Sta. Rosa, Lapu-Lapu City, Cebu Philippines: S7Lt-Iiid7

Department of Education
Region VII, Central Visayas

Division of Lapu-Lapu City
District 9
STA. ROSA NATIONAL HIGH SCHOOL
Sta. Rosa, Lapu-Lapu City, Cebu Philippines
DAILY LESSON PLAN
(8As)
Name: Michelle Anne Imbong
Position: Teacher I
Learning Area: Science Grade: 7 January 6, 2020
iPlan No.: 79 Quarter: 1 Duration: 50 min. Monday
Learning Describe the characteristics of sound using the concepts of wavelength, velocity, and S7LT-IIId7
Competencies amplitude.
Subject Matter Sound: Its Properties and Characteristics
Key Concepts to be demonstrate an understanding of the characteristics of sound
Developed
Knowledge: Explain how sound is produced through the use of soundbox;
Learning Skills: Construct a sound box to relate the concept of wavelength, velocity, amplitude and how it is produced.
Objectives Attitude: Show craftsmanship in constructing sound box.
Resources Science and Technology IV: Physics Textbook. NISMED. 2012. pp. 372-375.
Activity  Routine Activity
(Introductory)  Motivation:
- Play a song with a guitar
Process Questions:
1. What is the name of this musical instrument?
 Guitar
2. How guitar produces sound?
By plucking the string, it vibrates the string cause the production of sound
Activity  Group the students into 5 groups.
(Presentation)  Task:
o Do activity entitled: My Own Sounding Box! in Science Manual pp. 206-207
o Answer the pertaining questions in the activity.
o Demonstrate how sound produce
1. What physical signs did you observe when you plucked each band. Did you hear any sound? What produced the
Analysis sound?
The elastic bands vibrate when plucked. Sound is produced by vibration of the elastic band.
2. How different are the sounds produced by each band with different thickness?
The sound produced by each elastic band is different from the others. The thinker the band the louder the sound
produced. The thicker the band, the lower the tone.
Abstraction A sound is a form of energy produced when a vibrating object vibrates to produce sound. Sound is a longitudinal wave and
travels a medium of solid, liquid and gas thus it can’t travel in the empty space. It travels the fastest in solid and slowest in
gas.
Application  Demonstrate how sound is produced using sound box.
 Create a simple melody using the sound box created.
Assessment Based on the given task:
Rubrics of grading the output.
RUBRICS 20 18 16 15
Creativity Neat, artistic, creative Neat, artistic, Neat Untidy
Content Well-presented with Presented with less Presented with no
well- constructed efforts done efforts done
soundbox
Timeliness Submitted the activity Submitted the activity Submitted the activity
before the deadline on time late
Assignment Bring the following:
Sound box
Ruler
Activity
(Concluding)
Remarks
Checked/Inspected by:
KATHRINA TISOY
Subject Area Coordinator, Science
MITCHEL F. MISA
School Head
District 9
DAILY LESSON PLAN
(8As)
Position: Teacher I
iPlan No.: 80 Quarter: 1 Duration: 50 min. Tuesday
Learning Describe how organisms produce, transmit, and receive sound of various frequencies S7LT-IIId7
Competencies (infrasonic, audible, and ultrasonic sound)
Subject Matter Sound: Its Properties and Characteristics

Key Concepts to be demonstrate an understanding of the characteristics of sound
Developed
Knowledge: Explain how sound produces, transmits and receives through understanding the parts of the ear;
Learning Skills: Trace the path of production, transmission and reception of sound;
Objectives Attitude: Share the importance of sounds to an organism.
Values: Cooperation
Resources Science and Technology IV: Physics Textbook. NISMED. 2012. pp. 372-375.
Activity  Routine Activity
(Introductory)  Motivation:
- Play a song with a guitar
Process Questions:
3. What is the name of this musical instrument?
 Guitar
4. How guitar produces sound?
By plucking the string, it vibrates the string cause the production of sound
Activity Group the students into 5 groups.
(Presentation) Let each group illustrate how sound is transmitted in solid, liquid and gas media. One representative from each group is
going to present their work in class.
Sample:
1. How does sound travel from one source to its destination in a closed (solid or liquid) container?
Analysis As sound travels through a medium, sounds travels the fastest in a closed area or container so sounds perceived
clearly.
2. How does sound travel from one source to an open destination (air)? The sound travels to the particles of air in
any direction thus the sound heard in an open destination or area were not clearly listen.
3. How can sound travel from one container to another container? It travels through a medium of solid, liquid and a
gas.
4. Why did we able to hear the sounds?
5. Because of the ear
6. Explain how sound is produce, transmit and perceived.
7. Sound is produced by a vibrating object. When this object vibrates, it vibrates the surrounding particles until it
reach our ears. In the ear, the sound waves vibrates the eardrum and the small bones which is then converted to
electrical signal process by brain.
Abstraction Present the parts of the ear below.
How does sound be received by the ear?
As the sound produce by a vibrating object and transmit through a medium, the pinna (outer part of the ear) focuses and
let the sound waves enter the ear and vibrates the ear drum. When the eardrum vibrates the ossicles connected to the
cochlea also vibrates causing the conversion of sound waves into electrical signals perceived by brain.
What are the three parts of the ear?
The three parts are outer, middle and inner ear.
To what extent can the ear normally hear?

The ear can only sense within the frequency range of about 20 Hz to about 20,000 Hz.
What is the difference between infrasonic and ultrasonic frequencies?
Vibrational frequencies beyond 20 000 Hz is called ultrasonic frequencies while extremely low frequencies are known as
infrasonic frequencies.
Application How are ultrasonics used?
The field of ultrasonics has become an important subspecialty in the science of acoustics. Ultrasonic sources with
frequencies of millions of cycles per second are now used for inspecting metals for flaws. These waves reflect off tiny
imperfections in a metal, indicating where it is weak or likely to fail. Some of the structures that are now routinely
inspected by ultrasonic techniques are bridges, airplanes, and pipelines.
Assessment Trace the path of how sound is produced transmitted and received by the ear.
As the sound produce by a vibrating object and transmit through a medium, the pinna (outer part of the ear) focuses and
let the sound waves enter the ear and vibrates the ear drum. When the eardrum vibrates the ossicles connected to the
cochlea also vibrates causing the conversion of sound waves into electrical signals percieved by brain.
Assignment Group the students into 5 groups.
Let each group illustrate how sound is transmitted in solid, liquid and gas media. One representative from each group is
going to present their work in class.
Sample:
Activity
(Concluding)
Remarks
KATHRINA TISOY
MITCHEL F. MISA
School Head
District 9
DAILY LESSON PLAN
(8As)
Position: Teacher I
iPlan No.: 81 Quarter: 1 Duration: 50 min. Wednesday
S7LT-IIIe8
Explain sound production in the human voice box, and how pitch, loudness and quality
of sound vary from one person to another S7LT-IIIe9
Describe how organisms produce, transmit, and receive sound of various frequencies
(infrasonic, audible, and ultrasonic sound)
Subject Matter Sounds: Summative test

