
water into the salt using distillation
Application: Enumerate the and evaporation set-up Application:Answering the table Application:Answering The difference
different mixtures found in your readings of the liquid samples during between two solids samples like benzoic
home/kitchen and school canteen boiling at 30-sec interval acid and benzoic acid salt solution
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REMEDIAL:

July 7, 2014 July 8, 2014 July 9, 2014 July 10 & 11, 2014
Lesson:Relating observation and Lesson: Distinguishing between Lesson: Elements & Compound Lesson: Elements & Compound
interpretation substance and mixture Objective(s):Distinguish between Objective(s): Distinguish between
Objective(s):Differentiate Objective(s): To distinguish between Elements and compounds Elements and compounds
observation to interpretation pure substances and mixtures Subject Matter:Elements & Subject Matter:Elements &
Subject Matter:Substance and Subject Matter:Substance and Compound Compound
Mixture Mixture
Reference(s): Grade 7 science module, Reference(s): Grade 7 science module,
Reference(s):Grade 7 science Reference(s): Grade 7 science Chemistry Phoenix textbook, Laboratory Chemistry Phoenix textbook, Laboratory
module, Chemistry Phoenix textbook, module, Chemistry Phoenix textbook, Manual in Chemistry Manual in Chemistry
Laboratory Manual in Chemistry Laboratory Manual in Chemistry
Material(s):Periodic table of Elements, Material(s):sulfur powder, iron filings,
Material(s):2 identical bottles, Material(s):sulfur, salt, water acetone, Reference book alcohol lamp, tanzan, magnet
alum(Tawas), small ice cubes, water, starch, oil, alcohol, teas tubes, vials,
transparent container alcohol lamp
Activities:Doing Activity # 7 = Activities:Doing Activity # 8 = Activities:Discussion, lecture the different Activities:Doing Activity # 9 =
Relating Observation and interpretation Distinguishing between substance and mixture elements and their corresponding group Distinguishing between elements and
Analysis:Observation need eyes to Analysis:Analyzed the differences between Analysis:. Give two substances (Present) and compound
observe things while interpretation substance and mixture based on how how will you identify which one is the element? Analysis:Enumerate 2 properties of
need brains temperature changes during boiling/melting Which one is the compound?
both the sulfur and the iron filings
Abstraction:observation and Abstraction:The substance and mixture Abstraction: Elements is a substance which Abstraction:substances may be
can be differentiate defends upon the level of cannot be divided into simpler substances while
interpretation are two main process to temperature upon MELTING and BOILING compound is a substance that can be chemically further classified into two: compounds
make an experimentation become
successful Application:A liquid system is decomposed into simpler elements and elements
homogeneous. Can you classify the system as Application:Give some example of Application:How are elements
Application:Can a blind and deaf a substance or a mixture? Why or why not? substance and elements found in your kitchen
individual make observation? If so, how?
different from compounds? How are
they similar?
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EVALUATION: EVALUATION: EVALUATION: REMEDIAL:
Classify the ff: statements as Classify the ff: if it is a substance or Classify the ff: if it is element or 1. Similarities and
observation or interpretation: mixture: compound: differences of observation
1. Ice cubes is lighter than water 1. Sea water 1. Aluminum and interpretation to
2. The lighted candle becomes 2. Mineral water 2. Water conclusion
shorter 3. Alcohol 3. Salt 2. Differentiate between
3. Ice floats in water 4. Soft drinks 4. Mercury elements and compounds
4. Liquid water changes to gas 5. Fine apple juice 5. Carbohydrates
3. Distinguish between
as its boiling print 6. Gasoline 6. Lead
5. The level of alcohol in an 7. Vinegar 7. Potassium substance and mixture
open bottle decrease after a 8. Soy sauce 8. Rust
minute. 9. Camote juice 9. Vetsin
10. Wine 10. Sugar

July 14, 2014 July 15, 2014 July 16, 2014 July 17 & 18, 2014
Lesson:Elements & Compound Lesson: Lesson: Lesson:
Objective(s):Distinguish between
Objective(s): Objective(s): Objective(s):
Elements and compounds
Subject Matter: :Elements & Subject Matter: Subject Matter: Subject Matter:
Compound
Reference(s):Grade 7 science Reference(s): Reference(s): Reference(s):
module, Chemistry Phoenix textbook,
Laboratory Manual in Chemistry Material(s): Material(s): Material(s):
Material(s):Periodic table of
elements and activity sheet
Activities:Doing Activity # 2 in Activities: Activities: Activities:
Module 2- The Periodic Table-Its
Analysis: Analysis: Analysis:
Element-Ary
Analysis:Analyzed that there are Abstraction: Abstraction: Abstraction:
many elements present in the food
you eat. Application: Application: Application:
Abstraction: There are a total 118
elements in the periodic table and
each are divided into group number
according the uses and source
Application:Enumerate the
different elements and compounds
present home, at school and in
industry.

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EVALUATION: REMEDIAL:
Give at least 10 important

elements and compounds
found in the nutrition facts in
the food you eat everyday

July 21, 2014 July 22, 2014 July 23, 2014 July 24/25, 2014
Lesson:Elements and Compounds Lesson: Lesson:Elements essential to life Lesson: Elements essential to life
Objective(s):Discuss some Objective(s): Discuss some important Objective(s): Discuss some
important elements and compounds Objective(s): elements and compounds in our body, in important elements and compounds in
in our body, in home and industry home and industry our body, in home and industry
Subject Matter: Essential Subject Matter: Essential elements Subject Matter: Essential elements
Subject Matter:
elements and compounds and compounds and compounds
Reference(s): Grade 7 science Reference(s): Grade 7 science module, Reference(s): Grade 7 science module,
module, Chemistry Phoenix textbook, Reference(s): Chemistry Phoenix textbook, Laboratory Chemistry Phoenix textbook, Laboratory
Laboratory Manual in Chemistry Manual in Chemistry Manual in Chemistry
Material(s):Periodic Table Of Material(s): Material(s): Periodic Table Of Material(s): Periodic Table Of
Elements Elements Elements
Activities:Doing Activity # 3- The Activities: Activities:Discussion- The micro and Activities:Doing Activity # 4- The
Matter on Labels macro minerals elements which is Iron-y of Food
Analysis:Analyzed the different Analysis: essential to life Analysis:Recover Iron from the food
elements listed in the nutrition facts Analysis:Analyzed that there are product
of a food label instances that the Nutrition facts is Abstraction:Compound are made up
Abstraction:There are many Abstraction: incomplete of elements, elements are the simplest
elements are essential to our lives and Abstraction:Any ingredient added to form of matter and both elements and
also there are elements which is rare and food should be safe to eat in terms of compounds are substances
most of the time dangerous if you take in Application: quality and quantity. Application:How would you recover
the elements itself.
Application:Enumerate some the iron present in the food products by
Application:Name 3 elements elements essential to life such as the using a magnet?
present in the ingredients of the micro and macro minerals and give their
cereal drink which are not listed in functions
the nutrition facts.

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July 28, 2014 July 29, 2014 July 30, 2014 July 31 & August 1, 2014
Lesson:Nutrition Facts Lesson: Acids and Base Lesson: Acids and Base
Objective(s):Enumerate and discuss Objective(s): Investigate the Objective(s): Investigate the
the nutrients contents of some foods eat NO CLASSES: properties of acidic and basic mixtures properties of acidic and basic mixtures
by the learners present in the canteen using an indicator using an indicator
Subject Matter:Elements and Subject Matter:Properties of acids Subject Matter:Properties of acids
Compounds END OF RAMADAN
and base and base
Reference(s):Grade 7 science Reference(s): Grade 7 science module, Reference(s): Grade 7 science module,
module, Chemistry Phoenix textbook, NATIONAL HOLIDAY Chemistry Phoenix textbook, Laboratory Chemistry Phoenix textbook, Laboratory
Laboratory Manual in Chemistry Manual in Chemistry Manual in Chemistry
Material(s):Nutrition Facts and Material(s):Chemistry reference book, Material(s):Chemistry reference book
Ingredients of different foods indicated in calamansi, litmus paper and grade 7 Module
the wrapper
Learning Task: Learning Task: Learning Task:
Activities:Discuss the important Activities:Discussion, the different Activities:Doing Activity # 1 in Module
Nutrients present in the food wrapper NO CLASSES: properties of acids and bases 4= How can you tell if the Mixture is Acidic
and how is it essential to our body Analysis:Analyzed that strong acids and or Basic
Analysis:Analyzed that there are END OF RAMADAN bases are very harmful because they can Analysis:Analyzed that there is dangers
some ingredients in the food which is not damage tissue by destroying protein in tasting and touching a solution in order to
indicated in the food level NATIONAL HOLIDAY materials and drawing out water decide if it is acidic or basic.
Abstraction:Nutrition facts is a list of Abstraction: All living organisms Abstraction:An indicatoris a dye
the different nutrients provided by the make use of some useful acids and base that changes into a different color
food products which their corresponding Application:Enumerate the different depending on whether it is in acid or in base
% share on the daily recommended
acids and base present in your home Application:Does water from the
dietary allowance different sources have the same
and school canteen
Application:Enumerate the different acidity? What is the effect of acids and
elements/compounds that are listed I the bases?
nutrition facts of the food label you eat
this morning
Remarks: NO CLASSES: Remarks: Remarks:
No. of learners within Mastery Level: No. of learners within Mastery Level: No. of learners within Mastery Level:
Grade/Year/Section: Number: END OF RAMADAN Grade/Year/Section: Number: Grade/Year/Section: Number:
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No. of Learners needing No. of Learners needing No. of Learners needing

enhancement/Remediation: NO CLASSES: enhancement/Remediation: enhancement/Remediation:
Grade/Year/Section: Number: Grade/Year/Section: Number: Grade/Year/Section: Number:
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EVALUATION: EVALUATION: REMEDIATION:

What are the different elements Identify each property as that of an
and compounds present in the NO CLASSES: acid, base, or both: = acids
following:
1. Cereal Drink 1. Bitter taste
2. Chocolate Candy END OF RAMADAN 2. Sour taste = bases
3. Soy Sauce 3. Electrolyte
4. Sugo Nuts NATIONAL HOLIDAY 4. Indicator color change
5. Magic Flakes 5. Reacts with metal to =indicators
6. Refresh Juice form Hydrogen gas
7. Oishi Crackers
8. C2 Juice
9. Maxx Candy
10. Soft drinks