Key Concepts to be Knowledge: Recall the topics learned on sounds;
Developed Skills: Answer the questions that pertains the topics about sound;
Attitude: Manifest honesty and proper behaviour during the exam.
Values: Honesty in answering the exam
Sounds: Summative test
Learning
Objectives
Resources TEST QUESTIONNAIRE
Activity  Routine Activity: Prayer, checking of attendance

(Introductory)  Motivation
o Short review on the topics discussed in sound
o Let the students scan their notes in sound and study for the exam for 5 – 10 minutes
Activity  Distribution of the test paper for the exam in sounds
(Presentation)  Students are given at least 40 minutes to answer the examination given.
 Checking, rationalization and recording of scores obtained in the exam.
1. What is sound? How to produce sound? Sound is a form of energy and a longitudinal and mechanical wave. It is
Analysis produced through vibrations.
2. Why do sound does not travel in vacuum? Sound uses a medium to travel that is why is does not travel in a
vacuum
3. What are the types of medium? These medium can either be solid liquid and gas.
4. Does the speed of sound differ from every medium?
Yes, as it travels in a different medium it affects its speed causing the sound to move faster or slower.
5. What are the elements of sound? The elements are the source/transmitter, medium and the receiver or reception.
6. What enables us to hear sound? The ear helps us to hear sounds; it is one of the elements for the sound to be
perceived.
7. What is an ear? It is an organ part of an organism that serves as the receiver of sound of an organism.
8. Trace how the sound waves produced, transmit and received.
As the sound produce by a vibrating object and transmit through a medium, the pinna (outer part of the ear)
focuses and let the sound waves enter the ear and vibrates the ear drum. When the eardrum vibrates the ossicles
connected to the cochlea also vibrates causing the conversion of sound waves into electrical signals perceived
by brain.
Abstraction Sound is a longitudinal wave and a form of energy that is produced through vibrations of particles that made up
the matter. It travels through a medium which can be a solid, liquid and gas, its characteristics are the amplitude
(volume/loudness/intensity of sound), frequency and wavelength (identity and type of sound/pitch), speed and period. The
property of sound includes reflection, refraction, diffraction, interference, pitch and resonance. Sounds vary due to
difference of frequency produce by an object especially the human voice. The elements of sounds are the
source/transmitter, medium and the receiver of sound (ear).
Present the following:
Application Engineers can design sound-proof barriers or rooms. How is this possible?
Sound cannot travel in a vacuum. If you remove the air between two walls you will be able to greatly reduce the amount of
sound that is transmitted. You can also place sound absorbing materials, like the insulation in your home, between the
walls to cut down on the transmission of sound waves.
Assessment
(Please see attach files)
1. Which of the following objects will produce sound?

a. soft objects c. vibrating objects
b. radio stations d. objects under pressure
2. Which of the following best describes a high frequency sound? It has _____.
a. low pitch c. low energy
b. high pitch d. A and C
3. Compared to a thin string of the same length and tightness a thick string produces sounds of _______.
a. the same pitch c. higher pitch
b. lower pitch d. lower then higher pitch
4. A sound wave is a_______.
a. longitudinal wave b. transverse wave c. standing wave d. shock wave
Assignment Define the following:
1. Brightness – a qualitative expression of light intensity.

2. Light Intensity – it is the power of light.
3. Illuminance – indicates how bright a flat, diffuse surface appears based on the reflected light from the surface.
4. Candela – the fundamental unit of luminous intensity.
5. Radian Energy – the energy of electromagnetic radiation.
(Concluding)  Motivation
o Short review on the topics discussed in sound
o Let the students scan their notes in sound and study for the exam for 5 – 10 minutes
Remarks  Distribution of the test paper for the exam in sounds
 Students are given at least 40 minutes to answer the examination given.
KATHRINA TISOY
MITCHEL F. MISA
School Head
District 9
DAILY LESSON PLAN
(8As)
Position: Teacher I
iPlan No.: 82 Quarter: 1 Duration: 50 min. Thursday
S7LT-IIIe8
Subject Matter 3rd Periodical Exam
Key Concepts to be Knowledge: Recall the topics learned on sounds;

Developed Skills: Answer the questions that pertains the topics about sound;
Learning
Objectives

(Introductory)  Arrange chairs one-sit apart
Analysis
Assessment
Assignment
Activity
(Concluding)
Remarks
KATHRINA TISOY
MITCHEL F. MISA
School Head
District 9
DAILY LESSON PLAN
(8As)
Position: Teacher I
iPlan No.: 83 Quarter: 1 Duration: 50 min. Friday
S7LT-IIIe8
Subject Matter 3rd Periodical Exam
Key Concepts to be Knowledge: Recall the topics learned from previous lessons
Developed Skills: Answer the questions that pertains the topics about the different topics
Learning
Objectives

(Introductory)  Arrange chairs one-sit apart
Analysis
Assessment
Assignment
Activity
(Concluding)
Remarks
KATHRINA TISOY
MITCHEL F. MISA
School Head
District 9
DAILY LESSON PLAN
(8As)
Position: Teacher I
Learning Demonstrate how places on Earth may be located using a coordinate system. S7ES-IVa-1
Competencies
Subject Matter Locating the Philippines using the lines of longitude and latitude
Key Concepts to be Demonstrate how places on Earth may be located using a coordinate system.
Developed
Knowledge: Differentiate the lines of latitude and longitude.
Learning
Objectives
Skills: Trace the lines of latitude and longitude using a globe or a world map.
Attitude: Explain the importance of the lines of latitude and longitude in
locating places in the map or globe.