August 4, 2014 August 5, 2014 August 6, 2014 August 7/8, 2014
Lesson: Acids and Base Lesson: Acids and Base Lesson: Acids and Base Lesson: The pH scale
Objective(s):Investigate the properties Objective(s): Investigate the properties of Objective(s):Enumerate some important Objective(s):Analyzed if the solution is
of acidic and basic mixtures using an acidic and basic mixtures using an indicator acids and bases and their applications highly acidic or highly alkaline using the pH
indicator Subject Matter:Properties of acids and Subject Matter:Outstanding uses of scale
Subject Matter:Properties of acids base acids and bases in relation to its properties Subject Matter:Concentration of
and base Reference(s): Grade 7 science module, Reference(s): Grade 7 science module, Hydrogen ion= the “Power of Hydrogen”
Reference(s): Grade 7 science Chemistry Phoenix textbook, Laboratory Chemistry Phoenix textbook, Laboratory Reference(s): Grade 7 science module,
module, Chemistry Phoenix textbook, Manual in Chemistry Manual in Chemistry Chemistry Phoenix textbook, Laboratory
Laboratory Manual in Chemistry Material(s):camote leaves, carrots, violet Material(s):G-7 module, chemistry Manual in Chemistry
Material(s):Chemistry reference book, eggplant, hydrochloric acid, sodium OH, reference textbooks Material(s): G-7 module, chemistry
calamansi, soap, litmus paper reference textbooks

Activities:Enumerate and discuss the Activities: Doing Activity #2 – Color my Activities: discussion: properties of acids Activities: Discussion: the pH scale
different sample of acids and bases and World and base, its uses and industrial applications Analysis:Analyzed that if the solution is
their uses Analysis:What color change do acids and Analysis:Analyzed that the acids have industrial less than 7.0, it is acidic while if it is higher
Analysis:Analyzed that acids acids are base show in fruits and vegetables? application like petroleum industry, making lead storage
battery, fertilizer industry and etc…
than 7.0, the solution is basic
bitter in taste while bases are bitter taste Abstraction:Insect bites formic acids. Abstraction: A more accurate and
Abstraction:Salicylic acid is a medical
Abstraction: Blue litmus paper change Some household materials commonly used at
product use for curing white spots on the skin
direct measure of pH is done with the
to red if it is acidic while red litmus paper home contains acids and base use of a pH meter.
this produces a burning effect
change to blue if it is base Application:What are the advantages Application:Among the indicator
Application: Vitamin C or ascorbic acid
Application:Explain why rain is and dis-advantages of using these
is a major components of pure fruits juices materials, which substance is most acidic?
acidic? indicators over the commercial like orange and pine apple Most basic? And slightly neutral?
indicators?
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Evaluation: Evaluation: Evaluation: Remediation:
Identify each property as that of an 1. Enumerate or give at least five Explain the following: - Properties of acid
acid, base, or both: sample indicators for acids and
five sample indicators for base 1. Why do you have to clean the - Properties of base
1. Bitter taste 2. Discuss the advantages and surface of the magnesium
- Important acids and base at
2. Sour taste dis-advantages of each ribbon?
3. Electrolyte 2. What base is prepared for use in home and industry
4. Indicator color change production of soap?
- Concentration of hydrogen ion
5. Reacts with metal to 3. What is the purpose of warming
form Hydrogen gas the test tubes 5 to 7?
(pH)

August 11, 2014 August 12, 2014 August 13, 2014 August 14/15, 2014
Lesson: Review Lesson: Review Lesson:First periodical examinations Lesson: First periodical examinations
Objective(s):To review the Objective(s): To review the students Objective(s):To measure the level of Objective(s): To measure the level of
students about the topic discussed in about the topic discussed in First understanding of the students regarding understanding of the students regarding
First Quarter Quarter all the topics already discussed during all the topics already discussed during
Subject Matter:General Subject Matter:General Chemistry the First Quarter the First Quarter
Chemistry Reference(s): Chemistry Textbooks, Subject Matter:General Chemistry Subject Matter: General Chemistry
Reference(s):Chemistry Grade 7-module as sources of Reference(s):Chemistry Textbooks, Reference(s): Chemistry Textbooks,
Textbooks, Grade 7-module as questions Grade 7-module as sources of questions Grade 7-module as sources of
sources of questions Material(s): Reference Books, Material(s):Test papers questions
Material(s):Reference Books, Module and test paper materials Material(s): Test papers
Module and test paper materials
Activities:The teacher give sample Activities:Pre-examinations for first Activities: examination proper Activities: examination proper
questions to their students regarding grading period Analysis: Analyzed all the difficult Analysis: Analyzed all the topics
the topicsabout chemistry Analysis:Analyzed all the difficult questions which are hard to understand already discussed during the first
Analysis:Analyzed all the topics questions which are hard to by the students quarter
already discussed during the first understand by the students Abstraction:checking of test papers Abstraction:checking of test papers
quarter Abstraction:checking the test and review the difficulties and review the difficulties
questions while reviewing the difficult
Abstraction:checking the test questions Application:review the difficulties Application:review the difficulties
questions while reviewing the difficult Application:applications of the test while checking the test papers while checking the test papers
questions questions as guide to review for first
Application:applications of the test grading examinations
questions as guide to review for first
grading examinations


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August 18, 2014 August 19, 2014 August 20, 2014 August 21-22, 2014
Lesson:Checking of test papers and Lesson:Preparations of item Analysis Lesson: Introduction of BIOLOGY
review the least mastered questions Objective(s):Review and Analyzed all Objective(s):To Introduce the students
Objective(s):Review the difficult the items in First periodical Test with their about the science of living things and
questions resulting to least mastered Descriptive Equivalent discuss the importance of studying it
QUEZON DAY
items Subject Matter: First quarter topics= Subject Matter:GENERAL
Subject Matter:First quarter topics= GENERAL CHEMISTRY BIOLOGY
GENERAL CHEMISTRY HOLIDAY Reference(s): Grade 7 Module and Reference(s):Grade 7, 2nd quarter
Reference(s):Grade 7 Module and chemistry reference books module and Biology Reference books
chemistry reference books Material(s): First Periodical Test papers Material(s):Reference materials
Material(s):First Periodical Test
papers
Activities:Discussion about the topics Activities: Preparations of item Analysis Activities:Discuss the importance of
which is difficult to understand by the QUEZON DAY Analysis: Analyzed all the items which is studying biology and the applications and
students least mastered by the students relations to everyday lives
Analysis:Analyzed all the items which Abstraction: Computation of MEAN and Analysis:Analyzed that our body from
is least mastered by the students HOLIDAY head to foot are composed of many cells
MPS and descriptive equivalent of each
Abstraction:Computation of MEAN items questions that is important to our life
and MPS and descriptive equivalent of Application:Categorized the test items Abstraction:Cells is the basic structural
each items questions which is mastered, closely approaching and functional unit of life
Application:Preparations of Item mastery, moving towards mastery, average, Application:Enumerate the different
Analysis low, very low, and absolutely no mastery types of cell in our body and explain the
importance of each

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CANDA NATIONAL HIGH SCHOOL – DAILY LEARNING LOG in SCIENCE GRADE 7
August 25, 2014 August 26, 2014 August 27, 2014 August 28, 2014
Lesson: Cytology Lesson: Cells
Objective(s): Explain the study of Objective(s): Enumerate and discuss
NATIONAL cell, tissues and organs the different cells present in our body
2014
Subject Matter: Cells, tissues, and discuss how is it important to our
organs, organ system lives
HOLIDAY
Reference(s): Phoenix Biology Subject Matter: Cells
Textbook by: Carmelita C. Capco Reference(s): Phoenix Biology
Material(s): Organs system models, Textbook by: Carmelita C. Capco
Teachers
Human Torso, Charts, Grade 7 Material(s): Organs system models,
Science Module Human Torso, Charts, Grade 7 Science
NATIONAL Module
Learning Task: Learning Task:
HEROES Activities: Discussion about the Activities: Discussion about the cells, Convention
cells, tissues, organs and organs tissues, organs and organs systems
DAY
systems Analysis: Analyzed that there are
Analysis: Analyzed that there have millions of cells present in the body from
great relationships between cells, head to foot.
organs, tissue, organs system in the Abstraction:Each cells have great
development of the body functions in plants and animals even the
Abstraction: Cells is the basic human beings, i.e. the reproductive cells with
structural and functional units of life, primary function for reproductions and
without cells, there was no life at all multiplications of a certain species even the
humans
Application:How many cells are
Application: Give other types of cells
present in a Human body and how is it
and discuss the importance of it in the
important in the development of lives
human development.
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REMEDIAL:
- Cells
- Tissues
- Organs
- Organs system
- Organized systems

September 1, 2014 September 2, 2014 September 3, 2014 September 4-5, 2014
Lesson: Organs and organs Lesson:The body Covering Systems Lesson:Skeletal System Lesson:Muscular system
Systems Objective(s):Explain the importance of Objective(s): Explain the functions of Objective(s): Explain the importance
Objective(s):Appreciate the value hair, nail, scalp, and skin for the protection bones in the human body of muscular system in protecting the
and importance of Internal organs in the f outside body Subject Matter:Skeletal System body internal organs
organs systems Subject Matter:The body Covering Reference(s):Phoenix Biology Subject Matter:The Muscular
Subject Matter: Organs and Systems/Integumentary System system
Textbook by: Carmelita C. Capco
Organs Systems Reference(s):Phoenix Biology Reference(s): Phoenix Biology
Material(s):Organs system models,
Reference(s): Phoenix Biology Textbook by: Carmelita C. Capco Textbook by: Carmelita C. Capco
Human Torso, Charts, Grade 7 Science
Textbook by: Carmelita C. Capco Material(s):Organs system models, Module Material(s): Organs system models,
Material(s):Organs system models, Human Torso, Charts, Grade 7 Science
Human Torso, Charts, Grade 7 Science
Human Torso, Charts, Grade 7 Science Module
Module
Module
Activities:Film viewing about the Activities: Activity # 2.1 = Making Activities: Discussions: the Different Activities:Doing Activity # 2.2 = Levels
different internal organs present in the Your Own Fingerprints Structures and Kinds of a bones of Organization in an organisms
body and the function of each Analysis:Analyzed that the thumb Analysis: The skeletal system supports Analysis: Analyzed the different
Analysis: Analyzed that people have marks of your classmates is different and protects the internal organs of the levels of organizations in organs system
the ability to responds to the ever from your thumb marks body most especially the function of muscular
changing conditions of the external
environment and have interrelated work
Abstraction:The integumentary Abstraction:There are different system
and coordination among the different systems form the body’s outer structures of the bones such as long Abstraction:The muscular system
organs systems. protections. It includes hair, nails, scalp bones, short bone, and flat bones with and the skeletal system enable
Abstraction:The interacting organs and skin special functions in the protection or movement of the body. It also protects
make up the systems are interrelated framework of the body some of the body organs
and work in coordination’s. Application:Enumerate the different
Application:How is a tissue different Application:The human body is sample of structures of bones found in your Application:Make a diagram on the
from an organ, and the latter from the protected by the several organs systems. body organizations of the cells, tissues, organs,
organ system? One of them is the integumentary system. organs system and organized systems.


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REMEDIAL:
- Integumentary systems
- Muscular systems
CANDA NATIONAL HIGH SCHOOL – DAILY LEARNING LOG in SCIENCE GRADE 7

Teacher’s Name: JULGIRIN Salumbides ABIAN
September 8, 2014 September 9, 2014 September 10, 2014 September 11-12, 2014
Lesson:Digestive system Lesson: Excretory System Lesson: Respiratory system Lesson: Circulatory system
Objective(s): Explain the Objective(s):Enumerate the organs Objective(s):Differentiate and explain Objective(s):Explain the importance of the
importance of Digestive system in that involves in excretory system between inhalation and exhalation different organs involves in circulation
absorption of foods and nutrients Subject Matter:Waste Elimination Subject Matter: The pathways of Subject Matter:The Transport of nutrients,
Subject Matter:Energy producing System carbon dioxide and oxygen oxygen and wastes
and Distributing system Reference(s):Phoenix Biology Reference(s):Phoenix Biology Reference(s):Phoenix Biology Textbook by:
Reference(s): Phoenix Biology Textbook by: Carmelita C. Capco Textbook by: Carmelita C. Capco Carmelita C. Capco
Textbook by: Carmelita C. Capco Material(s):Organs system models, Material(s):Organs system models, Material(s):Organs system models, Human
Material(s):Organs system Human Torso, Charts, Grade 7 Human Torso, Charts, Grade 7 Science Torso, Charts, Grade 7 Science Module
models, Human Torso, Charts, Grade Science Module Module
7 Science Module

Activities:Discussion- the Activities:Discussions-organs that Activities:Doing Activity # 2.2= Lung Activities:Doing Activity # 2.3= Pulse and
structures, substances and involves in digestive system Capacity breathing rate
processes involved in digestion Analysis:Analyzed that the body Analysis:Analyzed that the size of the Analysis:Circulatory system consists of heart,
Analysis:Digestion take place into produces three kinds of waste which it balloon signifies the lung capacity of the blood, and blood vessels
two stages: mechanical and chemical should eliminate, the solid, liquid and individual Abstraction:Circulatory system involves the
digestions gases Abstraction:Breathing is only one pathway of blood through the heart
Abstraction:Digestion is the Abstraction:Excretion is the process process involved in respiration Application:Enumerate the organs that
process by which food is changed of eliminating the waste materials Application:Explain why lungs is involves in circulatory system
into a form that the body can use outside from the body important in respiratory processes
Application:What are the organs Application:Why is it importance to
that involves in digestive system eliminate the wastes out of the body?
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- Inhalation/exhalation
- Energy distributing system
- Chemical and mechanical
digestions
PAGBILAO GRANDE ISLAND NATIONAL HIGH SCHOOL – DAILY LEARNING LOG in GRADE 7: SCIENCE
Teacher’s Name: Mrs. Luisa N. Salumbides
September 15, 2014 September 16, 2014 September 17, 2014 September 18/19, 2014
Lesson:Nervous system Lesson:Endocrine System Lesson:Plant system Lesson:The Microscope
Objective(s):Discuss and Objective(s):Discuss and enumerates Objective(s):Enumerate and discuss the Objective(s):Enumerate and Discuss the
enumerates the diff organs involves in the diff organs involves in endocrine different structures involves in plant systems different types and parts of a microscope
nervous system system such as roots, stem leaves, flowers and Subject Matter:Microscope
Subject Matter:Controlling and Subject Matter:Controlling and fruits
Reference(s):Phoenix Biology Textbook by:
regulating system regulating system Subject Matter:The Plant Systems Carmelita C. Capco, Grade 7 Science Module
Reference(s):Phoenix Biology Reference(s):Phoenix Biology Reference(s):Phoenix Biology Textbook Material(s):Different types of microscope
Textbook by: Carmelita C. Capco Textbook by: Carmelita C. Capco by: Carmelita C. Capco available in the school science laboratory room
Material(s):Organs system models, Material(s):Organs system models, Material(s):Charts, computer, books
Human Torso, Charts, Grade 7 Science Human Torso, Charts, Grade 7 Science
Module Module

Activities:Discussion= the nervous Activities:Discussion= endocrine Activities:Discussion= the plant systems, Activities:Discussion the different types and
system, neurons, the brain, the nervous systems, hormones, the regulation of roots, stems, leaves, flowers and fruits parts of the microscope
systems works endocrine system Analysis:Analyzed that like humans and Analysis:Analyzed that microscope are
Analysis:Analyzed that the nervous Analysis:Analyzed that the endocrine animals, the plants are composed of the composed of the different parts and each part have
systems is the body control systems from system are composed of the different different organs for growth and development functions. It is use to see the small objects that
head to foot that receives the messages from
the different parts of the body to the brain
glands and hormones that control the Abstraction:roots, stems, leaves, flowers cannot be seen using our naked eye
different target organs of the body and fruits are the major organs of the plants Abstraction:The different types of microscope
Abstraction:nervous system is also Abstraction:endocrine system is the
known as the body control system on
Application:Explain the functions of the are compound microscope, simple microscope,
body regulating system on which the different plant organs ? electron microscope, light microscope, and
which the brain is the primary organ glands and hormones can be function to binocular microscope
Application:Differentiate between the target organ of the body Application:Give example of specimens that
peripheral nervous system and central Application:Enumerate the different can be seen using a microscope
nervous system ? glands and hormones of the body ?
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- Central Nervous System

- Peripheral Nervous System
- Hormones
- Glands
- Plant System
- Microscope
- Cells
- Microorganism
PAGBILAO GRANDE ISLAND NATIONAL HIGH SCHOOL – DAILY LEARNING LOG in GRADE 7: SCIENCE
Teacher’s Name: Luisa N. Salumbides
September 22, 2014 September 23, 2014 September 24, 2014 September 25/26, 2014
Lesson:Plant system (Continuation due Lesson:Factors Affecting the Plant Growth Lesson: Lesson:The Microscope Lesson:Uses of Microscope
to Typhoon Luis) (Continuation due to Typhoon Luis) Objective(s):Enumerate and Discuss the Objective(s):Enumerate the different
Objective(s):Enumerate and discuss Objective(s):Enumerate and Discuss the different types of microscope uses, functions and parts of a Microscope
the different structures involves in plant Factors Affecting the Plant Growth Subject Matter:Microscope Subject Matter:Microscopes
systems such as roots, stem leaves, Subject Matter:Factors Affecting the Reference(s):Phoenix Biology Textbook by: Reference(s): Phoenix Biology Textbook
flowers and fruits Plant Growth Carmelita C. Capco by: Carmelita C. Capco, Science grade 7
Subject Matter:The Plant Systems Reference(s):Phoenix Biology Textbook Material(s):Different types of microscope Module
Reference(s):Phoenix Biology by: Carmelita C. Capco and grade 7 science module Material(s): Different types of microscope
Textbook by: Carmelita C. Capco Material(s):Different types of microscope available in the science laboratory and grade
7 module
Material(s):Charts, computer, books

Activities:Discussion= the plant Activities:Discussion=factors affecting Activities:Discussion the different types and Activities:Identification of the different
systems, roots, stems, leaves, flowers the plant growth such as light, moisture, parts of the microscope parts of the microscope and discussion the
and fruits temperature, etc.. Analysis:Analyzed that microscope are composed uses of each parts
Analysis:Analyzed that like humans Analysis: Artificial body parts are now of the different parts and each part have functions. It is Analysis:Analyzed that each part of the
and animals, the plants are composed of available as a result of advances in use to see the small objects that cannot be seen using microscope have functions for the proper use
the different organs for growth and technology our naked eye of this equipment
development Abstraction: Plants needs enough Abstraction:The different types of microscope Abstraction:Microscope can be used to
Abstraction:roots, stems, leaves, sunlight and water, the right temperature and are compound microscope, simple microscope, see the different microorganisms that cannot
electron microscope, light microscope, and binocular
flowers and fruits are the major organs of good soil and sometimes fertilizer for its microscope
be seen using our naked eye
the plants growth and development
Application:Give example of specimens that can Application:(1)Explain why microscope is
Application: Explain the functions of Application:What are the different be seen using a microscope important in the science laboratories. (2) Give
the different plant organs? factors that can affect the plant growth? example of specimens that can be seen using
a microscope.
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REMEDIAL:
- Plant System
- Roots
- stems
- leaves
- fruits
- Flowers
- Microscope
- Cells
- Microorganism
CANDA NATIONAL HIGH SCHOOL – DAILY LEARNING LOG in GRADE 7- SCIENCE Teacher’s Name: JULGIRIN S. ABIAN
September 29, 2014 September 30, 2014 October 1, 2014 October 2&3, 2014
Lesson:The Microscope (Continuation Lesson:Uses of Microscope Lesson:The light Microscope
due to science camp and other activities) Objective(s):Enumerate the different uses, Objective(s):Discuss the uses of a Light
Objective(s):Enumerate and Discuss functions and parts of a Microscope SCHEDULE OF CLUSTER 4 Microscope and enumerates each parts
the different types of microscope Subject Matter: Microscopes SCIENCE QUIZ BEE AT MARIANO Subject Matter:How to use the Light
Subject Matter:Microscope Reference(s): Phoenix Biology Textbook by: Microscope
MACASAET NATIONAL HIGH
Reference(s):Phoenix Biology Carmelita C. Capco, Science grade 7 Module Reference(s): Phoenix Biology Textbook
SCHOOL IN CANDELARIA,
Textbook by: Carmelita C. Capco Material(s): Different types of microscope by: Carmelita C. Capco, Science grade 7
Material(s):Different types of available in the science laboratory and grade 7 QUEZON Module
microscope and grade 7 science module module Material(s):Light Microscope
Activities:Discussion the different types Activities: Identification of the different parts SCHEDULE OF CLUSTER 4 Activities:Doing Activity # 2.4 = How to use
and parts of the microscope of the microscope and discussion the uses of SCIENCE QUIZ BEE AT MARIANO a Light Microscope
Analysis:Analyzed that microscope are each parts
MACASAET NATIONAL HIGH Analysis:Analyzed the parts of a Light
composed of the different parts and each part Analysis:Analyzed that each part of the Microscope which is absent in the parts of a
have functions. It is use to see the small objects microscope have functions for the proper use of SCHOOL IN CANDELARIA, Simple or Compound Microscope
that cannot be seen using our naked eye this equipment QUEZON Abstraction:Light Microscope uses
Abstraction:The different types of Abstraction:Microscope can be used to see diffused light from the sun or artificial light to
microscope are compound microscope, simple
microscope, electron microscope, light
the different microorganisms that cannot be seen & illuminate the object to be observed
microscope, and binocular microscope
using our naked eye Application:What are the parts of a Light
Application:Give example of specimens Application:(1)Explain why microscope is Microscope and how does each part function?
important in the science laboratories. (2) Give CELEBRATION OF WORLD’S
that can be seen using a microscope
example of specimens that can be seen using a TEACHER’S DAY
microscope.