Resources Science and Technology I: Integrated Science Textbook. NISMED. 2012. pp. 310-311.
Activity Motivation:
(Introductory)
Show to the class a globe or a map.

Ask the ff. guide questions:
1. What is a globe or a map?
2. What are the uses of a globe?
3. How do we find places in a globe or a map?
Activity A. The class will be divided into four groups.
(Presentation) B. Each group will do Activity no. _____ Where in the world is the Philippines?
(Note: The teacher was able to assign the four groups a day
before the activity to bring a map,
if globes are present in the laboratory, the teacher will provide at
least one in each group to be used in the activity)
1. What are your observations in a globe or a map?
Possible answer: I have observed that the globe has vertical and
horizontal lines. There are continents and bodies of water;

countries are in each continents are also labelled .
2. What do you think is the purpose of putting the vertical and

horizontal lines in globes and maps?
1. What do you call the lines running horizontally in the globe? Lines of latitude
Analysis
2. What about the lines running vertically in the globe? Lines of longitude
Trace the lines of latitude and longitude
3. As you trace the lines of longitude and latitude, you have noticed that they are combined together. What is
the purpose in putting together the lines of longitude and latitude?

The locations can be identified through the use of coordinates. (Discussion of coordinate system will be done
on the next day)
4. Name the five lines of latitudes.
Abstraction Differentiate lines of latitude from lines of longitude.

Lines of latitude are lines which run horizontally and divide the Earth into Northern and Southern Hemisphere
while lines of longitude are lines which run vertically and divide the Earth in Eastern and Western
Hemisphere.
Application A. What are the importance of the lines of latitude and longitude in locating places in maps and globes?
B. Name some ways by which lines of latitude and longitude are used easily and conveniently in locating
places.
B1. GPS
B2. Digital mapping
B2. Automotive Navigation System
Assessment 1. Draw a circle which represents the globe.

2. Draw the lines of latitude and longitude intersecting to each other.
3. Label the five lines of latitude and its measurement.
4. Label the lines of longitude and its measurement. (Specifically indicate, the prime meridian and the
International Dateline.)
Assignment 1. Compare the navigational system long time ago, such as the astrolabe and the digital mapping which
uses GPS (Global Positioning System).
2. Study in advance the use of coordinate system in locating places on the globe and map.
Activity
(Concluding)
Remarks
KATHRINA TISOY
MITCHEL F. MISA
School Head
District 9
DAILY LESSON PLAN
(8As)
Position: Teacher I
Competencies
Subject Matter Coordinate System in locating the Philippines
Key Concepts to be Demonstrate understanding of the relation of geographical location of the Philippines to its
Developed environment
K- Identify the location of the Philippines using the coordinate system,
Learning S- locate the Philippines using the coordinate system,
Objectives
A- Cite the importance in locating places using the coordinate system.
V- Cooperation
Activity Recall:
(Introductory) A. Differentiate the lines of latitude and longitude.
B. How do people locate the Philippines in a map or a globe?
The Philippines can be located through the use of lines of latitude and longitude.
Activity A. Prior to the activity, post on the board the sample coordinate system. Let the students identify the equator, prime
(Presentation) meridian, eastern and western hemisphere and northern and southern hemisphere. Let them also take note the
measurements in degrees with a 15 degrees interval.
The class will be divided into 10 groups (each group must have at least 4 members).
Do the given group activity

Coordinate System: A problem location solver!
Group Activity no. ______
An airplane crashes a 40 degrees north
and 60 degrees east.
1. What letter would you
travel to hunt for survivors?
2. What continent would you be on at 10

Degrees south and 70 degrees west?
3. 0 degrees latitude, 0 degrees longitude, the Intersection of the Equator and the Prime
Meridian, would be located in which ocean?

1. By looking at the map, what is the location of the Philippines using the lines of latitude and longitude? The latitude and
Analysis longitude of Manila is 14°N, 121°E
2. How did you locate the Philippines?
Abstraction 1. What is a coordinate system?
It is used in geography to enable every location on Earth to be specified by a set of numbers
2. How does the line of latitude and longitude help in locating places on Earth?
Application
1. How important is the coordinate system in locating places on Earth?
It is a convenient and easiest way to used in locating places on Earth. Digital mapping which uses GPS via satellite is one
of the high technological advancement provided by the idea of coordinate system.
Assessment
Identify the coordinates (line of longitude and

latitude) of the following places.
1. Olongapo
2. Ormoc
3. Roxas
Assignment A. Bring a map of the world tomorrow.
B. Study and apply what we have learned about locating places using the coordinate system.
C. Be ready for a group exercise tomorrow.

Activity Recall:
(Concluding) A. Differentiate the lines of latitude and longitude.
B. How do people locate the Philippines in a map or a globe?
- The Philippines can be located through the use of lines of latitude and longitude.
Remarks
KATHRINA TISOY
MITCHEL F. MISA
School Head
District 9
DAILY LESSON PLAN
(8As)
Position: Teacher I
Competencies
Subject Matter Locating Major Cities/Places on Earth
Key Concepts to Demonstrate understanding of the relation of geographical location of the Philippines to its
be Developed environment
K-Identify the lines of latitude and longitude of some famous cities and countries in the map using the
Learning coordinate system.
Objectives
S-Locate some famous cities and countries in the map using the coordinate system.
A - Recognize the importance in the use of coordinate system such as digital mapping and automotive
navigation system.
Activity The teacher will give a short exercise of the topic tackled yesterday.
(Introductory) 1. Give the coordinates, then the students will identify the place in the Philippines.
(The teacher will provide a map of the Philippines by group so that the answers of students will be uniform)
Activity A. Conduct a group exercise. The class will be divided into groups with 5 members each. (You can make your
(Presentation) own grouping according to the number of students you have)
1. Give a pair of latitude and longitude, and the groups will race to identify place or city.
41°N, 74°W New York
56°N, 38°E Moscow
12°S, 77°W Lima
2. Give the name of a city or place and the groups will race to find the estimated latitude and longitude.
Tokyo 36°N, 140°E

Melbourne 39°S, 146°E
Singapore 1°N, 104°E
Rubric:
2 points if the group made it the first to give the correct answer.
1 point if the group made the correct answer only.