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REMEDIATION:
October 6, 2014 October 7, 2014 October 8, 2014 October 9/10, 2014
Lesson:Uses of Microscope Lesson:Microorganisms Lesson:Living things look like under
Objective(s):Enumerate the different uses, Objective(s):Enumerate the different types of microscope
NATIONAL HOLIDAY types, functions, and parts of a Microscope microorganisms such as fungi, virus, bacteria, Objective(s):Observe the living
Subject Matter: Microscopes nematodes, protozoa and discuss how things under microscope
microorganisms can affect to the human lives
Reference(s): Phoenix Biology Textbook by: Subject Matter:Microscopic things
END OF RAMADAN Subject Matter:Microorganisms
Carmelita C. Capco, Science grade 7 Module forms and structures under microscope
Material(s): Different types of microscope Reference(s): Phoenix Biology Textbook by: Reference(s): Phoenix Biology
available in the science laboratory Carmelita C. Capco, Textbook by: Carmelita C. Capco, Science
Material(s): Computer or laptop (electronic grade 7 Module
materials) Material(s):Microscopes, sample
specimen, clean water, dropper slides and
cover slips, needle
Activities: Identification of the different parts Activities:Discussion= different types of Activities:Doing Activity # 3= What do
NATIONAL HOLIDAY of the microscope and discussion the uses of microorganisms these living things look like under the
each parts Analysis:Analyzed that Some microbes are microscope?
Analysis:Analyzed that each part of the harmful. Some microbes are helpful Analysis:Analyzed that the living things
END OF RAMADAN microscope have functions for the proper use of under the microscope can see a forms and
Abstraction:Microorganisms are minute
this equipment structures which is easily identify
structures and forms that cannot be seen using
Abstraction:Microscope can be used to see Abstraction:You can see most of the
our naked eye
the different microorganisms that cannot be seen tiny things only if you put them under a
using our naked eye Application: What are the type(s) of microscope. These tiny life forms are called
Application:(1)Explain why microscope is microorganisms which is directly affect to the microscopic life or microorganisms
important in the science laboratories. (2) Give human health Application:Describe the structures
example of specimens that can be seen using a and forms of the living things under
microscope. microscope under LPO and HPO
Remarks: Remarks: Remarks:
NATIONAL HOLIDAY Grade/Year/Section: Number: Grade/Year/Section: Number: Grade/Year/Section: Number:
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enhancement/Remediation: enhancement/Remediation: enhancement/Remediation:
NATIONAL HOLIDAY __________________ _________ __________________ _________ __________________ _________
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END OF RAMADAN
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REMEDIATION:
- Microscopic organisms
- Specimens
- Microorganisms forms
and structures

October 13, 2014 October 14, 2014 October 15, 2014 October 16-17, 2014
Lesson:Reproduction Lesson: Environmental Science Lesson:Second Periodical Examination
Objective(s):Differentiate and discuss Objective(s):To know and understand the Review Schedule of SECOND
between the sexual and asexual reproduction basic units of ecology/ecosystems that can Objective(s):To review the Knowledge
Subject Matter:Multiplication of species affects the life of the living organisms ability of the Students of all the topics discuss
and organisms Subject Matter:Ecology in Second Quarter
PERIODICAL
Reference(s):Grade 7 Science Module Reference(s):Grade 7 Science Module Subject Matter:Periodical Test Review
and Biology Reference Textbook by: and Biology Reference Textbook by: Carmelita Reference(s):Grade 7 science module
Carmelita Capco Capco Material(s):Grade 7 science module, EXAMINATION
Material(s):Reference Book, Module Material(s):Reference Book, Module microscope, test paper materials
Activities:Discussion= sexual and asexual Activities:Discussion about the basic unit Activities:The students can answering the Schedule of SECOND
reproduction of ecology review questions coming from the second
Analysis:Analyzed that there are many Analysis:All living organisms such as plants quarter topics
differences between the sexual and asexual and animals eve the human beings have Analysis:Analyzed all the difficult topics PERIODICAL
reproduction in terms of types of multiplication interrelationships to the environment on which encountered by the students
Abstraction:Sexual reproduction involves they can live Abstraction:Answering the review test
sex cells or the gametes while the asexual Abstraction:Biosphere such as terrestrial questionnaires EXAMINATION
reproduction does not involves sex cells and aquatic are the place of earth on which Application:Review test proper
Application:Enumerate the farming living organisms are live
practices of the farmers with the application of Application:What are the different
asexual reproduction in their plants organisms are able to live in the grassland,
fresh water, dessert, forest?

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REMEDIATION:

SEMESTRAL BREAK OF STUDENTS

OCTOBER 20 to 24, 2014
REMARKS:
- COMPUTATION OF GRADES
- COMPLETION OF ALL SCHOOL FORMS
- COMPLETION OF CLASS RECORDS, MEAN, MPS, GRAPHICAL FORM AND ITEM ANALYSIS
- ATTENDING THE IN-SERVICE TRAINING AT CANDA NHS
October 27, 2014 October 28, 2014 October 29, 2014 October 30 & 31, 2014
Lesson:Checking of test papers and Lesson:Preparations of item Analysis Lesson: Introduction of PHYSICS Lesson:MOTION
review the least mastered questions Objective(s):Review and Analyzed all the Objective(s):To Introduce the students Objective(s): Enumerate and discuss
Objective(s):Review the difficult items in First periodical Test with their about the science of MATTER AND ENERGY in a simple way of Newton’s Laws of
questions resulting to least mastered items Descriptive Equivalent and discuss the importance of studying it Motion
Subject Matter:First quarter topics= Subject Matter: Second quarter topics= Subject Matter:GENERAL Subject Matter: Motion/movement
GENERAL CHEMISTRY GENERAL BIOLOGY PHYSICS Reference(s): Grade 7, 3rd quarter
Reference(s):Grade 7 Module and Reference(s): Grade 7 Module and Reference(s):Grade 7, 3 quarter module
rd module and PHYSICS Reference books
BIOLOGY reference books
BIOLOGY reference books and PHYSICS Reference books Material(s): Reference materials
Material(s):Second Periodical Test Material(s): First Periodical Test papers Material(s):Reference materials
papers
Activities: Discussion about the topics Activities: Preparations of item Analysis Activities:Discuss the importance of matter Activities: Discussion= Newton’s
which is difficult to understand by the Analysis: Analyzed all the items which is and energy and the applications and relations Laws of Motion
students least mastered by the students to everyday lives Analysis: Analyzed that each Laws of
Analysis:Analyzed all the items which is Abstraction: Computation of MEAN and Analysis: Analyzed that the matter and Motion have importance application in
least mastered by the students MPS and descriptive equivalent of each items energy can be help our students to our daily lives and application of each in
Abstraction:Computation of MEAN questions understand and cope with the changes in the physical world
and MPS and descriptive equivalent of Application:Categorized the test items their physical world Abstraction: Newton’s Laws of
each items questions which is mastered, closely approaching Abstraction: Physics is the branch of Motion are Inertia, acceleration, and
Application:Preparations of Item mastery, moving towards mastery, average, physical science that deals with the study Interaction
low, very low, and absolutely no mastery
Analysis of matter and energy, their relationships Application: Application of Newton’s
and transformations Laws of motion in simple situations
Application:Give the relationship of where frictions is involved
matter and energy and cite some example
of the application of each in our daily lives
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REMEDIATION:
November 3, 2014 November 4, 2014 November 5, 2014 November 6/7, 2014
Lesson:Mathematical Concepts in Lesson:MOTION Lesson: MOTION, Continuations
Physics Objective(s):Enumerate and discuss Objective(s):Enumerate and discuss
Objective(s):Enumerate and discuss in a simple way of Newton’s Laws of in a simple way of Newton’s Laws of
some mathematical concepts in physics and Motion Motion
the application in physics concepts Subject Matter: Motion/movement Subject Matter: Motion/movement
Subject Matter: Mathematical Reference(s):Grade 7, 3rd quarter Reference(s): Grade 7, 3rd quarter
Concepts in Physics module and PHYSICS Reference books module and PHYSICS Reference books
Reference(s):Physics Phoenix QUEZON’S HOLIDAY Material(s): Reference materials Material(s): Reference materials,
Reference textbook Scientific Calculator
Material(s):Scientific Calculator
Learning Task:
HERMANO Learning Task: Learning Task:
Activities:Discussion and exercises of Activities: Discussion= Newton’s Activities:Exercises= computations &
some mathematical concepts in physics PULI Laws of Motion problem solving involving motions
Analysis:Analyzed that each Analysis:Analyzed that each Laws of Analysis:Analyzed the relationship
mathematical concepts have important Motion have importance application in our between the distanced traveled,
applications in physics concepts and it can DAY daily lives and application of each in the weight/mass, and time elapsed
also be apply in everyday life situations physical world
Abstraction:Newton’s Laws of Motion
Abstraction:Some mathematical Abstraction:Newton’s Laws of Motion are Inertia, acceleration, and Interaction
concepts in physics are: scientific notations, are Inertia, acceleration, and Interaction
Application: Application of Newton’s
exponents, significant digits, rounding off Application:Application of Newton’s Laws of motion in simple situations where
numbers, and formula re-arrangement
Laws of motion in simple situations where frictions is involved
Application:What is the value of n in frictions is involved
the formula : n= m/o
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HERMANO
enhancement/Remediation: PULI enhancement/Remediation: enhancement/Remediation:
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EVALUATIONS: EVALUATIONS: REMEDIATION:
- Mathematical concepts in
physics
- Motion
- Velocity
- Acceleration
- Force
- Velocity
- Work
Lesson:DESCRIBING MOTION Lesson:Distance VS. Displacement Lesson: Nature of waves Lesson: Nature of waves
Objective(s): Discuss and Objective(s):Differentiate between Objective(s): Explain how waves are (CONTINUATION)
differentiate speed, velocity, & motion and displacement and explain the produced Objective(s): Explain how waves are
acceleration application of each in everyday situations Subject Matter: Waves produced
Subject Matter:Motion Subject Matter:Motion/movement Reference(s): Grade 7, 3rd quarter Subject Matter: Waves
Reference(s): Grade 7, 3rd quarter Reference(s): Grade 7, 3rd quarter module and PHYSICS Reference books Reference(s): Grade 7, 3rd quarter
module and PHYSICS Reference module and PHYSICS Reference Material(s): Reference materials, module and PHYSICS Reference books
books books metallic and plastic waves, strings Material(s): Reference materials,
Material(s): Reference materials, Material(s): Reference materials, metallic and plastic waves, strings
Scientific Calculator Scientific Calculator
Activities: Discussion= speed, Activities:Discussion= vectors and Activities:Discussion= how waves are Activities: Demonstration=parts of
velocity, acceleration scalar quantities produced and discuss the different types the wave
Analysis:Motion is a continuous Analysis:Analyzed that symbols or of waves Analysis: Analyzed the different types
change of position with respect to a diagrams are written language, which are Analysis:Analyzed the different types of waves such as simple harmonic
certain reference point used in everyday communication and it will of waves such as simple harmonic wave, wave, electromagnetic and mechanical
be apply in scalars and vectors quantities
Abstraction:Speed is a rate at electromagnetic and mechanical wave wave
Abstraction:Vector quantities are Abstraction: waves are composed of Abstraction:waves are composed of the
which an object moves, velocity is a
displacement, velocity and force while different parts such as crest, trough,
rate of change of displacement and the different parts such as crest, trough,
scalar quantities are distance, speed and wavelength, compression and expansion,
acceleration is a rate of change of mass wavelength, compression and
velocity expansion, and midpoint of the wave and midpoint of the wave
Application:Differentiate scalar and Application: In your own words,
Application:In a straight-line motion, Application:Enumerate the different
vector quantities and show a diagram explain the ff: waves, elastic,
how is distance related to motion types of mechanical waves
that represents of it compression, expansion, wave length
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EVALUATION: EVALUATION: EVALUATION: Remediation:
- Scalar quantity
- Vector quantity
- Distance
- Displacement
- wave

Lesson: Waves around you Lesson: Waves around you Lesson: Waves around you
Objective(s):Observed and draw Objective(s):Identify the quantities Objective(s):Differentiate between
different types of waves and describe how used in describing periodic waves SCHEDULE OF mechanical and electromagnetic wave
they are produced Subject Matter: Waves Subject Matter: mechanical and
Subject Matter:Waves Reference(s): Grade 7, 3rd quarter
2014 electromagnetic wave
Reference(s): Grade 7, 3rd quarter module and PHYSICS Reference books Reference(s): Grade 7, 3rd quarter
module and PHYSICS Reference books Material(s): Reference materials, metallic module and PHYSICS Reference books
Material(s): Reference materials, metallic and plastic waves, strings NATIONAL Material(s): Reference materials, metallic
and plastic waves, strings and plastic waves, strings
Learning Task: Learning Task:
CAREER Learning Task:
Activities: Doing Laboratory Activity # Activities: Doing Laboratory Activity # Activities: Doing Laboratory Activity #
3.1= “Let’s Make Wave” 3.2= “Anatomy of a Wave” 3.3= “Mechanical VS. Electromagnetic
Analysis: Analyzed and describe the Analysis:Analyzed of How would you ASSESSMENT Wave
personal hand wave that they generate describe waves Analysis:Analyzed that when you
water waves on the lake Abstraction:Thee highest point of the created a wave, they required a medium
Abstraction:Introduction of the different wave and the lowest point of the wave are EXAMINATION for a wave propagation. They are called
types of waves distinguished according to called crest and trough respectively. The mechanical wave.
the direction of vibrations of particles to the amplitude is the maximum displacement Abstraction:Electromagnetic wave-are
direction in which the waves travel of a vibrating particle on either side of its waves that no need a medium to traveled it
Application:What is the source of the
wave pulse? How would you generate
normal position when the wave passes
Application:Describe how would you
NCAE 2014 while mechanical wave- are waves that needs
a material medium through which it can travel
as it transfers energy
water waves on the lake? measure the frequency of the wave?
Application:How do waves propagate?
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SCHEDULE OF
No. of Learners needing
enhancement/Remediation:
2014 No. of Learners needing
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NATIONAL __________________
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Remediation:
ASSESSMENT
- mechanical wave
- electromagnetic wave
EXAMINATION - simple harmonic wave
- water/ocean waves
- parts of a simple wave
NCAE 2014

Lesson:Sound Lesson:Sound Lesson:Sound Lesson:Sound
Objective(s):Discuss the nature of Objective(s):Explain how sound Objective(s):Demonstrate how sound Objective(s):Create musical
the sound waves waves are produced and how they are is produced instruments using different indigenous
Subject Matter:Nature of the travel through media Subject Matter: Nature of the sounds products
sounds Subject Matter: Nature of the Reference(s): Grade 7, 3rd quarter Subject Matter: Nature of the
Reference(s): Grade 7, 3rd quarter sounds module and PHYSICS Reference books sounds
module and PHYSICS Reference Reference(s): Grade 7, 3rd quarter Material(s): Reference materials, Reference(s): Grade 7, 3rd quarter
books module and PHYSICS Reference sounding box, wooden rod, ruler, guitar module and PHYSICS Reference books
Material(s):Reference materials books Material(s): Reference materials, diff.
Material(s): Reference materials, box, indigenous materials like, sticks, bottles
ruler, rubber band , extra cardboard, or glassware,
pair of scissors
Activities:Discussion= Nature of Activities:Activity # 3.4= “My own Activities:Activity # 3.5=”Properties Activities:Activity # 3.6=”Big time Gig!”
the sounds sound Box” and characteristics of sounds” Analysis:Analyzed that utilization of the
Analysis:Analyzed that we can Analysis:Analyzed that the sound Analysis:Analyzed that different different indigenous materials can help the
communicate each other’s through have different characteristics and it can materials produced different sound musicians/students to compose tunes and
sounds produced the different characteristics intensities present in a gig
Abstraction: Solids are the best of the sounds Abstraction:Sound intensity is Abstraction:Different indigenous
transmitter of sounds, followed by Abstraction:Sound waves are measured by various instruments like the materials such as sticks, bottles, or
glassware etc. Available in your locality can
liquids, then by gas produced by longitudinal vibrations of oscilloscope
produced different characteristics of the
Application:Can sound waves molecules in gases and other media Application:How materials can affect sounds
travel in solids and liquids or in a Application:How does sound the characteristics of the sounds? Application:What are indigenous materials
gas? Explain propagate? present in your home that can produced sound?
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Remediation:

December 1, 2014 December 2, 2014 December 3, 2014 December 4/5, 2014
Lesson:LIGHT Lesson:LIGHT Lesson:LIGHT Lesson: LIGHT
Objective(s):Trace the history of Objective(s):Enumerate the Objective(s): Describe the Objective(s):Make a color spectrum
the controversy over the nature of possible sources of light electromagnetic spectrum wheel, explain the characteristics of
Light Subject Matter:Sources of Light Subject Matter:Electromagnetic thee color light, observe how primary
Subject Matter:Nature of Light Reference(s): Grade 7, 3rd quarter Spectrum colors combine to form other colors
Reference(s): Grade 7, 3rd quarter module and PHYSICS Reference Reference(s): Grade 7, 3rd quarter Subject Matter:Colors of Light
module and PHYSICS Reference books module and PHYSICS Reference books Reference(s): Grade 7, 3rd quarter
books Material(s):Small lamp, candle, and Material(s):Spectrum wheel/color wheel, module and PHYSICS Reference books
Material(s):Module and reference langiskandila cardboard/illustration board, glue/paste, Material(s):color wheel, crystal prism
books button fastener
Activities:Discussion- The nature Activities:Activity # 3.7= Light Activities:Activity # 3.8= My Spectrum Activities:Activity # 3.9= The colors
of Light Sources: LangisKandila or Lampara Wheel of LIGHT
Analysis:Analyzed that your senses Analysis:Analyzed that we can Analysis:Analyzed that we cannot Analysis:Analyzed that the primary
of sight is a result of the action of create improvise materials as a source advised to stay under the sun after 9:00 colors can combine to form other colors
light upon the mechanism of the eye of light available in our surroundings AM because UV rays are highly Abstraction:Dispersion is a
Abstraction:light wave is a form of Abstraction:Sun is the cheapest energetic than other spectral regions on phenomenon in which a prisms
electromagnetic wave According to and the natural source of light its left separates white lights into its
James Clerk Maxwell Application:What are the common Abstraction:We can explore the components colors
Application:Can you imagine the sources of light and how do these characteristics of light such as frequency, Application:Which Colors registered
energy and wavelength
kind of world a blind person has? common sources produced Light? the highest frequency? Shortest
Explain. Application:What are the frequencies wavelength?
and energies of the visible spectrum?
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- Light
- Color wheel
- Electromagnetic
spectrum
- Dispersion
- Color spectrum
- Nature and sources of
light

Lesson:HEAT Lesson: HEAT Lesson: HEAT Lesson: HEAT
Objective(s):Explain and define Objective(s):Enumerate the different Objective(s):Differentiate the effect of Objective(s):Explain the relationships
the nature of heat sources of heat heat and cold of heat to temperature
Subject Matter:Nature of Heat Subject Matter:Sources of Heat Subject Matter:Hot VS. Cold Subject Matter:Heat and
Reference(s): Grade 7, 3rd quarter Reference(s): Grade 7, 3rd quarter Reference(s): Grade 7, 3rd quarter Temperature
module and PHYSICS Reference module and PHYSICS Reference module and PHYSICS Reference books Reference(s): Grade 7, 3rd quarter
books books Material(s):Reference books, Hot module and PHYSICS Reference books
Material(s):Reference books Material(s):Reference books/ water and cold water Material(s):Ice, cold water, hot/boiling
physics text book water, thermometer, beaker
Activities:Discussion=Nature and Activities:Discussion= The natural Activities:Activity # 2= Which feels Activities:Activity # 3- Warm me up,
Definition of Heat and artificial sources of heat Colder? cool me down
Analysis:Analyzed that heat is the Analysis:Sun is the cheapest and the Analysis:Analyzed the relationships of Analysis:Analyzed the condition of the
primary concern of man-how to ultimate sources of heat the heat conductivities based on the heat transfer to take place and place
conserve its natural resources Abstraction:We have natural and relative coldness and trace the direction in which heat is
Abstraction:Heat is the quantity of artificial sources of heat Abstraction:High temperature means transfer
the thermal energy absorbed or given Application:What are the different hot, low temperature means cold Abstraction:Thermometer is used to
off by ab object sources of heat available in your Application: Do all objects equally measure the degree of hotness and
Application:What is heat all community? conduct, absorb, or emit heat? Explain. coldness of the materials
about? Application:How is heat transferred
between objects and places?
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- Heat
- Cold
- Warm
- Temperature
- Sunlight
- Thermometer
- Thermodynamics