How did you locate the major cities/places on Earth?
Analysis
Did you use the same way in locating places in the Philippines?
Abstraction 1. What is a coordinate system?
2. How is a coordinate system related to digital mapping and automotive navigational system?
Application What is the importance of digital mapping and automotive navigational system?
Digital mapping and Automotive navigation system uses the concept of coordinate system. It is a process by
which a collection of data compiled and formatted into virtual image; which functions as a map that give
accurate representations of a particular area detailing major places and points of interest. It is directed by
GPS (Global Positioning System) that provides geolocation and time information anywhere on Earth.
Assessment Using your map, identify the coordinates (line of latitude and longitude) of the following countries.
1. Mongolia
2. Zambia
3. Japan
Assignment Compare the navigational system long time ago, such as the astrolabe and the digital mapping which uses
GPS (Global Positioning System).
Activity The teacher will give a short exercise of the topic tackled yesterday.
(Concluding) 1. Give the coordinates, then the students will identify the place in the Philippines.
(The teacher will provide a map of the Philippines by group so that the answers of students will be uniform)
Remarks A. Conduct a group exercise. The class will be divided into groups with 5 members each. (You can make your
own grouping according to the number of students you have)
1. Give a pair of latitude and longitude, and the groups will race to identify place or city.
41°N, 74°W New York
56°N, 38°E Moscow
12°S, 77°W Lima
2. Give the name of a city or place and the groups will race to find the estimated latitude and longitude.
Tokyo 36°N, 140°E

Melbourne 39°S, 146°E
Singapore 1°N, 104°E
Rubric:
2 points if the group made it the first to give the correct answer.
1 point if the group made the correct answer only.
KATHRINA TISOY
MITCHEL F. MISA
School Head
District 9
DAILY LESSON PLAN
(8As)
Position: Teacher I
Learning Describe the location of the Philippines with respect to the continents and S7ES-IVa-2
Competencies oceans of the world.
Subject Matter Locating the Philippines with respect to landmasses and bodies of water
Knowledge: Identify the landmasses and bodies of water surrounding the Philippines
Learning Skills: Locate the Philippines with respect to the continents and oceans of the world.
Objectives
Attitude: Display appreciation to the location of the Philippines with respect to the surrounding landmasses
and bodies of water.
Values: Cooperation
Activity Recall:
(Introductory) What is the location of the Philippines using the coordinate system?
By looking at the map, what other ways can we use to locate a certain place such as the Philippines aside from
the coordinate system?
By identifying the landmasses and bodies of water surrounding the Philippines.
Activity
(Presentation) Do Activity No. ____ Where in the World is the Philippines? (Part II)
Objective :
After performing this activity, you should be able to describe the location of the Philippines with respect to
the surrounding landmasses and bodies of water.
Materials :
world map
Procedure :
1. Using a world map as reference,
label the blank map below.
1. What are the landmasses found to the west of the Philippines? East of the Philippines?
Analysis
North of the Philippines? South of the Philippines?
2. What are the bodies of water found to the west of the Philippines? East of the Philippines?
North of the Philippines? South of the Philippines?
Abstraction 1. What are the landmasses surrounding the Philippines?
2. What are the bodies of water surrounding the Philippines?

Application How does the landmasses and bodies of water surrounding the Philippines unique?
The bodies of water makes the Philippines rich in biodiversity and also serves as an explanation why we have
rich natural resources.
Assessment Modified True or False. Write T if the statement is true and if the statement is incorrect, change the
underlined word to a correct answer on the blank provided.
______________1. The North China sea is found to the west of the Philippines.
______________2. The Pacific ocean is located to the east of the Philippines.
______________3. Australia is a large landmass found to the north of the Philippines.
______________4. The Philippines is considered as an archipelago because it is composed
of many islands.
______________5. The South China Sea is also known as the West Indian Sea.
Assignment What are the advantages and disadvantages of the location of the Philippines?
Activity Recall:
(Concluding) What is the location of the Philippines using the coordinate system?
By looking at the map, what other ways can we use to locate a certain place such as the Philippines aside from
the coordinate system?
By identifying the landmasses and bodies of water surrounding the Philippines.
Remarks
KATHRINA TISOY
MITCHEL F. MISA
School Head
District 9
DAILY LESSON PLAN
(8As)
Position: Teacher I
Learning Recognize that soil, water, rocks, coal, and other fossil fuels are S7ES-IV b-c-3
Competencies
Earth materials that people use as resources.
Subject Matter Natural Resources in the Philippines: Are we lucky in the Philippines?
Knowledge: Identify the different natural resources found in the Philippines.
Learning
Objectives Skills: Classify some natural resources found in the Philippines according to where it come
from, its product and uses;
Attitude-Cite the effect of the location of the Philippines to the richness of its natural
resources . (Water resources, forest resources, energy resources and mineral resources)
Values- Cooperation
Activity Everything humans use in their physical environment to meet their needs and wants come
(Introductory)
from natural resources supplied by the earth and sun.
1. What is a natural resources?

Activity The teacher will make and attach four signs on the board:
(Presentation)
FOREST RESOURCES, WATER RESOURCES, ENERGY RESOURCES, ANIMAL RESOURCES and
MINERAL RESOURCES.
The class will be divided into 5 groups (each with at least 8 to 10 members). They are given
three minutes to classify the pictures according to the five categories of resources.
1. What are natural resources?
Analysis
2. How are these natural resources used/utilized? (water, trees, animals, minerals, wind,
sun)
3. What are the products that can be made from these natural resources?
Abstraction 1. What are some natural resources found in the Philippines?
2. How are these natural resources categorized?

Application How does the location of the Philippines affect the richness of its natural resources?
Assessment
Assignment “Using natural resources to meet human needs and wants has an impact on the global
environment. Each time raw materials are used to produce goods, there are ecological,
social, and economic impacts. “
Make a reflection on the possible impact in the utilization of our natural resources.
For example: Cutting of trees to build shelter.
What are the possible advantages? Disadvantage?