Lesson:ELECTRICITY Lesson: ELECTRICITY Lesson: ELECTRICITY Lesson: ELECTRICITY
Objective(s):Discuss the definition, Objective(s):Discuss and explain the Objective(s):Identify the appropriate Objective(s):Explain to the students of
origins, and the Nature of Electricity different charges of electricity arrangements of wire, bulb and battery how to make an improvise battery
Subject Matter:Nature of Electricity Subject Matter:Positive and Negative which successfully light a bulb Subject Matter:Battery making
Reference(s): Grade 7, 3rd quarter Charges of Electricity Subject Matter:Energy transfer in a Reference(s): Grade 7, 3rd quarter
module and PHYSICS Reference books Reference(s): Grade 7, 3rd quarter circuit module and PHYSICS Reference books,
Material(s):Reference books in module and PHYSICS Reference books Reference(s): Grade 7, 3rd quarter you tube
physics Material(s):Different Types of batteries module and PHYSICS Reference books Material(s):laptop, coins, salt, cola,
Material(s):1.5 Volt battery, wires, 1.5 aluminum foil
watt bulb/LED
Activities:Discussion- early discovery Activities:Activity= Charged Interaction Activities:Activity= Let there be a Light Activities:Video Presentation in you
of electricity Analysis:Analyzed that the charges of Analysis:Analyzed that light is one of tube
Analysis:Analyzed that electricity have electricity are always opposite the form of energy Analysis:Analyzed that you can make
important role for the development of Abstraction:Positive charge of electricity- Abstraction:Light/bulb are always used your own battery using coins, acidic fruits
human activities protons and the negative charge of electricity- at home, school and have important role and colas
Abstraction:Electricity is discovered electron infor the development of human activities Abstraction:Lemon, potato and coins
in 600 B.C. by Greek philosopher and Application:What do you think is the Application:What was necessary to can create charges of electrons and they
scientist-THALES charge acquired by the balloon after make the light bulb? can produced electricity
Application:Can You imagine a modern rubbing it against your hair? Application:What are other materials can
home without electric lights and appliances? be used as a source of electricity?
How?
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- Electricity
- Electric charges
- Light bulbs
- Static electricity
- Batteries

January 5, 2015 January 6, 2015 January 7, 2015 January 8/9, 2015
Lesson:DESCRIBING MOTION Lesson:LIGHT Lesson:Third Quarter Examination
Objective(s): Discuss and differentiate Objective(s):Trace the history of the Review Objective(s):Measures the knowledge
speed, velocity, & acceleration controversy over the nature of Light Objective(s):Measures the knowledge and ability of the students regarding the
Subject Matter:Motion- Third Quarter Subject Matter:Nature of Light- Third and ability of the students regarding the topics topics already discussed in the whole third
already discussed in the whole third quarter quarter such as motion, wave, sound, heat
Examination Review Quarter Examination Review
such as motion, wave, sound, heat light, and light, and electricity.
Reference(s): Grade 7, 3rd quarter Reference(s): Grade 7, 3rd quarter electricity.
module and PHYSICS Reference books module and PHYSICS Reference books Subject Matter:GENERAL PHYSICS
Material(s): Reference materials, Material(s):Module and reference books Reference(s):Grade 7, 3rd quarter
Scientific Calculator module and PHYSICS Reference books
Material(s):Test paper questionnaire
SCHEDULE OF
Learning Task:
Activities: Discussion= speed,
Learning Task:
Activities:Discussion- The nature of
Learning Task:
Activities:Review Test
THIRD
velocity, acceleration
Analysis:Motion is a continuous
Light Analysis:Analyzed
Analysis:Analyzed that your senses of questions and topics in physics
the difficult PERIODICAL
sight is a result of the action of light upon the Abstraction:Review inmotion, wave,
change of position with respect to a
certain reference point mechanism of the eye
sound, heat light, and electricity EXAMINATION
Abstraction:Speed is a rate at which an Abstraction:light wave is a form of Application:Answering the review test
object moves, velocity is a rate of change of electromagnetic wave According to questionnaires
displacement and acceleration is a rate of James Clerk Maxwell
change of velocity Application:Can you imagine the kind
Application:In a straight-line motion, how of world a blind person has? Explain.
is distance related to motion
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SCHEDULE OF
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THIRD
PERIODICAL
EXAMINATION
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January 12, 2015 January 13, 2015 January 14, 2015 January 15,16, 2015
Lesson:Checking of test papers and Lesson:Preparations of item Analysis Lesson: Introduction of EARTH Lesson:Lesson: Introduction of
review the least mastered questions Objective(s):Review and Analyzed all SCIENCE EARTH SCIENCE
Objective(s):Review the difficult the items in THIRD periodical Test with Objective(s):To Introduce the students Objective(s):To Introduce the students
questions resulting to least mastered their Descriptive Equivalent about the earth science and the scope of it about the earth science and the scope of it
items Subject Matter: THIRD quarter Subject Matter:GEOLOGY Subject Matter:GEOLOGY
Subject Matter:Third quarter topics= GENERAL PHYSICS Reference(s):Grade 7, 4rth quarter Reference(s):Grade 7, 4rth quarter
topics= GENERAL PHYSICS Reference(s): Grade 7 Module and module and integrated science Reference module and integrated science Reference
Reference(s):Grade 7 Module and PHYSICS reference books books books
PHYSICS reference books Material(s): THIRD Periodical Test Material(s):Reference materials, Material(s):Reference materials,
Material(s):THIRD Periodical Test papers electronics materials electronics materials
papers
Activities: Discussion about the Activities: Preparations of item Activities:Discuss the scope of earth Activities:Discussion=structures and
topics which is difficult to understand by Analysis science compositions of the earth
the students Analysis: Analyzed all the items which Analysis: Analyzed that our planet Analysis:It is important to analyzed
Analysis:Analyzed all the items which is least mastered by the students earth is the only planet in the solar and know what are the materials
is least mastered by the students Abstraction: Computation of MEAN system where the life is possible present in the inner layers of the earth
Abstraction:Computation of MEAN and MPS and descriptive equivalent of Abstraction: Earth is composed of the Abstraction:Earth are compose of
and MPS and descriptive equivalent of each items questions different parts such as terrestrial and inner core, mantle and crust
each items questions Application:Categorized the test items aquatic Application:Explain why many of the
Application:Preparations of Item which is mastered, closely approaching Application:Enumerate the living active volcanoes are erupted
Analysis mastery, moving towards mastery,
organisms which is living in terrestrial
average, low, very low, and absolutely no
mastery and aquatic parts of the earth
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January 19, 2015 January 20, 2015 January 21, 2015 January 22,23, 2015
Lesson: The Philippine Environment Lesson: The Philippine Environment Lesson: The Philippine Environment Lesson: The Philippine Environment
Objective(s): Describe and identify Objective(s): To be able to describe Objective(s): To be able to describe the Objective(s): Identify the water
the location of the Philippines in the the location of the Philippines using the location of the Philippines with respect to resources and biodiversity in the
world longitude and latitude the surrounding landmasses and bodies of Philippines and explain the role of
Subject Matter: Latitude and Subject Matter: Northern water environment in the protection of it
Longitude hemisphere and southern hemisphere Subject Matter: Landmasses and Subject Matter: water resources and
Reference(s): Science Grade 7 Reference(s): Science Grade 7 bodies of water in the world biodiversity in the Philippines
Module and Integrated Science Module and Integrated Science Reference(s): Science Grade 7 Module Reference(s): Science Grade 7
Reference Books Reference Books and Integrated Science Reference Books Module and Integrated Science
Material(s): Reference Books, Globe, Material(s): Reference Books, Material(s): Reference Books, Globe, Reference Books
World Map Globe, World Map, Protractor World Map, Protractor Material(s): Reference Books, Globe,
World Map, Protractor
Activities: Discussion= Latitude and Activities: Activity # 4.1=Where in Activities: Activity # 4.2=Where in the Activities: Discussion= water resources
Longitude the world is the Philippines? world is the Philippines? (Part II) and biodiversity in the Philippines
Analysis: Analyzed that the Philippine Analysis: Analyzed the location of the Analysis: Land masses in the world is Analysis: Analyzed that the Philippines
environment is made up of a lot of Philippines if it is in a northern hemisphere 25% in the total area of the world and 75% boasts of many different kind of natural water
things such as a bodies of water, small or in the southern hemisphere of it is water forms, such as bays, rivers, lakes, falls, gulfs,
and large parcel of land etc… Abstraction: Northern hemisphere is Abstraction: Philippines is an
and swamps.
Abstraction: The earth is divides into part of the world between the north pole archipelago because is surrounded by the Abstraction: We are lucky in the
and the equator, while southern Philippines because we have thing like air,
two major parts such as the northern large bodies of water
hemisphere is the part of the world water, plants, animals, soil, rocks, minerals,
hemisphere and the southern
between the equator and the south pole Application: Where is the Philippines in crude oil, and other fossil fuels.
hemisphere
Application: Where in the world is the map? Why is the Philippines called an Application: Enumerate and give
Application: What is the exact archipelago?
the Philippines? examples of biodiversity and watershed
location of the Philippines in the world? in the Philippines
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- Longitude
- Latitude
- Northern Hemisphere
- Southern Hemisphere
- Watershed and
biodiversity in the
Philippines
January 26, 2015 January 27, 2015 January 28, 2015 January 29/30, 2015
Lesson: Lesson: Rocks and Mineral Lesson: Rocks and Mineral Resources Lesson: Energy Resources Lesson: Conserving and Protecting
Resources Objective(s): Enumerate the minerals Objective(s): Identify and locate Natural Sources
Objective(s): Identify and locate the presents in the Philippines the energy resources in the country Objective(s): Enumerate and Explain
metallic minerals in the Philippines Subject Matter: The Mineral deposits Subject Matter: Energy
how to conserve and Protect our
Subject Matter: The Mineral deposits in the Philippines Natural Sources
Resources (Natural and Artificial Subject Matter: Conservation and
in the Philippines Reference(s): Science Grade 7 Sources of Energy)
Reference(s): Science Grade 7 Module and Integrated Science Protection of Natural Resources
Module and Integrated Science Reference Books, Reference(s): Science Grade 7 Reference(s): Science Grade 7
Reference Books, Material(s): Reference Books, Globe, Module and Integrated Science Module and Integrated Science
Material(s): Reference Books, Globe, Bond Paper, Philippine Map, samples of Reference Books, Reference Books,
Bond Paper, Philippine Map rocks and minerals available in science Material(s): Reference Books, Material(s): Reference Books,
laboratory room laptop, charts, Flash cards laptop, charts, Flash cards