Activity Everything humans use in their physical environment to meet their needs and wants come
(Concluding)
from natural resources supplied by the earth and sun.
Remarks The teacher will make and attach four signs on the board:
FOREST RESOURCES, WATER RESOURCES, ENERGY RESOURCES, ANIMAL RESOURCES and
MINERAL RESOURCES.
The class will be divided into 5 groups (each with at least 8 to 10 members). They are given
three minutes to classify the pictures according to the five categories of resources.
KATHRINA TISOY
MITCHEL F. MISA
School Head
District 9
DAILY LESSON PLAN
(8As)
Position: Teacher I
Learning Recognize that soil, water, rocks, coal, and other fossil fuels are Earth materials that S7ES-IV b-c-3
Competencies people use as resources.
Subject Matter Water Resources and Biodiversity
Key Concepts to be Demonstrate understanding of the relation of geographical location of the Philippines to its environment
Developed
Knowledge: Describe a watershed.
Learning Identify some watersheds in the Philippines.
Objectives
Skills: Trace the flow of water from the watersheds to the different networks where water drains such as stream, river ,
lake until it reaches to different communities.
Attitude: Explain the relevance of watershed to biodiversity.
Values: Cooperation
Activity Introductory Activity:
(Introductory) 1. What is your association with too much rainfall? They cause flooding, landslide and health related problems.
2. Where does water in your community come from? -It is coming from rain, rivers, deep well or spring.
But rain does not come every day so water must be stored in nature somewhere else. Where does water from rivers,
lakes and springs originate?
Activity The class will be divided into 5 groups.

(Presentation) Students will use a model to create a watershed. By observing how surface water flow is determined by the shape
of the land. They will visually and dramatically observe the physical characteristics of a watershed, and investigate the
impacts of human utilization of watersheds.
Group Activity no. _______ Crumpled Paper Watershed

Objectives
By the end of this activity, you should be able to …
• Define the word “watershed;”
• Trace the flow of water to where the boundaries of a watershed are; and
• Discuss how runoff affects our water quality.
Set Up Experiment #1
Follow the instructions below to set up the experiment.
1. Crumple up the piece of paper , then smooth
it back out most of the way. It should still be a bit
crumpled, showing small ridges (high points)
and valleys (low points).
2. Imagine that this paper is a section of land,
and find the ridgelines (the tops of the fold-lines).
3. Use a washable blue marker (not permanent)
to color along the ridgelines on your “land.”
1. What will happen to land areas when it rained?

Analysis
2. As the rainfall accumulates where does it travel?
Abstraction 1. What is a watershed?
2. Give some descriptions of a watershed.
3. Identify some watersheds found in the Philippines.
4. Are watersheds just about water? What other things can be found in the watershed?
Application
What is the relevant connection

Between watershed and biodiversity?
Assessment I. Identification/Enumeration. Identify the correct answer.

________________1. It is an area of land on a slope which drains its water into a stream and its tributaries.
________________2-4. Enumerate some land areas to which water are accumulated or stored.
________________5. It refers to a variety of life in a particular habitat.
Assignment What are some uses of water to us?

 Use for domestic purposes
 Use for irrigation
 Use to generate electricity
 Use for industrial purposes
 Use for recreation and aesthetic value
Find basic information about your community water supply with the Environmental Protection Agency’s
or the DENR.
- Where do the water supply of Lapu-Lapu City come from?
- When we say watershed it is related to freshwater, What does it mean?

(Concluding) 1. What is your association with too much rainfall?
 They cause flooding, landslide and health related problems.
2. Where does water in your community come from?
-It is coming from rain, rivers, deep well or spring.
But rain does not come every day so water must be stored in nature somewhere else. Where does water from rivers,
lakes and springs originate?
Remarks
KATHRINA TISOY
MITCHEL F. MISA
School Head
District 9
DAILY LESSON PLAN
(8As)
Position: Teacher I
Subject Matter Identify Rocks and Mineral resources in the Philippines
Developed
Knowledge: Identify the different natural resources found in the
Learning Philippines.
Objectives
Skills: Classify some natural resources found in the Philippines according to
where it come from, its product and uses;
A-Cite the effect of the location of the Philippines to the richness of its
natural resources . (Water resources, forest resources, energy resources
and mineral resources)
Activity Everything humans use in their physical environment to meet their needs and wants come from natural
(Introductory)
resources supplied by the earth and sun.
(Presentation)
FOREST RESOURCES, WATER RESOURCES, ENERGY RESOURCES, ANIMAL RESOURCES and MINERAL
RESOURCES.
The class will be divided into 5 groups (each with at least 8 to 10 members). They are given three minutes to
classify the pictures according to the five categories of resources.
Analysis 2. How are these natural resources used/utilized? (water, trees, animals, minerals, wind, sun)
Assessment
Activity
(Concluding)
Remarks
KATHRINA TISOY
MITCHEL F. MISA
School Head
District 9
DAILY LESSON PLAN
(8As)
Position: Teacher I
Developed
Knowledge: Identify the different natural resources found in the Philippines.
Learning Skills: Classify some natural resources found in the Philippines according to where it come from, its product and uses;
Objectives
A-Cite the effect of the location of the Philippines to the richness of its natural resources . (Water resources, forest
resources, energy resources and mineral resources)
Activity Everything humans use in their physical environment to meet their needs and wants come from natural
(Introductory)
resources supplied by the earth and sun.
(Presentation)
FOREST RESOURCES, WATER RESOURCES, ENERGY RESOURCES, ANIMAL RESOURCES and MINERAL
RESOURCES.
The class will be divided into 5 groups (each with at least 8 to 10 members). They are given three minutes to
classify the pictures according to the five categories of resources.
Analysis 2. How are these natural resources used/utilized? (water, trees, animals, minerals, wind, sun)
Assessment
Activity
(Concluding)
Remarks
KATHRINA TISOY
MITCHEL F. MISA
School Head
District 9
DAILY LESSON PLAN
(8As)
Position: Teacher I
Developed
Knowledge: Identify the factor that affects the amount of water that can be stored underground or released by a watershed to rivers,
Learning lakes and other bodies of water.
Objectives Skills: Organize from most to least relevant values, attitudes and actions in conserving water.
Attitude: Cite ways of water conservation and sustainability.

(Introductory) Do you think we have lots of water on Earth?
Do you think we have enough water to last us forever?
Do you know what happens to your water before it gets to your home?
Ask:
What would happen if you turned on the tap and water didn’t come out?!
About 70% of the Earth’ surface is covered in water. However, 97% of the planet’s water is too salty for humans, animals and plants.
Another 2% of the water is held as glacial ice at the north and south poles. Only 1% of the Earth’s water is available for human use!
Activity Group Activity no. _______ My Water is OUR Water.

(Presentation)
The class will be divided into 5 groups an given an activity sheet My Water is OUR Water. The activity aims to help students develop
values, attitudes, and positive actions in conserving water in the community.
Students will cut the sentence strips and organize them in order of importance. Students will need to work cooperatively to prioritize the
list, discuss their choices, and
Reports it to the class.
1. What are the factors affecting the amount of water in the watersheds?
Analysis 2. Based on the given group activity, how do you conserve water?
Abstraction Conservation is preserving, protecting and restoring the natural environment

Sustainability is the ability to support and preserve water resources for todayand for tomorrow.
Application Make a poster showing water conservation and sustainability.
Assessment Encircle the number if it shows conservation of water and write X if it shows wastage of water.
1. Run the water all throughout the laundry.
2. Take a shower during taking a bath.
3. Fix the leaks in the kitchen..
4. Use a dish squeegee to scrape dishes rather than rinsing
5. Only use a full washing machine when doing laundry.
6. Water the garden in the cool temperature of the morning.
7. Never use a rain barrel to collect rain water.
8. Use a bucket and sponge to wash your car.
9. Wait until the dishwasher is full and then start it.
10. Use a bowl or put a plug in a sink to wash vegetables
Assignment List down some issues causing water problem in our community
Activity (Concluding)
Remarks
KATHRINA TISOY
MITCHEL F. MISA
School Head
District 9
DAILY LESSON PLAN
(8As)
Position: Teacher I
Developed
Knowledge: Identify the factor that affects the amount of water that can be stored underground or released by a watershed to rivers,
Learning lakes and other bodies of water.
Objectives Skills: Organize from most to least relevant values, attitudes and actions in conserving water.
Attitude: Cite ways of water conservation and sustainability.

(Introductory) Do you think we have lots of water on Earth?
Do you think we have enough water to last us forever?
Do you know what happens to your water before it gets to your home?
Ask:
What would happen if you turned on the tap and water didn’t come out?!
About 70% of the Earth’ surface is covered in water. However, 97% of the planet’s water is too salty for humans, animals and plants.
Another 2% of the water is held as glacial ice at the north and south poles. Only 1% of the Earth’s water is available for human use!
Activity Group Activity no. _______ My Water is OUR Water.

(Presentation)
The class will be divided into 5 groups an given an activity sheet My Water is OUR Water. The activity aims to help students develop
values, attitudes, and positive actions in conserving water in the community.
Students will cut the sentence strips and organize them in order of importance. Students will need to work cooperatively to prioritize the
list, discuss their choices, and
Reports it to the class.
1. What are the factors affecting the amount of water in the watersheds?
Analysis 2. Based on the given group activity, how do you conserve water?
Abstraction Conservation is preserving, protecting and restoring the natural environment

Sustainability is the ability to support and preserve water resources for todayand for tomorrow.
Application Make a poster showing water conservation and sustainability.
Assessment Encircle the number if it shows conservation of water and write X if it shows wastage of water.
1. Run the water all throughout the laundry.
2. Take a shower during taking a bath.
3. Fix the leaks in the kitchen..
4. Use a dish squeegee to scrape dishes rather than rinsing
5. Only use a full washing machine when doing laundry.
6. Water the garden in the cool temperature of the morning.
7. Never use a rain barrel to collect rain water.
8. Use a bucket and sponge to wash your car.
9. Wait until the dishwasher is full and then start it.
10. Use a bowl or put a plug in a sink to wash vegetables
Assignment List down some issues causing water problem in our community
Activity (Concluding)
Remarks
KATHRINA TISOY
MITCHEL F. MISA
School Head
District 9
DAILY LESSON PLAN
(8As)
Position: Teacher I
Competencies
people use as resources.
Subject Matter Identify the processes contribute to soil formation
Key Concepts to Demonstrate understanding of the relation of geographical location of the Philippines to its environment
be Developed
Knowledge: Identify the processes that contribute to the soil formation.
Learning Skills: Arrange the processes of soil formation.
Objectives Attitude: Discuss the importance of climate in soil formation and how it affect human activities in different regions.
(Introductory) Show to the class the layers of the soil.
Ask the question to the class:
Which comes first, rock or soil?
Let the students give their answer and explain.
Activity Do Activity no. _______ How are soils formed from rocks?
(Presentation) Objectives:
1. Using the information in the table, trace the formation of soil from rocks.
2. Identify the factors acting together on rocks to form soil.
Materials:
Drawing pens
Procedure:
1. Processes involved in soil formation are listed in the table below. Read the descriptions of the processes and make your
own illustrations of the different processes. Draw in the designated spaces.
1. How does temperature affects soil formation?