Activities: Doing Activity # 5= Where Activities: Discussion= Rocks and Activities: Discussion= The energy Activities: Discussion and Video
are the minerals Deposits in the Minerals resources such as natural and man- Presentation about the Ways how to protect
Philippines Analysis: Analyzed the import ants and made sources and conserve our natural resources
Analysis: Analyzed that the minerals can uses of minerals and rocks for human Analysis: Analyzed that the solar energy Analysis: Conserving and protecting our
natural resources is our major and
be classified into two types the metallic and Abstraction: The mining industry has or energy came from the sun is the ultimate
non-metallic and the cheapest source of heat and energy important responsibility of the people today
raised level of economy in some regions for the benefits of the future generations
Abstraction: The mining of rocks for in the Philippines Abstraction: The natural sources of
their metal content has been considered one energy are solar, wind, water, coal while the Abstraction: There are two types of
Application: Identify the four metals natural resources on Earth- the
of the most important factors of human artificial sources of energy are the energy
progress which are most abundant across in the coming from the power plant made by human renewable and non-renewable
Philippines
Application: Enumerate the minerals Application: What are the other sources Application: As a student explain
abundant in the Philippines of energy? Enumerate and discuss each. how you conserve our natural resources
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- Rocks
- Minerals
- Metal
- Non-metals
- Energy
- Renewable
- Non-renewable
- Natural/artificial sources of
energy
February 2, 2015 February 3, 2015 February 4, 2015 February 5/6, 2015
Lesson: Lesson: Rocks and Mineral Lesson: Rocks and Mineral Resources Lesson: Energy Resources Lesson: Conserving and Protecting
Resources Objective(s): Enumerate the minerals Objective(s): Identify and locate Natural Sources
Objective(s): Identify and locate the presents in the Philippines the energy resources in the country Objective(s): Enumerate and Explain
metallic minerals in the Philippines Subject Matter: The Mineral deposits Subject Matter: Energy
how to conserve and Protect our
Subject Matter: The Mineral deposits in the Philippines Natural Sources
Resources (Natural and Artificial Subject Matter: Conservation and
in the Philippines Reference(s): Science Grade 7 Sources of Energy)
Reference(s): Science Grade 7 Module and Integrated Science Protection of Natural Resources
Module and Integrated Science Reference Books, Reference(s): Science Grade 7 Reference(s): Science Grade 7
Reference Books, Material(s): Reference Books, Globe, Module and Integrated Science Module and Integrated Science
Material(s): Reference Books, Globe, Bond Paper, Philippine Map, samples of Reference Books, Reference Books,
Bond Paper, Philippine Map rocks and minerals available in science Material(s): Reference Books, Material(s): Reference Books,
laboratory room laptop, charts, Flash cards laptop, charts, Flash cards

Activities: Doing Activity # 5= Where Activities: Discussion= Rocks and Activities: Discussion= The energy Activities: Discussion and Video
are the minerals Deposits in the Minerals resources such as natural and man- Presentation about the Ways how to protect
Philippines Analysis: Analyzed the import ants and made sources and conserve our natural resources
Analysis: Analyzed that the minerals can uses of minerals and rocks for human Analysis: Analyzed that the solar energy Analysis: Conserving and protecting our
be classified into two types the metallic and Abstraction: The mining industry has or energy came from the sun is the ultimate natural resources is our major and
non-metallic and the cheapest source of heat and energy important responsibility of the people today
raised level of economy in some regions for the benefits of the future generations
Abstraction: The mining of rocks for in the Philippines Abstraction: The natural sources of
their metal content has been considered one energy are solar, wind, water, coal while the Abstraction: There are two types of
Application: Identify the four metals natural resources on Earth- the
of the most important factors of human artificial sources of energy are the energy
progress which are most abundant across in the coming from the power plant made by human renewable and non-renewable
Philippines
Application: Enumerate the minerals Application: What are the other sources Application: As a student explain
abundant in the Philippines of energy? Enumerate and discuss each. how you conserve our natural resources
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- Rocks
- Minerals
- Metal
- Non-metals
- Energy
- Renewable
- Non-renewable
- Natural/artificial sources of
energy
Lesson: The Natural resources in the Lesson: Conserving and protecting Lesson: Protecting resources in your own Lesson: Solar energy and the
world Natural Resources way Atmosphere
Objective(s): Explain and Objective(s): Enumerate the different Objective(s): Enumerate and explain Objective(s): Enumerate and discuss
appreciate the importance of natural ways of conserving and protecting natural how to protect our natural resources will be the different layers of the atmosphere
resources in every living organisms resources done by students Subject Matter: Solar energy and the
even human being Subject Matter: Natural resources in Subject Matter: Natural resources in the Atmosphere
Subject Matter: Natural Resources the world world Reference(s): Science Grade 7 module
Reference(s): Science Grade 7 Reference(s): Science Grade 7 module Reference(s): Science Grade 7 module Material(s): science reference books,
module Material(s): science reference books, Material(s): science reference books, laptop,
Material(s): , science reference laptop, laptop,
books, laptop,
Activities: Video presentation about Activities: Video and power point Activities: Discussion=lecture about the Activities: Discussion-layers of the
natural resources presentation about natural resources and role of the students in protecting our natural Atmosphere and doing Activity # 1- What
Analysis: Analyzed that our foods we doing activity # 6= How do people destroy resources is the basis for dividing earth’s
eat everyday are came from natural natural resources? Analysis: Analyzed that protecting our atmosphere into layers?
resources Analysis: Analyzed that our natural natural resources in your own way can help Analysis: The atmosphere is the
Abstraction: There are two types of resources are partially destroyed by in conserving it and it will be benefited by envelope of air that surrounds the earth
natural resources in earth- renewable people. our future generation in the future where all weather events happen
and nonrenewable Abstraction: There are a lot of human Abstraction: As a high school student, you Abstraction: The layers of the
Application: Explain the differences activities that can destroy our natural can protect and conserve our natural resources atmosphere are troposphere,
between the renewable and non- resources; such of these are too much by participating in school and barangay stratosphere, mesosphere, thermosphere
quarrying and mining, kaingin system, activities such as coastal clean-up, tree and exosphere
renewable natural resources and give planting, segregation of our waste, etc…
specific examples of each burning of plastics and garbage, etc… Application: Describe the features of
Application: As a student, explain how Application: Make your own plan in each of the five layers of the atmosphere
would you conserve our natural resources protecting our natural resources
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Give the effects to natural
Evaluate the following if it is resources of the following activities: Evaluate if the following activities - Ways of conserving and
renewable or non-renewable type of are applicable for you as a students to
natural resources: 1. Too much mining protect our Natural Resources: protecting natural resources
2. Cutting of trees 1. Planting of trees - Protecting resources in your
3. Kaingin system 2. Segregation of biodegradable
1. Cans
4. Burning of garbage and plastics and non-biodegradable own way
2. Plastics
5. Application of chemical materials/waste
3. Animal waste
fertilizers - The layers of the atmosphere
4. Coal 3. Coastal cleaning
5. Oil 4. Using compost materials as - Renewable and non-
Possible Answers: fertilizers
1. Erosion and landslides 5. Preventing the illegal cutting of renewable natural resources
2. Flooding trees
Explain/justify your answer
3. Flooding 6. Preventing turning of rice fields
4. Destruction of ozone layers into residential/subdivision
5. The soil become acidic
Lesson: Protecting resources in your Lesson: Solar energy and the Lesson: The Green House Effect Lesson: The Atmosphere
own way Atmosphere Objective(s): Enumerate and discuss Objective(s): Enumerate and discuss
Objective(s): Enumerate and explain Objective(s): Enumerate and discuss the the effects of Green House and the Subject Matter: Common
how to protect our natural resources will be different layers of the atmosphere Global Warming Atmospheric Phenomena
done by students Subject Matter: Solar energy and the Subject Matter: Green House Effect Reference(s): Science Grade 7
Subject Matter: Natural resources in Atmosphere Reference(s): Science Grade 7 module and integrated science reference
the world Reference(s): Science Grade 7 module module books
Reference(s): Science Grade 7 Material(s): science reference books, Material(s): science reference books, Material(s): science reference books,
module laptop, laptop, laptop,
Material(s): science reference books,
laptop,

Activities: Discussion=lecture about the Activities: Discussion-layers of the Activities: Video and Power Point Activities: Doing Activity # 3 = What
role of the students in protecting our natural Atmosphere and doing Activity # 1- What is Presentation happens when air is heated?
resources the basis for dividing earth’s atmosphere Analysis: Analyzed that in temperate Analysis: Analyzed that destruction of our
Analysis: Analyzed that protecting our into layers? countries, a green house is used to natural resources can make our atmosphere
natural resources in your own way can help Analysis: The atmosphere is the grow seedlings in the late winter and become warm
in conserving it and it will be benefited by envelope of air that surrounds the earth early spring later, planted in the open Abstraction: Carbon dioxide comes
our future generation in the future
where all weather events happen field when the weather is warmer. from the burning of fossil fuel such as
Abstraction: As a high school student,
Abstraction: The layers of the Abstraction: Global warming and the coal, crude oil and natural gas. Cutting
you can protect and conserve our natural down of trees can also release carbon
resources by participating in school and atmosphere are troposphere, stratosphere, green house can greatly affects in the
mesosphere, thermosphere and exosphere atmosphere of the earth. It can cause dioxide
barangay activities such as coastal clean-
up, tree planting, segregation of our waste, Application: Describe the features of destruction of some structures in the Application: Explain what happens in
etc… each of the five layers of the atmosphere earth due to climate change the atmosphere when the air is heated.
Application: Make your own plan in Application: Explain if the green What are the Possible phenomena
protecting our natural resources house retain or release heat happens?
__________________ _________ __________________ _________ __________________ _________ __________________ _________
__________________ _________ __________________ _________ __________________ _________ __________________ _________
__________________ _________ __________________ _________ __________________ _________ __________________ _________
__________________ _________ __________________ _________ __________________ _________ __________________ _________
__________________ _________ __________________ _________ __________________ _________ __________________ _________
__________________ _________ __________________ _________ __________________ _________ __________________ _________
__________________ _________ __________________ _________ __________________ _________ __________________ _________
__________________ _________ __________________ _________ __________________ _________ __________________ _________

Evaluate if the following Explain and briefly discuss the
activities are applicable for you as a effects of global warming and
Give the distance of the following - Common Atmospheric
students to protect our Natural layers of the atmosphere and greenhouse effect in the following:
Resources:
phenomena
corresponding temperature in Degree
1. Planting of trees Celsius: 1, In Agricultural area - Green House Effects
2. Segregation of biodegradable 2, Forest - Conservations and
and non-biodegradable 1. Troposphere 3.Mounbtain Protection of our Natural
materials/waste 2. Stratosphere 4.Desesrt Resources
3. Coastal cleaning 3. Mesosphere 5.Rivers/lakes - Layers of the Atmosphere
4. Using compost materials as 4. Thermosphere
fertilizers 5. Exosphere
5. Preventing the illegal cutting
of trees
6. Preventing turning of rice
fields into
residential/subdivision