Analysis 2. How does rainfall affects soil formation?
3. How do chemical and biological changes affect soil formation?
Abstraction 1. What are the factors that act together on rocks to form soil?
2. What are the processes involved in soil formation?
3. What are the three types of rocks?
Application Why does tropical countries like the Philippines have fertile land and is suitable in growing vegetation?
How does climate affects the type of soil in a particular region?
Through effects of precipitation and temperature, climates affects the rates of biological chemical and physical processes in
soil formation. Generally, high rainfall and temperature leads to deep weathering and leaching.
Assessment I. Identification. Identify the correct answer.
_______________1. It is the upper layer of the Earth in which plants grow, consist of a mixture of organic remains, rock
particles.
_______________2. It is the breaking down of rock caused by agents of erosion such as water, chemicals and wind.
_______________3. It is a solid aggregate of one or more minerals.
II. Explain your answer briefly.
1. How does climate affect the formation of soil from rocks?
Assignment Research an article relating to ecological, economic and health benefits of regenerative agriculture.- Connect the concept of
soil conservation and sustainability
Activity
(Concluding)
Remarks
KATHRINA TISOY
MITCHEL F. MISA
School Head
District 9
DAILY LESSON PLAN
(8As)
Position: Teacher I
Learning Recognize that soil, water, rocks, coal, and other fossil fuels are Earth materials S7ES-IV b-c-3
Competencies that people use as resources.
Subject Matter Identify the processes contribute to soil formation
be Developed
Knowledge: Identify the processes that contribute to the soil formation.
Learning Skills: Arrange the processes of soil formation.
Objectives Attitude: Discuss the importance of climate in soil formation and how it affect human activities in different
regions.
(Introductory) Show to the class the layers of the soil.
Ask the question to the class:
Which comes first, rock or soil?
Let the students give their answer and explain.
Activity Do Activity no. _______ How are soils formed from rocks?
(Presentation) Objectives:
1. Using the information in the table, trace the formation of soil from rocks.
2. Identify the factors acting together on rocks to form soil.
Materials:
Drawing pens
Procedure:
1. Processes involved in soil formation are listed in the table below. Read the descriptions of the processes and
make your own illustrations of the different processes. Draw in the designated spaces.
1. How does temperature affects soil formation?
Analysis 2. How does rainfall affects soil formation?
3. How do chemical and biological changes affect soil formation?
Abstraction 1. What are the factors that act together on rocks to form soil?
2. What are the processes involved in soil formation?
3. What are the three types of rocks?
Application Why does tropical countries like the Philippines have fertile land and is suitable in growing vegetation?
How does climate affects the type of soil in a particular region?
Through effects of precipitation and temperature, climates affects the rates of biological chemical and physical
processes in soil formation. Generally, high rainfall and temperature leads to deep weathering and leaching.
Assessment I. Identification. Identify the correct answer.
_______________1. It is the upper layer of the Earth in which plants grow, consist of a mixture of organic
remains, rock particles.
_______________2. It is the breaking down of rock caused by agents of erosion such as water, chemicals and
wind.
_______________3. It is a solid aggregate of one or more minerals.
II. Explain your answer briefly.
1. How does climate affect the formation of soil from rocks?
Assignment Research an article relating to ecological, economic and health benefits of regenerative agriculture.- Connect
the concept of soil conservation and sustainability
Activity
(Concluding)
Remarks
KATHRINA TISOY
MITCHEL F. MISA
School Head
District 9
DAILY LESSON PLAN
(8As)
Position: Teacher I
Subject Matter Identify the Metallic Mineral Deposits in the Philippines

be Developed
Knowledge: Identify the minerals found in different regions in the Philippines.
Learning
Objectives Skills: Locate the metallic resource deposits in the Philippines.
Attitude: Discuss the impact over mining in areas rich in metallic mineral resources.
Cite important properties and useful purposes of some metallic minerals found
in the Philippines.
Activity
(Introductory)
Show some pictures of rocks to the class.
What have you observed with rocks and stones from the beach, from construction sites, and other
places?
Students may infer why some are smooth, others are rough or with sharp edges; some have
beautiful colors and bands while other are plain.
Some students may relate the three types of rocks such as igneous, metamorphic and sedimentary
rocks.
( If you have some samples of these rocks, show these to the students.)
Activity Group Activity

(Presentation)
The class will be divided into 10 groups (at least 5 members in each group)
 Review students’ knowledge of metals and nonmetals.

 Practice with students naming metals and nonmetals and giving their symbols.
 Do a game using flashcards.
For example: Some cards bear the names of metals and nonmetals and students give the
symbols. Other cards have symbols and students give the names.
Do Activity no. _______ Where are the minerals deposits in the Philippines?
Mineral deposits can be classified into two types: metallic and non-metalllic. You
have already learned the symbols of some metals and nonmetals. Review them before you
do the activity.
Objectives:
After performing this activity, you will be able to
1. locate the metallic mineral deposits across the country;
2. find out what geologic features are common in areas where the deposits are found;
3. give a possible reason/s for the association between metallic mineral deposits and
geologic features in the country; and
4. infer why your area or region is rich or not rich in metallic mineral deposits.
Materials:
Figure 9: Metallic Deposits Map of the Philippines
1. What is the most abundant metallic mineral in the Philippines?
Analysis
2. What province has the most abundant amount of gold mineral?

Abstraction 1. What are the five most abundant metallic mineral in the Philippines?
2. What province has the most abundant mineral of gold, iron, copper and chromite?
Application What is the effect of over mining in areas with rich in metallic minerals.
Assessment Idetification. Identify the metallic minerals according to its property and purpose.
___________1. It is the main material for steel bars used in buildings and road construction.
___________2. is used in making electrical wires.
___________3. It is the material for milk cans and other preserved food products.
___________4.It is mixed with copper or other metals to form stainless cooking wares.
___________5. It is important in making jewelry.
Assignment What are some non-metallic minerals found in our country? (Give at least 5 examples)
Activity
(Concluding)
Remarks
KATHRINA TISOY
MITCHEL F. MISA
School Head
District 9
DAILY LESSON PLAN
(8As)
Position: Teacher I
Subject Matter Identify the Nonmetallic Mineral Deposits in the Philippines

be Developed
Knowledge: Identify the minerals found in different regions in the Philippines.
Learning
Objectives Skills: Locate the non-metallic resource deposits in the Philippines.
Attitude: Discuss the impact over mining in areas rich in metallic mineral resources.
Activity Recall:
(Introductory)
Based on the activity on metallic mineral deposits in the Philippines, what are the five most
abundant metallic minerals?
If metallic minerals are abundant in the Philippines, non-metallic minerals are also plenty and
can be found in different parts of the country.
Activity Continue the activity using the map of non-metallic mineral deposits in the Philippines
(Presentation)
Do Activity no. _______ Where are the minerals deposits in the Philippines?
Mineral deposits can be classified into two types: metallic and non-metallic. You
have already learned the symbols of some metals and nonmetals. Review them before you
do the activity.
Objectives:
1. locate the non-metallic mineral deposits across the country;
3. give a possible reason/s for the association between metallic mineral deposits and
geologic features in the country; and
Materials:
Figure Nonmetallic Deposits Map of the Philippines
1. What is the most abundant nonmetallic mineral in the Philippines?
Analysis
2. What province has the most abundant amount of clay? asbestos? silica? Marble?
Abstraction 1. What are some of the most abundant nonmetallic mineral in the Philippines? (top 5
only)
2. What are the uses of sand, gravel and clay?

Application What is the effect of over mining in areas with are rich in nonmetallic minerals such as
sand and gravel?
Assessment Identification. Identify the non-metallic materials to its properties and uses.
______________1. It is used for making bricks and ceramics.
______________2. It is used in making cement.
______________3. It is used as electrical insulation for hotplate wiring in buildings.
______________4. It is used to make concrete, for road construction such as mixing
asphalt.
Assignment How does mineral deposits associated with the location of volcanoes and trenches?
Activity
(Concluding)
Remarks
KATHRINA TISOY
MITCHEL F. MISA
School Head
District 9
DAILY LESSON PLAN
(8As)
Position: Teacher I
Subject Matter Identify Volcanoes, Trenches and Active Faults in the Philippines
be Developed
Knowledge: cite some relevant connection between the presence of metallic minerals in places where
Learning volcanoes active faults and trenches located.
Objectives Skills: Locate the areas where volcanoes, active faults and trenches are present.
Attitude: Discuss the significant relationship of active faults, trenches and presence of volcanoes to the rich
metallic minerals and natural resources in the Philippines.
(Introductory) The class will watch video clip presentation about the Pacific Ring of Fire.
( Download a video clip presentation that will last for 5 to 10 minutes)
Activity Continue the activity using the maps of active faults and trenches; active and inactive volcanoes
(Presentation) Do Activity no. _______ Where are the mineral deposits in the Philippines?
Mineral deposits can be classified into two types: metallic and non-metallic. You have already learned
the symbols of some metals and nonmetals. Review them before you do the activity.
Objectives:
1. locate the non-metallic mineral deposits across the country;
3. give a possible reason/s for the association between metallic mineral deposits and geologic features in the
country; and
Materials:
Maps of active faults and trenches; active and inactive volcanoes
Part II
1. Get two plastic sheets. On one sheet, trace the outlines of the trenches and faults from Figure 10. On the
other sheet, trace the location of volcanoes from Figure 11.
2. Place the Trench and Fault plastic sheet over the Metallic Deposits map.
Place the Volcanoes plastic sheet over the two maps.
Look for your province in the map where there are presence of volcanoes, trenches and active faults.
1. What geologic structures are found near the location of the metallic deposits?
Analysis 2. Are there metallic deposits in your area?
3. What could be reason for the presence or absence of metallic deposits in your area? You can download the
detailed map of Trenches, Faults and volcanoes in the Philippines from the website of Phivolcs.
4. If there are metallic deposits, what activities tell you that there are indeed deposits in or near your
area/province?
Abstraction 1. Write a statement to connect the presence of metallic deposits with trenches or volcanic areas.
2. Why do you think are metallic deposits abundant in places where there are trenches or volcanoes?
3. How does the location of the Philippines in the Pacific Ring of Fire related to the presence of volcanoes,
active faults and trenches?
Application What is significant relationship of active faults, trenches and presence of volcanoes to the rich metallic minerals
and natural resources in the Philippines?
Assessment Explain briefly.
1. What is Pacific Ring of Fire?
2. What can we expect to areas like countries located in the Pacific Ring of Fire?
Assignment On a short size bondpaper, give your reaction to the following questions:
Do you still see the presence of volcanoes in our country an advantage? Why or Why not?
Why countries/places surrounding the Pacific Plate do is called the Pacific Ring of Fire?
Activity
(Concluding)
Remarks
KATHRINA TISOY
MITCHEL F. MISA
School Head

Sta. Rosa, Lapu-Lapu City, Cebu Philippines: S7Lt-Iiid7

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Department of Education

Region VII, Central Visayas

Subject Matter Sound: Its Properties and Characteristics

To what extent can the ear normally hear?

Subject Matter Sounds: Summative test

Activity  Routine Activity: Prayer, checking of attendance

Present the following:

(Please see attach files)

1. Which of the following objects will produce sound?

Assignment Define the following:

1. Brightness – a qualitative expression of light intensity.

Subject Matter 3rd Periodical Exam

Key Concepts to be Knowledge: Recall the topics learned on sounds;

Activity  Routine Activity: Prayer, checking of attendance

Present the following:

Subject Matter 3rd Periodical Exam

Activity  Routine Activity: Prayer, checking of attendance

Present the following:

Attitude: Explain the importance of the lines of latitude and longitude in

locating places in the map or globe.

Show to the class a globe or a map.

horizontal lines. There are continents and bodies of water;

2. What do you think is the purpose of putting the vertical and

Trace the lines of latitude and longitude

4. Name the five lines of latitudes.

Abstraction Differentiate lines of latitude from lines of longitude.

Assessment 1. Draw a circle which represents the globe.

Do the given group activity

2. What continent would you be on at 10

Meridian, would be located in which ocean?

Identify the coordinates (line of longitude and

Assignment A. Bring a map of the world tomorrow.

C. Be ready for a group exercise tomorrow.

B. How do people locate the Philippines in a map or a globe?

Tokyo 36°N, 140°E

1 point if the group made the correct answer only.

Tokyo 36°N, 140°E

1 point if the group made the correct answer only.

North of the Philippines? South of the Philippines?

Abstraction 1. What are the landmasses surrounding the Philippines?

2. What are the bodies of water surrounding the Philippines?

1. What is a natural resources?

2. How are these natural resources categorized?

What are the possible advantages? Disadvantage?

1. What is a natural resources?

Subject Matter Water Resources and Biodiversity

Activity The class will be divided into 5 groups.

Group Activity no. _______ Crumpled Paper Watershed

1. What will happen to land areas when it rained?

What is the relevant connection

Assessment I. Identification/Enumeration. Identify the correct answer.

Assignment What are some uses of water to us?

Activity Introductory Activity:

Subject Matter Identify Rocks and Mineral resources in the Philippines

Subject Matter Identify Rocks and Mineral resources in the Philippines

Subject Matter Identify Rocks and Mineral resources in the Philippines

Activity Introductory Activity:

Activity Group Activity no. _______ My Water is OUR Water.

Abstraction Conservation is preserving, protecting and restoring the natural environment

Application Make a poster showing water conservation and sustainability.

Subject Matter Identify Rocks and Mineral resources in the Philippines

Activity Introductory Activity:

Activity Group Activity no. _______ My Water is OUR Water.