Lesson: Seasons and eclipse Lesson: Seasons and eclipse
Objective(s): Discuss and enumerate Objective(s): Explain how and why
the different seasons in the world and in eclipse happen
the Philippines, explain why season is Subject Matter: Eclipse
change Reference(s): Science Grade 7 module, NATIONAL SCHEDULE OF
Subject Matter: Seasons in the world
Reference(s): Science Grade 7
Integrated science reference books
HOLIDAY SEMI-FINALS
module, Integrated science reference
books
laptop EXAMINATIONS
laptop
Objective(s): Measures the
Learning Task: Learning Task: EDSA Knowledge and understanding of the
Activities: Video presentation and Activities: Video presentation and
Discussion= seasons in the world Discussion= Solar eclipse and lunar eclipse REVOLUTION students about the topics already
discuss in the fourth quarter
Analysis: Analyzed that the seasons of the Analysis: Analyzed the phenomena
world change depending of the months and it happen during the solar and lunar eclipse ANIVERSARY
can influence the activities of every living and the effects of it in the earth
organisms
Abstraction: Solar eclipse occurs when
Abstraction: the four seasons are the moon comes directly between the sun
summer, autumn (fall), winter and spring and the earth while the lunar eclipse happen
Application: What are the two seasons when Earth gets directly between the Sun
happen only in the Philippines and what and the Moon. Earth casts a shadow on the
month this season happen Moon.
Application: Explain why shadow and
eclipse happen
Remarks: Remarks:
No. of learners within Mastery Level: No. of learners within Mastery Level:
Grade/Year/Section: Number: Grade/Year/Section: Number:
__________________ _________ __________________ _________
__________________ _________ __________________ _________
__________________
__________________
_________
_________
__________________
__________________
_________
_________ NATIONAL SCHEDULE OF
enhancement/Remediation: HOLIDAY SEMI-FINALS
Grade/Year/Section: Number: Grade/Year/Section: Number:
__________________ _________ __________________ _________ EXAMINATIONS
__________________ _________ __________________ _________
__________________ _________ __________________ _________
Objective(s): Measures the
__________________ _________ __________________ _________
Evaluation: Evaluation: EDSA Knowledge and understanding of the
REVOLUTION students about the topics already
discuss in the fourth quarter
ANIVERSARY
March 2, 2015 March 3, 2015 March 4, 2015 March 5/6, 2015
Lesson: Seasons and eclipse Lesson: Seasons and eclipse Lesson: Seasons and eclipse
(continuation) (CONTINUATION) Objective(s): Discuss and enumerate
Objective(s): Discuss and Objective(s): Explain how and why the different seasons in the world and in
enumerate the different seasons in the eclipse happen the Philippines, explain why season is
world and in the Philippines, explain why Subject Matter: Eclipse change
season is change
Reference(s): Science Grade 7 Subject Matter: Seasons in the world
Subject Matter: Seasons in the
world
books
March 5, 2015
Material(s): science reference books
books books, laptop Material(s): science reference books,
Material(s): science reference
laptop SCHEDULE OF
books, laptop
Learning Task: Learning Task: Learning Task: 2015 NATIONAL
Activities: Video presentation and Activities: Video presentation and Activities: Video presentation and
Discussion= seasons in the world Discussion= Solar eclipse and lunar Discussion= seasons in the world ACHIEVEMENT
Analysis: Analyzed that the seasons eclipse Analysis: Analyzed that the seasons of
of the world change depending of the Analysis: Analyzed the phenomena the world change depending of the months TEST
months and it can influence the activities happen during the solar and lunar eclipse and it can influence the activities of every
of every living organisms and the effects of it in the earth living organisms
Abstraction: the four seasons are Abstraction: Solar eclipse occurs Abstraction: the four seasons are
summer, autumn (fall), winter and spring when the moon comes directly between summer, autumn (fall), winter and spring
Application: What are the two the sun and the earth while the lunar Application: What are the two seasons
seasons happen only in the Philippines eclipse happen when Earth gets directly happen only in the Philippines and what
and what month this season happen between the Sun and the Moon. Earth
casts a shadow on the Moon.
month this season happen
Application: Explain why shadow
and eclipse happen
No. of learners within Mastery Level: No. of learners within Mastery Level: No. of learners within Mastery Level: March 5, 2015
__________________ _________ __________________ _________ __________________ _________
__________________ _________ __________________ _________ __________________ _________
__________________
__________________
_________
_________
__________________
__________________
_________
_________
__________________
__________________
_________
_________ SCHEDULE OF
enhancement/Remediation: enhancement/Remediation: enhancement/Remediation: 2015 NATIONAL
__________________
__________________
_________
_________
__________________
__________________
_________
_________
__________________
__________________
_________
_________
ACHIEVEMENT
__________________
__________________
_________
_________
__________________
__________________
_________
_________
__________________
__________________
_________
_________
TEST

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DAILY LEARNING

LOG FOR SCIENCE

Grade/Year/Section: Number: Grade/Year/Section: Number: Grade/Year/Section: Number: Grade/Year/Section: Number:

Grade/Year/Section: Number: Grade/Year/Section: Number: Grade/Year/Section: Number: Grade/Year/Section: Number:

Republic of the Philippines, Department of Education, Region IV-A CALABARZON

CANDA NATIONAL HIGH SCHOOL – DAILY LEARNING LOG in GRADE 7: SCIENCE

Grade/Year/Section: Number: Grade/Year/Section: Number: Grade/Year/Section: Number: Grade/Year/Section: Number:

Grade/Year/Section: Number: Grade/Year/Section: Number: Grade/Year/Section: Number: Grade/Year/Section: Number:

Republic of the Philippines, Department of Education, Region IV-A CALABARZON

CANDA NATIONAL HIGH SCHOOL – DAILY LEARNING LOG in GRADE 7: SCIENCE

Republic of the Philippines, Department of Education, Region IV-A CALABARZON

CANDA NATIONAL HIGH SCHOOL – DAILY LEARNING LOG in GRADE 7: SCIENCE

EVALUATION: EVALUATION: EVALUATION: REMEDIAL:

Republic of the Philippines, Department of Education, Region IV-A CALABARZON

CANDA NATIONAL HIGH SCHOOL – DAILY LEARNING LOG in GRADE 7: SCIENCE

Grade/Year/Section: Number: Grade/Year/Section: Number: Grade/Year/Section: Number: Grade/Year/Section: Number:

Grade/Year/Section: Number: Grade/Year/Section: Number: Grade/Year/Section: Number: Grade/Year/Section: Number:

Give at least 10 important

CANDA NATIONAL HIGH SCHOOL – DAILY LEARNING LOG in GRADE 7: SCIENCE

Remarks: Remarks: Remarks: Remarks:

CANDA NATIONAL HIGH SCHOOL – DAILY LEARNING LOG in GRADE 7: SCIENCE

No. of Learners needing No. of Learners needing No. of Learners needing

EVALUATION: EVALUATION: REMEDIATION:

Republic of the Philippines, Department of Education, Region IV-A CALABARZON

CANDA NATIONAL HIGH SCHOOL – DAILY LEARNING LOG in GRADE 7: SCIENCE

Learning Task: Learning Task: Learning Task: Learning Task:

Evaluation: Evaluation: Evaluation: Remediation:

Republic of the Philippines, Department of Education, Region IV-A CALABARZON

CANDA NATIONAL HIGH SCHOOL – DAILY LEARNING LOG in GRADE 7: SCIENCE

Remarks: Remarks: Remarks: Remarks:

Grade/Year/Section: Number: Grade/Year/Section: Number: Grade/Year/Section: Number: Grade/Year/Section: Number:

Grade/Year/Section: Number: Grade/Year/Section: Number: Grade/Year/Section: Number: Grade/Year/Section: Number:

Republic of the Philippines, Department of Education, Region IV-A CALABARZON

Remarks: Remarks: Remarks: Remarks:

Grade/Year/Section: Number: Grade/Year/Section: Number: Grade/Year/Section: Number: Grade/Year/Section: Number:

Republic of the Philippines, Department of Education, Region IV-A CALABARZON

Grade/Year/Section: Number: Grade/Year/Section: Number: Grade/Year/Section: Number: Grade/Year/Section: Number:

Republic of the Philippines, Department of Education, Region IV-A CALABARZON

CANDA NATIONAL HIGH SCHOOL – DAILY LEARNING LOG in GRADE 7: SCIENCE

Remarks: Remarks: Remarks: Remarks:

Grade/Year/Section: Number: Grade/Year/Section: Number: Grade/Year/Section: Number: Grade/Year/Section: Number:

Grade/Year/Section: Number: Grade/Year/Section: Number: Grade/Year/Section: Number: Grade/Year/Section: Number:

Republic of the Philippines, Department of Education, Region IV-A CALABARZON

CANDA NATIONAL HIGH SCHOOL – DAILY LEARNING LOG in SCIENCE GRADE 7

Learning Task: Learning Task: Learning Task: Learning Task:

EVALUATION: EVALUATION: EVALUATION: REMEDIAL:

Republic of the Philippines, Department of Education, Region IV-A CALABARZON

Learning Task: Learning Task: Learning Task: Learning Task:

EVALUATION: EVALUATION: EVALUATION: REMEDIAL:

- Central Nervous System

Republic of the Philippines, Department of Education, Region IV-A CALABARZON

Learning Task: Learning Task: Learning Task: Learning Task:

Republic of the Philippines, Department of Education, Region IV-A CALABARZON

Remarks: Remarks: Remarks: Remarks:

Grade/Year/Section: Number: Grade/Year/Section: Number: Grade/Year/Section: Number: Grade/Year/Section: Number:

Grade/Year/Section: Number: Grade/Year/Section: Number: Grade/Year/Section: Number: Grade/Year/Section: Number:

Republic of the Philippines, Department of Education, Region IV-A CALABARZON

No. of Learners needing No. of Learners needing No. of Learners needing

Republic of the Philippines, Department of Education, Region IV-A CALABARZON

CANDA NATIONAL HIGH SCHOOL – DAILY LEARNING LOG in GRADE 7: SCIENCE

Remarks: Remarks: Remarks: Remarks:

CANDA NATIONAL HIGH SCHOOL – DAILY LEARNING LOG in GRADE 7: SCIENCE

SEMESTRAL BREAK OF STUDENTS

EVALUATIONS: EVALUATIONS: REMEDIATION: