School Sapian National High School Grade Level Grade 7

DAILY Teacher CHARLOUN QUINTIN S. AGUILAR Learning Area Science

LESSON LOG Teaching Dates and Time August 22-26, 2016 A.M=7:30-8:30/8:30-9:30 Quarter Second
P.M=1:00-2:00/2:00-3:00/4:00-5:00
I. OBJECTIVES Monday Tuesday Wednesday Thursday Friday
A. Content Standards The Learners demonstrate an understanding of the parts and functions of the compound microscope

B. Performance Standards The learners should be employ appropriate techniques using the compound microscope to gather data about very small objects
C. Learning Checking of test papers and Identify parts of the Focus specimens using the INTRAMURAL 2016 INTRAMURAL 2016
Competencies/Objectives Item Analysis microscope and their compound microscope
Write the LC code for each. functions S7LT-11B-2
S7LT-IIa-1

II. CONTENT UNIT 2: LIVING THINGS AND THEIR ENVIRONMENT MODULE 1: PARTS AND FUNCTIONS
III. LEARNING RESOURCES
A. References
1. Teacher’s Guide pages Pages Pages Pages Pages Pages
2. Learner’s Materials pages Pages Pages Pages Pages Pages
3. Textbook pages
4. Additional Materials from
Learning Resource (LR) portal
B. Other Learning Resources

IV. PROCEDURES Monday Tuesday Wednesday Thursday Friday

A. Reviewing previous lesson or Talk about how diseases from Recall important concepts on
presenting the new lesson. bacteria are formed and spread Parts and functions of a
in the environment microscope
B. Establishing a purpose for the Show pictures of bacteria in a Prepare materials for the
lesson. microscopic view. Ask the activity
students about the structure of
the picture.
C. Presenting Show picture of a compound Discuss/explain procedures .
examples/instances of the new microscope about the activity
lesson.
D. Discussing new concepts and Parts of the microscope Viewing of specimen
practicing new skills #1.
E. Discussing new concepts and Functions Identifying, illustrating, labeling
practicing new skills #2.
F. Developing mastery (Leads to
Formative Assessment 3).
G. Finding practical applications .
of concepts and skills in daily
living.
H. Making generalizations and What are the parts and What part of the microscope is
abstractions about the lesson. functions of a microscope? used in magnifying or focusing
the specimen?
How important to know the
magnification in using the
microscope?
I. Evaluating learning.
J. Additional activities for
application or remediation.
V. REMARKS
VI. REFLECTION
A. No. of learners who earned
80% in the evaluation.
B. No. of learners who require
additional activities for
remediation who scored below
80%
C. Did the remedial lessons
work? No. of learners who have
caught up with the lesson.
D. No. of learners who continue
to require remediation.
E. Which of my teaching
strategies worked well? Why did
these work?
F. What difficulties did I encounter
which my principal or supervisor
can help me solve?
G. What innovation or localized
materials did I use/discover which I
wish to share with other teachers.

School Sapian National High School Grade Level Grade 7

DAILY
 I. OBJECTIVES Monday Tuesday Wednesday Thursday Friday
A. Content Standards 1.The Learners demonstrate an understanding of the parts and functions of the compound microscope
2The Learners demonstrate an understanding of the different levels of biological organization
B. Performance Standards The learners should be able to employ appropriate techniques using the compound microscope to gather data about very small objects
C. Learning HOLIDAY Focus specimens using the Practical exams on the parts Describe the different of Describe the different of
Competencies/Objectives NATIONAL HEROES DAY compound microscope and functions of the biological organization from biological organization from
Write the LC code for each. S7LT-11B-2 microscope cell to biosphere cell to biosphere
S7LT-IIa-1/ S7LT-11B-2 S7LT-IIC-3
S7LT-IIC-3
II. CONTENT UNIT 2: LIVING THINGS AND THEIR ENVIRONMENT MODULE 1: PARTS AND FUNCTIONS – 11.,MICROSCOPY
- LEVELS OF BIOLOGICAL ORG.
III. LEARNING RESOURCES
A. References
1. Teacher’s Guide pages Pages Pages Pages Pages Pages
2. Learner’s Materials pages Pages Pages Pages Pages Pages
3. Textbook pages
4. Additional Materials from
Learning Resource (LR) portal
B. Other Learning Resources

IV. PROCEDURES Monday Tuesday Wednesday Thursday Friday

A. Reviewing previous lesson or Recall important concepts on Recall important concepts on Recall concepts on parts of the Recall concepts on parts of the
presenting the new lesson. Parts and functions of a Parts and functions of a human body, and their human body, and their
microscope microscope functions functions
B. Establishing a purpose for the Prepare materials for the Prepare materials for the Show pictures about the lesson Show pictures about the lesson
lesson. activity activity
C. Presenting Discuss/explain procedures Discuss/explain procedures Discuss/explain procedures Discuss/explain procedures
examples/instances of the new about the activity about the activity about the activity about the activity
lesson.
D. Discussing new concepts and Viewing of specimen Viewing of specimen Explain on the function if each Explain on the function if each
practicing new skills #1. part of the organ system part of the organ system
E. Discussing new concepts and Identifying, illustrating, labeling Identifying, illustrating, labeling Identifying, illustrating, labeling Identifying, illustrating, labeling
practicing new skills #2.
F. Developing mastery (Leads to
Formative Assessment 3).
G. Finding practical applications .
of concepts and skills in daily
living.
H. Making generalizations and What are the parts and What part of the microscope is Give the different organ system ,
abstractions about the lesson. functions of a microscope? used in magnifying or focusing its examples and functions.
the specimen?
How important to know the
magnification in using the
microscope?
I. Evaluating learning.
J. Additional activities for
application or remediation.
V. REMARKS
VI. REFLECTION
A. No. of learners who earned
80% in the evaluation.
B. No. of learners who require
additional activities for
remediation who scored below
80%
C. Did the remedial lessons
work? No. of learners who have
caught up with the lesson.
D. No. of learners who continue
to require remediation.
E. Which of my teaching
strategies worked well? Why did
these work?
F. What difficulties did I encounter
which my principal or supervisor
can help me solve?
G. What innovation or localized
materials did I use/discover which I
wish to share with other teachers.

School Sapian National High School Grade Level Grade 7

DAILY Teacher CHARLOUN QUINTIN S. AGUILAR Learning Area Science
LESSON LOG Teaching Dates and Time Sep. 5-9, 2016 A.M=7:30-8:30/8:30-9:30 Quarter Second
 P.M=1:00-2:00/2:00-3:00/4:00-5:00
I. OBJECTIVES Monday Tuesday Wednesday Thursday Friday
A. Content Standards 1 The Learners demonstrate an understanding of the 2. Understanding of the difference between plant and animal cell
different levels of biological organization
B. Performance Standards
C. Learning Describe the different of Describe the different of Differentiate plant and Differentiate plant and Differentiate plant and
Competencies/Objectives biological organization from biological organization from animal cells according to animal cells according to animal cells according to
Write the LC code for each. presence or absence of presence or absence of presence or absence of
cell to biosphere cell to biosphere
certain organelles certain organelles certain organelles
S7LT-IIC-3 S7LT-IIC-3
S7LT-IId-4 S7LT-IId-4 S7LT-IId-4
(5 organ systems) (5 organ systems) (labeling ,identifying parts) (comparing cell parts)
(parts & function)
Functions & components Functions & components
II. CONTENT UNIT 2: LIVING THINGS AND THEIR ENVIRONMENT MODULE 1: PARTS AND FUNCTIONS –
- LEVELS OF BIOLOGICAL ORG. Animal and plant cells
III. LEARNING RESOURCES
A. References
1. Teacher’s Guide pages Pages Pages Pages Pages
2. Learner’s Materials pages Pages Pages Pages Pages Pages
3. Textbook pages
4. Additional Materials from
Learning Resource (LR) portal
B. Other Learning Resources

IV. PROCEDURES Monday Tuesday Wednesday Thursday Friday

A. Reviewing previous lesson or Recall concepts on parts of the Recall concepts on parts of the Recall important concepts on Recall concepts on parts of the Recall important concepts on
presenting the new lesson. human body, and their human body, and their organisms form, grow, and human body, and their organisms form, grow, and
functions functions develop functions develop
B. Establishing a purpose for the Show pictures about the lesson Show pictures about the lesson Show pictures about the lesson Prepare materials for the Prepare materials for the
lesson. activity activity
C. Presenting Discuss/explain procedures Discuss/explain procedures Discuss/explain by showing Discuss/explain procedures Discuss/explain by showing
examples/instances of the new about the activity about the activity pictures of the cell about the activity pictures of the cell
lesson.
D. Discussing new concepts and Explain on the function if each Explain on the function if each Name parts and functions of the Draw parts and functions of the Name parts and functions of the
practicing new skills #1. part of the organ system part of the organ system cell cell cell
E. Discussing new concepts and Identifying, illustrating, labeling Identifying, illustrating, labeling Identifying, illustrating, labeling Identifying, illustrating, labeling Identifying, illustrating, labeling
practicing new skills #2.
F. Developing mastery (Leads to
Formative Assessment 3).
G. Finding practical applications . .
of concepts and skills in daily
living.
H. Making generalizations and Give the different organ system , What are the parts of the cell? . What are the parts of the cell? What are the parts of the cell?
abstractions about the lesson. its examples and functions. Discuss each function of the Discuss each function of the Discuss each function of the
parts of the cell? parts of the cell? parts of the cell?
I. Evaluating learning.
J. Additional activities for
application or remediation.
V. REMARKS
VI. REFLECTION
A. No. of learners who earned
80% in the evaluation.
B. No. of learners who require
additional activities for
remediation who scored below
80%
C. Did the remedial lessons
work? No. of learners who have
caught up with the lesson.
D. No. of learners who continue
to require remediation.
E. Which of my teaching
strategies worked well? Why did
these work?
F. What difficulties did I encounter
which my principal or supervisor
can help me solve?
G. What innovation or localized
materials did I use/discover which I
wish to share with other teachers.

School Sapian National High School Grade Level Grade 7

DAILY Teacher CHARLOUN QUINTIN S. AGUILAR Learning Area Science
LESSON LOG Teaching Dates and Time Sep. 12-16, 2016 A.M=7:30-8:30/8:30-9:30 Quarter Second
 P.M=1:00-2:00/2:00-3:00/4:00-5:00
I. OBJECTIVES Monday Tuesday Wednesday Thursday Friday
A. Content Standards 1. Understanding of the difference between plant and animal cell 2. Organisms that can only be seen through microscope, many
Of which consist of only one cell
B. Performance Standards
C. Learning Differentiate plant and Explain why the cell is Identify beneficial and Identify beneficial and
Competencies/Objectives NATIONAL HOLIDAY animal cells according to considered the basic harmful microorganisms harmful microorganisms
Write the LC code for each. “EDIL HADA” presence or absence of structural and functional unit S7LT-IIf-6 S7LT-IIf-6
certain organelles of all cell. (illustrating/ draw the (Hunt/collect for life forms
S7LT-IId-4 S7LT-IIe-5 found in school grounds)
observe life forms)
(comparing cell parts) (Describing cells-Film
showing)
II. CONTENT UNIT 2: LIVING THINGS AND THEIR ENVIRONMENT MODULE 1: PARTS AND FUNCTIONS –
Animal and plant cells FUNGI, PROTIST AND BACTERIA
III. LEARNING RESOURCES
A. References
1. Teacher’s Guide pages Pages Pages Pages Pages
2. Learner’s Materials pages Pages Pages Pages Pages 103-107 Pages 107-109
3. Textbook pages
4. Additional Materials from
Learning Resource (LR) portal
B. Other Learning Resources Internet, encarta Internet, encarta Internet, encarta Internet, encarta

IV. PROCEDURES Monday Tuesday Wednesday Thursday Friday

A. Reviewing previous lesson or Recall important concepts on Practical test on the parts of the Ask students about things or Recall important concepts on
presenting the new lesson. organisms form, grow, and cell organisms that grow around the organisms form, grow, and
develop campus develop
B. Establishing a purpose for the Prepare materials for the Prepare materials for the film Show pictures of things that can Prepare materials for the
lesson. activity showing be found around activity
C. Presenting Discuss/explain by showing Discuss/explain by showing Discuss/explain procedures Discuss/explain about the
examples/instances of the new pictures of the cell pictures of the cell about the activity picture shown
lesson.
D. Discussing new concepts and Name parts and functions of the Film showing 1 Perform activity 4 Let the student do the activity
practicing new skills #1. cell on bacteria, protist and fungi
E. Discussing new concepts and Identifying, illustrating, labeling Film showing 2 Identifying, illustrating, labeling Identifying, illustrating, labeling
practicing new skills #2.
F. Developing mastery (Leads to Discuss the answers in the Answer and discuss the guide Discuss the answers in the Discuss the answers in the
Formative Assessment 3). exercise given questions exercise given exercise given
G. Finding practical applications Cite the applications of growth Cite the applications of growth Cite the applications of growth Cite the applications of growth
of concepts and skills in daily and development of organism and development of organism and development of some and development of some
living. bacteria,protists and fungi bacteria,protists and fungi
H. Making generalizations and What are the parts of the cell? What are the parts of the cell? What are the plant organism What are bacteria, protist and
abstractions about the lesson. Discuss each function of the Discuss each function of the you gathered? Which one is fungi? Examples of each.
parts of the cell? parts of the cell? harmful? Beneficial?
I. Evaluating learning. Give short test about the cell Give short test about the cell Give short test about the Give short test about the
parts parts activity activity
J. Additional activities for
application or remediation.
V. REMARKS
VI. REFLECTION
A. No. of learners who earned
80% in the evaluation.
B. No. of learners who require
additional activities for
remediation who scored below
80%
C. Did the remedial lessons
work? No. of learners who have
caught up with the lesson.
D. No. of learners who continue
to require remediation.
E. Which of my teaching
strategies worked well? Why did
these work?
F. What difficulties did I encounter
which my principal or supervisor
can help me solve?
G. What innovation or localized
materials did I use/discover which I
wish to share with other teachers.

School Sapian National High School Grade Level Grade 7

DAILY Teacher CHARLOUN QUINTIN S. AGUILAR Learning Area Science
LESSON LOG Teaching Dates and Time Sep. 19-23, 2016 A.M=7:30-8:30/8:30-9:30 Quarter Second
P.M=1:00-2:00/2:00-3:00/4:00-5:00
 I. OBJECTIVES Monday Tuesday Wednesday Thursday Friday
A. Content Standards 2. Organisms that can only be seen through microscope, many of which consist of only one cell
B. Performance Standards
C. Learning Identify beneficial and Identify beneficial and Identify beneficial and Identify beneficial and Identify beneficial and
Competencies/Objectives harmful microorganisms harmful microorganisms harmful microorganisms harmful microorganisms harmful microorganisms
Write the LC code for each.
S7LT-IIf-6 S7LT-IIf-6 S7LT-IIf-6 S7LT-IIf-6 S7LT-IIf-6
(illustrating/ draw the (Hunt/collect for life forms (Presentation of gathered (Identifying and discussing all (Video presentation on the
observe life forms) found in school grounds) specimen of plants and other about Fungi, Protists and different wildest and worst
organisms) bacteria) plant organisms that exist on
earth))
II. CONTENT UNIT 2: LIVING THINGS AND THEIR ENVIRONMENT MODULE 1: PARTS AND FUNCTIONS –
FUNGI, PROTIST AND BACTERIA
III. LEARNING RESOURCES
A. References
1. Teacher’s Guide pages Pages Pages Pages Pages
2. Learner’s Materials pages Pages Pages Pages Pages 103-107 Pages 107-109
3. Textbook pages
4. Additional Materials from
Learning Resource (LR) portal
B. Other Learning Resources Internet, encarta Internet, encarta Internet, encarta Internet, encarta

IV. PROCEDURES Monday Tuesday Wednesday Thursday Friday

A. Reviewing previous lesson or Ask students about things or Recall important concepts on Recall important concepts on Talk about the activity on the Recall about the existence and
presenting the new lesson. organisms that grow around the organisms form, grow, and organisms form, grow, and the different organisms they growth of bacteria, fungi and
campus develop develop gathered protists
B. Establishing a purpose for the Show pictures of things that can Prepare materials for the Prepare materials for the Cite instances of some common Show pictures of micoorganisms
lesson. be found around activity activity problems exist o foods and that can be found around
health conditions
C. Presenting Discuss/explain procedures Discuss/explain about the Discuss/explain about the Discuss/explain by showing Discuss/explain procedures
examples/instances of the new about the activity picture shown picture shown pictures of bacteria, fungi and about the activity
lesson. protists
D. Discussing new concepts and Perform activity 4 Let the student do the activity Let the student do the activity Discuss about bacteria, fungi Video presentation on the
practicing new skills #1. on bacteria, protist and fungi on bacteria, protist and fungi and protists and its types different unusual/wildest plant
organisms exist
E. Discussing new concepts and Identifying, illustrating, labeling Identifying, illustrating, labeling Identifying, illustrating, labeling Film showing 1 Identifying, illustrating, labeling
practicing new skills #2.
F. Developing mastery (Leads to Discuss the answers in the Discuss the answers in the Discuss the answers in the Answer and discuss the guide Discuss the answers in the
Formative Assessment 3). exercise given exercise given exercise given questions exercise given
G. Finding practical applications Cite the applications of growth Cite the applications of growth Cite the applications of growth Cite the applications of growth Cite the applications on the
of concepts and skills in daily and development of some and development of some and development of some and development of bacteria, concepts seen in the video
living. bacteria,protists and fungi bacteria,protists and fungi bacteria,protists and fungi fungi and protists presentation
H. Making generalizations and What are the plant organism What are bacteria, protist and What are bacteria, protist and What are the types of bacteria, What have you learned in the
abstractions about the lesson. you gathered? Which one is fungi? Examples of each. fungi? Examples of each. fungi and protists? Explain their video presentation? Which one
harmful? Beneficial? role and uses as microorganisms is harmful? Beneficial?
I. Evaluating learning. Give short test about the Give short test about the Give short test about the Give short test about the Give short test about the
activity activity activity microorganisms activity
J. Additional activities for
application or remediation.
V. REMARKS
VI. REFLECTION
A. No. of learners who earned
80% in the evaluation.
B. No. of learners who require
additional activities for
remediation who scored below
80%
C. Did the remedial lessons
work? No. of learners who have
caught up with the lesson.
D. No. of learners who continue
to require remediation.
E. Which of my teaching
strategies worked well? Why did
these work?
F. What difficulties did I encounter
which my principal or supervisor
can help me solve?
G. What innovation or localized
materials did I use/discover which I
wish to share with other teachers.

School Sapian National High School Grade Level Grade 7

DAILY Teacher CHARLOUN QUINTIN S. AGUILAR Learning Area Science
LESSON LOG Teaching Dates and Time Sep. 18-22, 2017 A.M=7:30-8:30/8:30-9:30 Quarter Second
P.M=1:00-2:00/2:00-3:00/4:00-5:00
 I. OBJECTIVES Monday Tuesday Wednesday Thursday Friday
A. Content Standards 6. identify beneficial and harmful microorganisms
7. differentiate asexual from sexual reproduction
B. Performance Standards
C. Learning Identify beneficial and Identify beneficial and Identify beneficial and Differentiate asexual from Differentiate asexual from
Competencies/Objectives harmful microorganisms harmful microorganisms harmful microorganisms sexual reproduction sexual reproduction
Write the LC code for each.
S7LT-IIf-6 S7LT-IIf-6 S7LT-IIf-6 S7LT-IIg-7 S7LT-IIg-7
(Identifying and discussing all (Video presentation on the (Video presentation on the (Discuss Asexual (Discuss sexual reproduction)
about Fungi, Protists and different wildest and worst different Fungi & Protists) reproduction and its Types)
bacteria) plant organisms that exist on
earth))
II. CONTENT UNIT 2: LIVING THINGS AND THEIR ENVIRONMENT MODULE 2: HERIDITY –INHERITANCE AND VARIATION
FUNGI, PROTIST AND BACTERIA / asexual from sexual reproduction
III. LEARNING RESOURCES
A. References
1. Teacher’s Guide pages Pages Pages Pages Pages
2. Learner’s Materials pages Pages Pages Pages Pages 103-107 Pages 107-109
3. Textbook pages
4. Additional Materials from
Learning Resource (LR) portal
B. Other Learning Resources Internet, encarta Internet, encarta Internet, encarta Internet, encarta

IV. PROCEDURES Monday Tuesday Wednesday Thursday Friday

A. Reviewing previous lesson or Talk about the activity on the Recall about the existence and Talk about the activity on the Recall important concepts on Talk about the activity thy
presenting the new lesson. the different organisms they growth of bacteria, fungi and the different organisms they organisms reproduce performed last day
gathered protists gathered
B. Establishing a purpose for the Cite instances of some common Show pictures of micoorganisms Cite instances of some common Prepare materials for the Cite instances of some plants
lesson. problems exist o foods and that can be found around problems exist o foods and activity grow sexually
health conditions health conditions
C. Presenting Discuss/explain by showing Discuss/explain procedures Discuss/explain by showing Discuss/explain about the Discuss/explain by showing
examples/instances of the new pictures of bacteria, fungi and about the activity pictures of fungi and protists picture shown pictures of plants that
lesson. protists reproduce sexually
D. Discussing new concepts and Discuss about bacteria, fungi Video presentation on the Discuss about fungi and protists Let the student do the activity Discuss about sexual
practicing new skills #1. and protists and its types different unusual/wildest plant and its types on asexual reproduction and its reproduction
organisms exist types
E. Discussing new concepts and Film showing 1 Identifying, illustrating, labeling Film showing 1 Discuss the answers in the Answer and discuss the guide
practicing new skills #2. exercise given questions
F. Developing mastery (Leads to Answer and discuss the guide Discuss the answers in the Answer and discuss the guide Cite the applications of growth Cite the applications of growth
Formative Assessment 3). questions exercise given questions and development of some plant and development of plants that
 organisms grow sexual reproduction
G. Finding practical applications Cite the applications of growth Cite the applications on the Cite the applications of growth What is asexual reproduction? What is sexual reproduction?
of concepts and skills in daily and development of bacteria, concepts seen in the video and development of fungi and Give examples of each. What What are the parts of the
living. fungi and protists presentation protists are the types of asexual flower?
reproduction
H. Making generalizations and What are the types of bacteria, What have you learned in the What are the types of fungi and Give short test about the Give short test about the the
abstractions about the lesson. fungi and protists? Explain their video presentation? Which one protists? Explain their role and activity parts of the flower
role and uses as microorganisms is harmful? Beneficial? uses as microorganisms
I. Evaluating learning. Give short test about the Give short test about the Give short test about the Give short test about the Give short test about the
microorganisms activity microorganisms microorganisms activity
J. Additional activities for
application or remediation.
V. REMARKS
VI. REFLECTION
A. No. of learners who earned
80% in the evaluation.
B. No. of learners who require
additional activities for
remediation who scored below
80%
C. Did the remedial lessons
work? No. of learners who have
caught up with the lesson.
D. No. of learners who continue
to require remediation.
E. Which of my teaching
strategies worked well? Why did
these work?
F. What difficulties did I encounter
which my principal or supervisor
can help me solve?
G. What innovation or localized
materials did I use/discover which I
wish to share with other teachers.

School Sapian National High School Grade Level Grade 7

DAILY Teacher CHARLOUN QUINTIN S. AGUILAR Learning Area Science
LESSON LOG Teaching Dates and Time Sep. 25-29, 2017 A.M=7:30-8:30/8:30-9:30 Quarter Second
P.M=1:00-2:00/2:00-3:00/4:00-5:00
 I. OBJECTIVES Monday Tuesday Wednesday Thursday Friday
A. Content Standards Reproduction being both asexual or sexual
B. Performance Standards
C. Learning Differentiate asexual from Differentiate asexual from Differentiate asexual from Differentiate asexual from SCIENCE MONTH
Competencies/Objectives sexual reproduction sexual reproduction sexual reproduction sexual reproduction in terms CELEBRATION 2017
Write the LC code for each.
S7LT-IIg-7 S7LT-IIg-7 S7LT-IIg-7 of number of individuals
(Discuss Asexual (Discuss sexual reproduction) (Comparison of asexual involved
reproduction and its Types) and sexual reproduction) S7LT-IIg-7
(Activity on flower)
II. CONTENT UNIT 2: LIVING THINGS AND THEIR ENVIRONMENT MODULE 2: Heredity: Inheritance and Variation –
ASEXUAL AND SEXUAL REPRODUCTION
III. LEARNING RESOURCES
A. References
1. Teacher’s Guide pages Pages Pages Pages Pages
2. Learner’s Materials pages Pages Pages Pages Pages 103-107 Pages 107-109
3. Textbook pages
4. Additional Materials from
Learning Resource (LR) portal
B. Other Learning Resources Internet, encarta Internet, encarta Internet, encarta Internet, encarta

IV. PROCEDURES Monday Tuesday Wednesday Thursday Friday

A. Reviewing previous lesson or Recall important concepts on Talk about the activity thy Talk about the activity on the Recall important concepts on
presenting the new lesson. organisms reproduce performed last day the different organisms they organisms reproduce
gathered
B. Establishing a purpose for the Prepare materials for the Cite instances of some plants Cite instances of some common Prepare materials for the
lesson. activity grow sexually problems exist o foods and activity
health conditions
C. Presenting Discuss/explain about the Discuss/explain by showing Discuss/explain by showing Discuss/explain about the
examples/instances of the new picture shown pictures of plants that pictures of fungi and protists picture shown
lesson. reproduce sexually
D. Discussing new concepts and Let the student do the activity Discuss about sexual Discuss about fungi and protists Let the student do the activity
practicing new skills #1. on asexual reproduction and its reproduction and its types on asexual reproduction and its
types types
E. Discussing new concepts and Discuss the answers in the Answer and discuss the guide Film showing 1 Identifying, illustrating, labeling
practicing new skills #2. exercise given questions
F. Developing mastery (Leads to Cite the applications of growth Cite the applications of growth Answer and discuss the guide Discuss the answers in the
Formative Assessment 3). and development of some plant and development of plants that questions exercise given
organisms grow sexual reproduction
G. Finding practical applications What is asexual reproduction? What is sexual reproduction? Cite the applications of growth Cite the applications of growth
of concepts and skills in daily Give examples of each. What What are the parts of the and development of fungi and and development of some plant
living. are the types of asexual flower? protists organisms
reproduction
H. Making generalizations and Give short test about the Give short test about the the What are the types of fungi and What is asexual reproduction?
abstractions about the lesson. activity parts of the flower protists? Explain their role and Give examples of each. What
uses as microorganisms are the types of asexual
reproduction
I. Evaluating learning. Give short test about the Give short test about the Give short test about the Give short test about the
microorganisms activity microorganisms activity
J. Additional activities for Give other examples of asexual Give other examples of sexual What differ asexual Gather different kinds of flower
application or remediation. reproduction reproduction reproduction from sexual and identify its parts
reproduction
V. REMARKS
VI. REFLECTION
A. No. of learners who earned
80% in the evaluation.
B. No. of learners who require
additional activities for
remediation who scored below
80%
C. Did the remedial lessons
work? No. of learners who have
caught up with the lesson.
D. No. of learners who continue
to require remediation.
E. Which of my teaching
strategies worked well? Why did
these work?
F. What difficulties did I encounter
which my principal or supervisor
can help me solve?
G. What innovation or localized
materials did I use/discover which I
wish to share with other teachers.

School Sapian National High School Grade Level Grade 7

DAILY Teacher CELSA I. LOZADA Learning Area Science
LESSON LOG Teaching Dates and Time Oct. 2-6, 2017 A.M=7:30-8:30/8:30-9:30 Quarter Second
P.M=1:00-2:00/2:00-3:00/4:00-5:00
 I. OBJECTIVES Monday Tuesday Wednesday Thursday I. OBJECTIVES
A. Content Standards Reproduction being both asexual or sexual
B. Performance Standards
C. Learning Differentiate asexual from SCIENCE FAIR 2017 SCHOOL FIESTA 2017AND
Competencies/Objectives sexual reproduction
Write the LC code for each.
similarities of offspring to NAT GR. 7 DIVISION SIP CONTEST WORLD’S TEACHERS ALUMNI DAY
parents DAY
S7LT-IIg-7 AT HIPONA NHS GOLDEN ANNIVERSARY
(Activity in complete and
incomplete flower)
II. CONTENT UNIT 2: LIVING THINGS AND THEIR ENVIRONMENT MODULE 2: Heredity: Inheritance and Variation –
ASEXUAL AND SEXUAL REPRODUCTION
III. LEARNING RESOURCES
A. References A. References
1. Teacher’s Guide pages Pages Pages Pages
2. Learner’s Materials pages Pages Pages Pages Pages 103-107
3. Textbook pages
4. Additional Materials from
Learning Resource (LR) portal
B. Other Learning Resources Internet, encarta Internet, encarta Internet, encarta

IV. PROCEDURES Monday Tuesday Wednesday Thursday IV. PROCEDURES

A. Reviewing previous lesson or Talk about the activity thy
presenting the new lesson. performed last day
B. Establishing a purpose for the Cite instances of some plants
lesson. grow sexually
C. Presenting Discuss/explain by showing
examples/instances of the new pictures of plants that
lesson. reproduce sexually
D. Discussing new concepts and Discuss about sexual
practicing new skills #1. reproduction
E. Discussing new concepts and Activity proper 1
practicing new skills #2.
F. Developing mastery (Leads to Answer and discuss the guide
Formative Assessment 3). questions
G. Finding practical applications Cite the applications of growth
of concepts and skills in daily and development of plants that
living. grow sexual reproduction
H. Making generalizations and What is sexual reproduction?
abstractions about the lesson. What are the parts of the
flower?
I. Evaluating learning. Give short test about the the
parts of the flower
J. Additional activities for .
application or remediation.
V. REMARKS
VI. REFLECTION
A. No. of learners who earned
80% in the evaluation.
B. No. of learners who require
additional activities for
remediation who scored below
80%
C. Did the remedial lessons
work? No. of learners who have
caught up with the lesson.
D. No. of learners who continue
to require remediation.
E. Which of my teaching
strategies worked well? Why did
these work?
F. What difficulties did I encounter
which my principal or supervisor
can help me solve?
G. What innovation or localized
materials did I use/discover which I
wish to share with other teachers.

School Sapian National High School Grade Level Grade 7

DAILY Teacher CHARLOUN QUINTIN S. AGUILAR Learning Area Science
LESSON LOG Teaching Dates and Time Oct. 9-13, 2017 A.M=7:30-8:30/8:30-9:30 Quarter Second
P.M=1:00-2:00/2:00-3:00/4:00-5:00
I. OBJECTIVES Monday Tuesday Wednesday Thursday Friday
A. Content Standards Organisms interacting with each other and with their environment to survive
B. Performance Standards Conduct a collaborative action to preserve the ecosystem in the locality
C. Learning Differentiate biotic from Describe the different Describe the different Predict the effect of changes
Competencies/Objectives in one population on other
Write the LC code for each.
abiotic components of an NAT GR. 11 ecological relationships ecological relationships
ecosystem found in an ecosystem found in an ecosystem populations in the ecosystem
(S7LT-ILi-11)
S7LT-IIh-9 S7LT-IIh-10 S7LT-IIh-10
(food chain and food web)
(Discuss biotic and abiotic (Discuss ecological (Discuss ecological
factor) relationship) relationship)
II. CONTENT UNIT 2: LIVING THINGS AND THEIR ENVIRONMENT MODULE 3: ECOSYSTEMS
BIOTIC & ABIOTIC ECOLOGICAL RELATIONSHIP ENERGY TRANSFER
III. LEARNING RESOURCES
A. References
1. Teacher’s Guide pages Pages Pages Pages Pages
2. Learner’s Materials pages Pages Pages Pages Pages Pages
3. Textbook pages
4. Additional Materials from
Learning Resource (LR) portal
B. Other Learning Resources Internet, encarta Internet, encarta Internet, encarta

IV. PROCEDURES Monday Tuesday Wednesday Thursday Friday

A. Reviewing previous lesson or Recall important concepts on Talk about the activity that Talk about the activity that Recall important concepts on
presenting the new lesson. biotic and abiotic performed last day performed last day growth of organisms
B. Establishing a purpose for the Prepare materials for the Cite instances of some Cite instances of some Prepare materials for the
lesson. activity relationship in the environment relationship in the environment activity
C. Presenting Discuss/explain about the Discuss/explain by showing Discuss/explain by showing Discuss/explain about the
examples/instances of the new picture shown pictures of ecological pictures of ecological picture shown
lesson. relationship relationship
D. Discussing new concepts and Let the student do the activity Discuss about ecological Discuss about ecological Let the student do the activity
practicing new skills #1. on biotic and abiotic relationship and give examples relationship and give examples on food chain and food web
E. Discussing new concepts and Identifying, illustrating, labeling Activity proper 1 Activity proper 1 Identifying, illustrating, labeling
practicing new skills #2.
F. Developing mastery (Leads to Discuss the answers in the Answer and discuss the guide Answer and discuss the guide Discuss the answers in the
Formative Assessment 3). exercise given questions questions exercise given
G. Finding practical applications Cite the applications of growth Cite the applications of growth Cite the applications of growth Cite the applications of growth
of concepts and skills in daily and development of biotic and development of ecological and development of ecological and development of food
living. and abiotic relationship relationship chain and food web
H. Making generalizations and What is biotic factor? Abiotic? What is ecological What is ecological What is food chain and food
abstractions about the lesson. Give examples of each. relationship ? examples of relationship ? examples of web ? Give examples of each.
mutualism. Predation. mutualism. Predation.
 Commensalism. Competition. Commensalism. Competition.
Parasitism Parasitism
I. Evaluating learning. Give short test about the Give short test about the Give short test about the Give short test about the
activity ecological relationship ecological relationship activity
J. Additional activities for
application or remediation.
V. REMARKS
VI. REFLECTION
A. No. of learners who earned
80% in the evaluation.
B. No. of learners who require
additional activities for
remediation who scored below
80%
C. Did the remedial lessons
work? No. of learners who have
caught up with the lesson.
D. No. of learners who continue
to require remediation.
E. Which of my teaching
strategies worked well? Why did
these work?
F. What difficulties did I encounter
which my principal or supervisor
can help me solve?
G. What innovation or localized
materials did I use/discover which I
wish to share with other teachers.

School Sapian National High School Grade Level Grade 7

DAILY Teacher CHARLOUN QUINTIN S. AGUILAR Learning Area Science
LESSON LOG Teaching Dates and Time Oct. 16-22, 2017 A.M=7:30-8:30/8:30-9:30 Quarter Second
P.M=1:00-2:00/2:00-3:00/4:00-5:00
I. OBJECTIVES Monday Tuesday Wednesday Thursday Friday
A. Content Standards Organisms interacting with each other and with their environment to survive
B. Performance Standards Conduct a collaborative action to preserve the ecosystem in the locality
C. Learning Predict the effect of changes Predict the effect of changes Predict the effect of changes
Competencies/Objectives in one population on other in one population on other in abiotic factor on the 2ND GRADING EXAM 2ND GRADING EXAM
Write the LC code for each. populations in the ecosystem populations in the ecosystem ecosystem
(S7LT-ILi-11) (S7LT-ILi-11) (S7LT-Ilj-12
(food chain) ( food web) (biotic) FIRST DAY SECOND DAY
II. CONTENT UNIT 2: LIVING THINGS AND THEIR ENVIRONMENT MODULE 3: ECOSYSTEMS
BIOTIC & ABIOTIC ECOLOGICAL RELATIONSHIP ENERGY TRANSFER
III. LEARNING RESOURCES
A. References
1. Teacher’s Guide pages Pages Pages Pages Pages
2. Learner’s Materials pages Pages Pages Pages Pages Pages
3. Textbook pages
4. Additional Materials from
Learning Resource (LR) portal
B. Other Learning Resources Internet, encarta Internet, encarta Internet, encarta Internet, encarta

IV. PROCEDURES Monday Tuesday Wednesday Thursday Friday

A. Reviewing previous lesson or Recall important concepts on Recall important concepts on Recall important concepts on
presenting the new lesson. growth of organisms growth of organisms biotic
B. Establishing a purpose for the Prepare materials for the Prepare materials for the Prepare materials for the
lesson. activity activity activity
C. Presenting Discuss/explain about the Discuss/explain about the Discuss/explain about the
examples/instances of the new picture shown picture shown picture shown
lesson.
D. Discussing new concepts and Let the student do the activity Let the student do the activity Let the student do the activity
practicing new skills #1. on food chain on food web on biotic
E. Discussing new concepts and Identifying, illustrating, labeling Identifying, illustrating, labeling Film showing 1
practicing new skills #2.
F. Developing mastery (Leads to Discuss the answers in the Discuss the answers in the Discuss the answers in the
Formative Assessment 3). exercise given exercise given exercise given
G. Finding practical applications Cite the applications of growth Cite the applications of growth Cite the applications of growth
of concepts and skills in daily and development of food and development of food web and development of biotic
living. chain
H. Making generalizations and What is food chain ? Give What is food web ? Give What is biotic factor? Give
abstractions about the lesson. examples of each. examples of each. examples of each.
I. Evaluating learning. Give short test about the Give short test about the Give short test about the
activity activity activity
J. Additional activities for
application or remediation.
V. REMARKS
VI. REFLECTION
A. No. of learners who earned
80% in the evaluation.
B. No. of learners who require
additional activities for
remediation who scored below
80%
C. Did the remedial lessons
work? No. of learners who have
caught up with the lesson.
D. No. of learners who continue
to require remediation.
E. Which of my teaching
strategies worked well? Why did
these work?
F. What difficulties did I encounter
which my principal or supervisor
can help me solve?
G. What innovation or localized
materials did I use/discover which I
wish to share with other teachers.

School Sapian National High School Grade Level Grade 7

DAILY Teacher CHARLOUN QUINTIN S. AGUILAR Learning Area Science
LESSON LOG Teaching Dates and Time Nov. 2-4, 2016 A.M=7:30-8:30/8:30-9:30 Quarter Second
P.M=1:00-2:00/2:00-3:00/4:00-5:00
I. OBJECTIVES Monday Tuesday Wednesday Thursday Friday
A. Content Standards
B. Performance Standards
C. Learning Review for the 2nd Grading 2nd Grading Test
Competencies/Objectives Test First day
Write the LC code for each.
II. CONTENT UNIT 2: LIVING THINGS AND THEIR ENVIRONMENT MODULE 3: ECOSYSTEMS
BIOTIC & ABIOTIC ECOLOGICAL RELATIONSHIP ENERGY TRANSFER
III. LEARNING RESOURCES
A. References
1. Teacher’s Guide pages Pages Pages Pages Pages
2. Learner’s Materials pages Pages Pages Pages Pages Pages
3. Textbook pages
4. Additional Materials from
Learning Resource (LR) portal
B. Other Learning Resources

IV. PROCEDURES Monday Tuesday Wednesday Thursday Friday

A. Reviewing previous lesson or
presenting the new lesson.
B. Establishing a purpose for the
lesson.
C. Presenting
examples/instances of the new
lesson.
D. Discussing new concepts and
practicing new skills #1.
E. Discussing new concepts and
practicing new skills #2.
F. Developing mastery (Leads to
Formative Assessment 3).
G. Finding practical applications
of concepts and skills in daily
living.
H. Making generalizations and
abstractions about the lesson.
I. Evaluating learning.
J. Additional activities for
application or remediation.
V. REMARKS
VI. REFLECTION
A. No. of learners who earned
80% in the evaluation.
B. No. of learners who require
additional activities for
remediation who scored below
80%
C. Did the remedial lessons
work? No. of learners who have
caught up with the lesson.
D. No. of learners who continue
to require remediation.
E. Which of my teaching
strategies worked well? Why did
these work?
F. What difficulties did I encounter
which my principal or supervisor
can help me solve?
G. What innovation or localized
materials did I use/discover which I
wish to share with other teachers.

School Sapian National High School Grade Level Grade 7

DAILY Teacher CHARLOUN QUINTIN S. AGUILAR Learning Area Science
LESSON LOG Teaching Dates and Time Nov. 6-10, 2017 A.M=7:30-8:30/8:30-9:30 Quarter Third
P.M=1:00-2:00/2:00-3:00/4:00-5:00
I. OBJECTIVES Monday Tuesday Wednesday Thursday Friday
A. Content Standards Motion in one dimension
B. Performance Standards Conduct a forum on mitigation and disaster risk reduction
C. Learning PRE-TEST IN FORCE, Describe the motion of an Describe the motion of an Describe the motion of an Describe the motion of an
Competencies/Objectives object in terms of distance or object in terms of distance or object in terms of distance or object in terms of distance or
Write the LC code for each.
MOTION & ENERGY
1. To check their prior knowledge or displacement, speed or displacement, speed or displacement, speed or displacement, speed or
understanding about Force, Motion velocity, and acceleration
velocity, and acceleration velocity, and acceleration velocity, and acceleration
and Energy S7FE-IIIa-1
S7FE-IIIa-1 S7FE-IIIa-1 1.draw a roadmap that shows S7FE-IIIa-1
2. To determine the strength and 1. Describe a motion? 1.Distinguish between distance and distance from home to school 1.Presentation of outputs base on
weaknesses of the learners towards 2. Describe point of reference and its displacement their drawing on roadmap
2. illustrate/Describe point of
the subject/competencies taught. direction relative to the point of 2. illustrate/Describe point of reference and its direction relative to 2.Film showing on motion of an
3. To assess students reference reference and its direction relative to the point of reference object in terms of distance or
performance based from their 3. Understand the concept in displacement, speed or velocity, and
3. Understand the concept in the point of reference
responses from the different describing motion of an object acceleration
items. describing motion of an object 3. Understand the concept in
describing motion of an object
II. CONTENT UNIT 3: FORCE, MOTION, AND ENERGY MODULE 1: MOTION IN ONE DIMENSION
DISTANCE OR DISPLACEMENT
III. LEARNING RESOURCES
A. References
1. Teacher’s Guide pages Pages Pages Pages Pages
2. Learner’s Materials pages Pages Pages Pages Pages Pages
3. Textbook pages
4. Additional Materials from
Learning Resource (LR) portal
B. Other Learning Resources Internet, encarta Internet, encarta Internet, encarta Internet, encarta

IV. PROCEDURES Monday Tuesday Wednesday Thursday Friday

A. Reviewing previous lesson or Talk about the how do we Recall important concepts about Recall important concepts onn Recall important concepts onn
presenting the new lesson. describe the motion of an the previous activity distance and displacement distance and displacement
object?
B. Establishing a purpose for the Cite instances of some activity or Cite instances of some activity in Prepare materials for the activity Prepare materials for the activity
lesson. materials that in motion motion or moving objects
C. Presenting examples/ Discuss/explain by showing Discuss/explain about the Discuss/explain about the Discuss/explain about the
instances of the new lesson. pictures in motion. Describe how picture shown in motion. picture shown picture shown
(ELICIT) motion behaves
D. Discussing new concepts and Discuss about motion and give Let the student do the follow up Let the student do the activity 2 Let the student do the activity 2
practicing new skills #1. examples activity in motion on My home to school roadmap on My home to school roadmap
(ENGAGE)
E. Discussing new concepts and Activity proper 1 Continue answering follow up Identifying, illustrating, labeling Identifying, illustrating, labeling
practicing new skills #2. activity
(EXPLORE)
F. Developing mastery (Leads to Answer and discuss the guide Discuss the answers in the Discuss the answers in the Discuss the answers in the
Formative Assessment 3). questions exercise given exercise given exercise given
(EXPLAIN)
G. Finding practical applications Cite the applications on things or Cite the applications on things or Cite the applications of making Cite the applications of making
of concepts and skills in daily any activity that is in motion. any activity that is in motion road map road map
living. (ELABORATE)
H. Making generalizations and What is motion? Distinguish between distance and Describe a roadmap that shows Describe a roadmap that shows
abstractions about the lesson. Describe point of reference and displacement distance from home to school distance from home to school
its direction relative to the point illustrate/Describe point of 2. illustrate/Describe point of 2. illustrate/Describe point of
reference and its direction relative to reference and its direction relative to reference and its direction relative
of reference
the point of reference the point of reference to the point of reference

I. Evaluating learning. Give short test about motion Give short test about the activity Give short test about the activity Give short test about the activity
(EVALUATE))
J. Additional activities for application or Prepare examples showing Gather pictures in motion and Estimate the distance of school Be able to get the distance of What can you conclude with the
remediation. (EXTEND) objects in motion present in the class for to plaza, draw for direction and your home to school in km. film showing you have seen?
discussion displacement
V. REMARKS
VI. REFLECTION
A. No. of learners who earned 80% in
the evaluation.
B. No. of learners who require
additional activities for remediation
who scored below 80%
C. Did the remedial lessons work? No. of
learners who have caught up with the
lesson.
D. No. of learners who continue to
require remediation.
E. Which of my teaching strategies
worked well? Why did these work?
F. What difficulties did I encounter
which my principal or supervisor can
help me solve?
G. What innovation or localized
materials did I use/discover which I wish
to share with other teachers.

School Sapian National High School Grade Level Grade 7

DAILY Teacher CHARLOUN QUINTIN S. AGUILAR Learning Area Science
LESSON LOG Teaching Dates and Time Nov. 13-17, 2017 A.M=7:30-8:30/8:30-9:30 Quarter THIRD
P.M=1:00-2:00/2:00-3:00/4:00-5:00
I. OBJECTIVES Monday Tuesday Wednesday Thursday Friday
A. Content Standards Motion in one dimension
B. Performance Standards Conduct a forum on mitigation and disaster risk reduction
C. Learning Describe the motion of an Differentiate quantities I Differentiate quantities I Differentiate quantities I Differentiate quantities I
Competencies/Objectives object in terms of distance or terms of magnitude and terms of magnitude and terms of magnitude and terms of magnitude and
Write the LC code for each.
displacement, speed or direction direction direction direction
velocity, and acceleration S7FE-IIIa-2 S7FE-IIIa-2 S7FE-IIIa-2 S7FE-IIIa-2
1.Distinguish between distance and 1.Describe speed and direction 1. conduct investigative work -1 1. conduct investigative work-2
S7FE-IIIa-1
1.Define speed operationally displacement operationally 2. analyze the motion and direction 2. analyze the motion and direction
2. Perform fun walk to determine 2. illustrate/Describe point of 2. Distinguish constant speed and through graph through graph
who walks fastest in the class reference and its direction relative to instantaneous speed 3. understand concepts in motion 3. understand concepts in motion
the point of reference 3. Understand the concept in through investigations through investigations
3. Understand the concept in
describing motion of an object 3. Understand the concept in describing motion of an object
describing motion of an object
II. CONTENT UNIT 3: FORCE, MOTION, AND ENERGY MODULE 1: MOTION IN ONE DIMENSION
DISTANCE OR DISPLACEMENT
III. LEARNING RESOURCES
A. References
1. Teacher’s Guide pages Pages Pages Pages Pages Pages
2. Learner’s Materials pages Pages 8-9 Pages 5-6 Pages 8-9 Pages 10-13 Pages 10-13
3. Textbook pages Pages 8-9 Pages 5-6 Pages 8-9 Page 10-13 Pages 10-13
4. Additional Materials from
Learning Resource (LR) portal
B. Other Learning Resources Internet, encarta Internet, encarta Internet, encarta Internet, encarta

IV. PROCEDURES Monday Tuesday Wednesday Thursday Friday

A. Reviewing previous lesson or Recall important concepts about Talk about the how do we describe Recall important concepts about the Recall important concepts onn Recall important concepts onn
presenting the new lesson. How fast they run in school? Or Did the roadmap from house to the previous typhoons that hit our distance and displacement, distance and displacement,
they tried participating in a fun walk school. How far is your home to locality direction, velocity direction, velocity
in school? school?
B. Establishing a purpose for the Prepare materials for the activity 3 Cite instances of some activity that Cite instances of some activity that Prepare materials for the activity Prepare materials for the activity
lesson. “Fun walk” . You want to know how involves distance. shows speed and direction. Describe
fast you are by walking? What will the last typhoon that hit your place.
you do?
Discuss/explain about the activities Discuss/explain by showing pictures. Discuss/explain about the video Discuss/explain about the picture Discuss/explain about the picture
shown. How will you get your own Describe the distance given in the presentation on some calamities. shown shown
speed? activity
Let the student do the activity 3 on Discuss about distance and Let the student do the follow up Let the student do the activity 3 Let the student do the activity 4
Fun walk to gather data to displacement and give examples activity in speed and direction
determine who walks fastest
Identifying the top 10 fastest in the Activity proper 1. Draw or illustrate Continue answering follow up Identifying, illustrating, labeling Identifying, illustrating, labeling
class. What makes them fast? the distance of your home to church, activity
to market, to police station
 Discuss the answers in the exercise Answer and discuss the guide Discuss the answers in the exercise Discuss the answers in the exercise Discuss the answers in the exercise
given. What is speed? How fast is questions. Which one can reach you given given given
the number 1 in the class? What will from home to church faster? o about
happen if you walk fast in your to market and PNP?
work?
Cite the applications of making fun Cite the applications on things or Cite the applications on things or Cite the applications of making road Cite the applications of making road
walk. distance and displacement with any activity that is in speed and map map
respect to its given location direction
Define speed? .Distinguish between distance and a. Which is the speed for the circular Describe your investigative work 1. Describe your investigative work 2
How speed is important to us? displacement motion of the typhoon winds? How important to know the distance How important to know the distance
How much time ill you save if you . illustrate/Describe point of b. What is constant speed? of your school from home? of your school from home?
walk fast? reference and its direction relative to Instantaneous speed? How far/near the location you did in How far/near the location you did in
the point of reference c. Are you familiar with the your activity? your activity?
speedometer? What will you do I order to reach What will you do I order to reach
your school on time? your school on time?
Give short test about the activity Give short test about motion Give short test about the activity Give short test about the activity Give short test about the activity
Know the fastest men in the Prepare/draw school map. Give examples of Instantaneous Be able to submit investigative Which investigative work is
world? In the Philippines only? Where point of reference is your speed work 1. With examples challenging 1 or 2? investigative
room work you enjoy doing it?
V. REMARKS
C. Presenting examples/
instances of the new lesson.
(ELICIT)
D. Discussing new concepts and
practicing new skills #1.
(ENGAGE)
E. Discussing new concepts and
practicing new skills #2.
(EXPLORE)
F. Developing mastery (Leads to
Formative Assessment 3).
(EXPLAIN)
G. Finding practical applications
of concepts and skills in daily
living.
H. Making generalizations and
abstractions about the lesson.
. (ELABORATE)
I. Evaluating learning.
(EVALUATE))
J. Additional activities for application or
remediation. (EXTEND)
 School Sapian National High School Grade Level Grade 7
DAILY Teacher CHARLOUN QUINTIN S. AGUILAR Learning Area Science
LESSON LOG Teaching Dates and Time Nov. 20-24, 2017 A.M=7:30-8:30/8:30-9:30 Quarter Third
P.M=1:00-2:00/2:00-3:00/4:00-5:00
 I. OBJECTIVES Monday Tuesday Wednesday Thursday Friday
A. Content Standards Waves as a carrier of energy
B. Performance Standards
C. Learning Infer that waves carry energy Infer that waves carry energy Differentiate transverse from Relate the characteristics of Relate the characteristics of
Competencies/Objectives
S7LT-IIIc-4 S7LT-IIIc-4 longitudinal waves, and waves waves
Write the LC code for each. 1. Define waves operationally 1. Define and describe sinusoidal mechanical from S7LT-IIId-6 S7LT-IIId-6
2. distinguish and draw different wave operationally 1. Describe the characteristics of 1. conduct investigative work
electromagnetic waves
types of waves 2. illustrate/draw sinusoidal wave waves 2. analyze the characteristics of
3. understand how waves are and its parts S7LT-IIIc-5
2. Illustrate and explain Amplitude, waves through a graph
produced 3. understand how waves are 1. Distinguish between mechanical
Frequency and wavelength 3. understand concepts in waves
produced and electromagnetic wave
3. understand concepts in the through investigations
operationally
characteristics of waves
2. illustrate/draw mechanical and
electromagnetic wave and its parts
3. understand how waves are
produced
II. CONTENT UNIT 3: FORCE, MOTION, AND ENERGY MODULE 2: Waves
TYPES OF WAVES AND ITS CHARACTERISTICS
III. LEARNING RESOURCES
A. References
1. Teacher’s Guide pages Pages Pages Pages Pages Pages
2. Learner’s Materials pages Pages 14-19 Pages 20-23 Pages 24-26 Pages 24-26 Pages 24-26
3. Textbook pages Pages 14-19 Pages 20-23 Pages 24-26 Page 24-26 Pages 24-26
4. Additional Materials from
Learning Resource (LR) portal
B. Other Learning Resources Internet, encarta Internet, encarta Internet, encarta Internet, encarta

IV. PROCEDURES Monday Tuesday Wednesday Thursday Friday

A. Reviewing previous lesson or Recall about some activities that Talk about the how do we describe Recall important concepts about the Recall important concepts on types Recall important concepts about the
presenting the new lesson. perform Waves. How do you wave or the roadmap from house to the previous lesson about waves. How of waves. Ho does it differ with the previous lesson about waves. How
respond to others presence? school. How far is your home to does it form? other waves? does it form?
school?
B. Establishing a purpose for the Prepare materials for the activity Cite instances of some activity that Cite instances of some activity that Prepare materials for the activity Prepare materials for the activity
lesson. What happened if you hold the rope involves waves. How does it looks shows mechanical waves
up and down? like?
C. Presenting examples/ Discuss/explain about the activities Discuss/explain by showing pictures. Discuss/explain about the video Discuss/explain about the picture Discuss/explain about the picture
instances of the new lesson. shown Describe the waves given in the presentation on some calamities. shown shown
(ELICIT) activity
D. Discussing new concepts and Let the student do the activity 1 on Discuss about the anatomy of waves Let the student do the follow up Let the student do the activity on Let the student do the activity
practicing new skills #1. “Let’s make Waves” What happens and give examples activity in mechanical and the characteristics of waves
(ENGAGE) when waves pass by? electromagnetic waves
E. Discussing new concepts and Discussing and illustrating the types Activity proper 2. Draw or illustrate Continue answering follow up Identifying, illustrating, labeling on Identifying, illustrating, labeling
practicing new skills #2. of waves. What are the types of Sinusoidal waves. How do you activity the characteristics of waves
(EXPLORE) waves? describe your waves?
F. Developing mastery (Leads to Discuss the answers in the exercise Answer and discuss the guide Discuss the answers in the exercise Discuss the answers in the exercise Discuss the answers in the exercise
Formative Assessment 3). given. What is wave? Describe ho questions. What happened if you given given given
(EXPLAIN) waves form? drop a stone in a basin of water?
G. Finding practical applications Cite the applications of making Cite the applications on things that Cite the applications on things or Cite the applications of making road Cite the applications of making road
of concepts and skills in daily waves. Which type of wave carries goes up and down. Observe a coil any activity that is in mechanical map or anatomy of waves map
living. more energy? spring. and electromagnetic waves
H. Making generalizations and . Define waves operationally . Define and describe sinusoidal . Distinguish between mechanical Describe the characteristics of waves Describe your investigative work
abstractions about the lesson. . distinguish and draw different types wave operationally and electromagnetic wave 2. Illustrate and explain Amplitude, In what way waves form?
. (ELABORATE) of waves . illustrate/draw sinusoidal wave operationally Frequency and wavelength
and its parts . illustrate/draw mechanical and
electromagnetic wave and its parts
I. Evaluating learning. Give short test about the activity Give short test about motion Give short test about the activity Give short test about the activity Give short test about the activity
(EVALUATE))
J. Additional activities for application or Draw other example of wave
remediation. (EXTEND)
V. REMARKS
VI. REFLECTION
A. No. of learners who earned 80% in
the evaluation.
B. No. of learners who require
additional activities for remediation
who scored below 80%
C. Did the remedial lessons work? No. of
learners who have caught up with the
lesson.
D. No. of learners who continue to
require remediation.
E. Which of my teaching strategies
worked well? Why did these work?
F. What difficulties did I encounter
which my principal or supervisor can
help me solve?
G. What innovation or localized
materials did I use/discover which I wish
to share with other teachers.

School Sapian National High School Grade Level Grade 7

DAILY Teacher CHARLOUN QUINTIN S. AGUILAR Learning Area Science
Teaching Dates and Time Nov. 27-Dec.1, 2017 A.M=7:30-8:30/8:30-9:30 Quarter Third
 LESSON LOG P.M=1:00-2:00/2:00-3:00/4:00-5:00

I. OBJECTIVES Monday Tuesday Wednesday Thursday Friday

A. Content Standards The characteristics of sound
B. Performance Standards
C. Learning Describe the characteristics Describe the characteristics Explain sound production I Describe how organism
Competencies/Objectives of sound using the concepts of sound using the concepts the human box, and how
BONIFACIO DAY produce, transmit and
Write the LC code for each. of wavelength, velocity and
of wavelength, velocity and pitch, loudness, and quality receives sounds of various
amplitude S7LT-IIId-7
amplitude S7LT-IIId-7 1.Demonstrate how sound is
of sound vary from one NATIONAL frequencies
1. define sound operationally produced person to another S7LT-IIIe-9
2 Demonstrate how sounds 2.Identify factors that affect the S7LT-IIIe-8 HOLIDAY 1.Create musical instruments using
propagate pitch and loudness of the sound indigenous materials
1. Describe the characteristics of
3. understand how sound waves are produced 2. use these instruments to
3.Appreciate the output made in sound
produced compose tunes and presents in a
producing sound waves 2. . Describe the properties of sound
Gig.
3. compare sounds produced
from sound box and guitar
II. CONTENT UNIT 3: FORCE, MOTION, AND ENERGY MODULE 3: SOUND
CHARACTERISTICS OF SOUND
III. LEARNING RESOURCES
A. References
1. Teacher’s Guide pages Pages Pages Pages Pages Pages
2. Learner’s Materials pages Pages 31 Pages 32-35 Pages 45-40 Pages 45-40 Pages 40-42
3. Textbook pages Pages 31 Pages 32-35 Page 35-40 Page 35-40 Page 40-42
4. Additional Materials from
Learning Resource (LR) portal
B. Other Learning Resources Internet, encarta Internet, encarta Internet, encarta Internet, encarta Internet, encarta

IV. PROCEDURES Monday Tuesday Wednesday Thursday Friday

A. Reviewing previous lesson or Recall about some activities that Talk about the how do sounds Recall important concepts about Recall important concepts on the
presenting the new lesson. perform Waves. How do you wave produce in a guitar or sound box? the previous lesson about sound. characteristics of sounds.
or respond to others presence? How does it form?
B. Establishing a purpose for the Prepare materials for the activity Cite instances of some activity that Cite instances of some activity that Prepare materials for the activity
lesson. What happened if you hear involves sounds. How does it souds shows sound waves
different sounds in the forest? like?
C. Presenting examples/ Discuss/explain about the activities Discuss/explain by showing Discuss/explain about the video Discuss/explain about the activity
instances of the new lesson. shown pictures. Describe the sound waves presentation on sound waves shown
(ELICIT) given in the activity
D. Discussing new concepts and Let the student do the activity on Illustrate/perform activity 1 “:My Let the student do the follow up Let the student do the activity on
practicing new skills #1. “Let’s make sounds” What happens Own Sound box”. Describe the activity in the characteristics of the making instruments that
when sounds pass by? sound produce. sounds produces sound
(ENGAGE)
E. Discussing new concepts and Discussing and illustrating ho souds Activity proper 2. Draw or illustrate Continue answering follow up Identifying, illustrating, labeling on
practicing new skills #2. propagates? sound waves in a sound box activity the activity made
(EXPLORE)
F. Developing mastery (Leads to Discuss the answers in the exercise Answer and discuss the guide Discuss the answers in the exercise Discuss the answers in the exercise
Formative Assessment 3). given. What is sound? Describe how questions. What happened if you given given
(EXPLAIN) sound waves form? try to play or use the sound box?
G. Finding practical applications Cite the applications of making Cite the applications on things that Cite the applications on things or Cite the applications of making an
of concepts and skills in daily sounds. Which type of sound produces sound. What other things any activity that is in the instruments for a cause like
living. carries more energy? that can produce sound characteristics of sounds carolling
H. Making generalizations and . Define sound operationally 1.Demonstrate how sound is 1. Describe the characteristics of Describe the instruments you made.
abstractions about the lesson. Demonstrate how sounds propagate produced sound Describe the sounds that is
. (ELABORATE) . Understand how sound waves are 2.Identify factors that affect the 2. . Describe the properties of sound produced from your instruments
produced pitch and loudness of the sound 3. compare sounds produced from made.
produced sound box and guitar
3.Appreciate the output made in
producing sound waves
I. Evaluating learning. Give short test about the Give short test about motion Give short test about the Give short test about the
(EVALUATE)) activity activity activity
J. Additional activities for application or Gather photos showing sound Prepare your outputs for display Improve the sound box for What other materials you want
remediation. (EXTEND) waves display to improvise into musical
instruments?
V. REMARKS
VI. REFLECTION
A. No. of learners who earned 80% in
the evaluation.
B. No. of learners who require
additional activities for remediation
who scored below 80%
C. Did the remedial lessons work? No. of
learners who have caught up with the
lesson.
D. No. of learners who continue to
require remediation.
E. Which of my teaching strategies
worked well? Why did these work?
F. What difficulties did I encounter
which my principal or supervisor can
help me solve?
G. What innovation or localized
materials did I use/discover which I wish
to share with other teachers.
 School Sapian National High School Grade Level Grade 7
DAILY Teacher CHARLOUN QUINTIN S. AGUILAR Learning Area Science
LESSON LOG Teaching Dates and Time Dec.4-8, 2017 A.M=7:30-8:30/8:30-9:30 Quarter Third
P.M=1:00-2:00/2:00-3:00/4:00-5:00
 I. OBJECTIVES Monday Tuesday Wednesday Thursday Friday
A. Content Standards The characteristics of sound
B. Performance Standards
C. Learning Explain sound production I Describe how organism Describe how organism Relate characteristics of light Relate characteristics of light
Competencies/Objectives the human box, and how produce, transmit and produce, transmit and such as color and intensity to such as color and intensity to
Write the LC code for each.
pitch, loudness, and quality receives sounds of various receives sounds of various frequency and wavelength frequency and wavelength
of sound vary from one frequencies frequencies S7LT-IIIf-10 S7LT-IIIf-10
person to another S7LT-IIIe-9 S7LT-IIIe-9 1. Define light operationally 1. Construct a simple photometer
1.Create musical instruments using ( Film showing – A concert) 2. . Describe the characteristics/ 2. . Determine which chemical
S7LT-IIIe-8
indigenous materials 1.describe the different sounds and properties of light substance produce the brightest
1. Describe the characteristics of
2. use these instruments to compose effects heard from the movie 3. infer the brightness of light is light
sound dependent on the distance of the 3. infer the brightness of light is
2. . Describe the properties of sound tunes and presents in a Gig. presentation
source.
3. compare sounds produced 2.How important the sounds in a dependent on the distance of the source.
from sound box and guitar scene or in a movie
II. CONTENT UNIT 3: FORCE, MOTION, AND ENERGY MODULE 3 & 4: SOUND/ LIGHT
CHARACTERISTICS OF SOUND & LIGHTS
III. LEARNING RESOURCES
A. References
1. Teacher’s Guide pages Pages Pages Pages Pages Pages
2. Learner’s Materials pages Pages 35-40 Pages 40-42 Pages 40-42 Pages Pages
3. Textbook pages Pages 35-40 Pages 40-42 Pages 40-42 Page Page
4. Additional Materials from
Learning Resource (LR) portal
B. Other Learning Resources Internet, encarta Internet, encarta Internet, encarta Internet, encarta Internet, encarta

IV. PROCEDURES Monday Tuesday Wednesday Thursday Friday

A. Reviewing previous lesson or Recall important concepts about Recall important concepts on the Recall important concepts about Recall important concepts about Recall important concepts on the
presenting the new lesson. the previous lesson about sound. characteristics of sounds. the previous lesson about sound. the previous lesson about wave. characteristics of light.
How does it form? How does it form?
B. Establishing a purpose for the Cite instances of some activity that Prepare materials for the activity Cite instances of some activity that Cite instances of some activity that Prepare materials for the activity
lesson. shows sound waves shows sound waves shows light waves
C. Presenting examples/ Discuss/explain about the video Discuss/explain about the activity Discuss/explain about the video Discuss/explain about the video Discuss/explain about the activity
instances of the new lesson. presentation on sound waves shown presentation on sound waves presentation on light waves shown
(ELICIT)
D. Discussing new concepts and Let the student do the follow up Let the student do the activity on Let the student do the follow up Let the student do the follow up Let the student do the activity on
practicing new skills #1. activity in the characteristics of the making instruments that activity in the characteristics of activity in the characteristics of light the making instruments that
(ENGAGE) sounds produces sound sounds produces light
E. Discussing new concepts and Continue answering follow up Identifying, illustrating, labeling on Continue answering follow up Continue answering follow up Identifying, illustrating, labeling on
practicing new skills #2. activity the activity made activity activity the activity made
(EXPLORE)
F. Developing mastery (Leads to Discuss the answers in the exercise Discuss the answers in the exercise Discuss the answers in the exercise Discuss the answers in the exercise Discuss the answers in the exercise
Formative Assessment 3). given given given given given
(EXPLAIN)
G. Finding practical applications Cite the applications on things or Cite the applications of making an Cite the applications on things or Cite the applications on things or Cite the applications of light making
of concepts and skills in daily any activity that is in the instruments for a cause like any activity that is in the any activity that is in the material that are safe to use
living. characteristics of sounds carolling characteristics of sounds characteristics of light
H. Making generalizations and 1. Describe the characteristics of Describe the instruments you made. 1.describe the different sounds and Define light operationally Define light operationally
abstractions about the lesson. sound Describe the sounds that is effects heard from the movie Describe the characteristics/ Describe the characteristics/
. (ELABORATE) 2. . Describe the properties of sound produced from your instruments presentation properties of light properties of light
3. compare sounds produced from made. 2.How important the sounds in a infer the brightness of light is dependent infer the brightness of light is dependent
sound box and guitar scene or in a movie on the distance of the source. on the distance of the source .

I. Evaluating learning. Give short test about the Give short test about the Give short test about the Give short test about the Give short test about the
(EVALUATE)) activity activity activity activity activity
J. Additional activities for application or Draw sound waves of other What have you learned in the How do you access the movie Give other examples of light and Try to bring laser light in the
remediation. (EXTEND) musical instruments activity? Any suggestion? presented? describe it. class

V. REMARKS
VI. REFLECTION
A. No. of learners who earned 80% in
the evaluation.
B. No. of learners who require
additional activities for remediation
who scored below 80%
C. Did the remedial lessons work? No. of
learners who have caught up with the
lesson.
D. No. of learners who continue to
require remediation.
E. Which of my teaching strategies
worked well? Why did these work?
F. What difficulties did I encounter
which my principal or supervisor can
help me solve?
G. What innovation or localized
materials did I use/discover which I wish
to share with other teachers.

School Sapian National High School Grade Level Grade 7

DAILY Teacher CHARLOUN QUINTIN S. AGUILAR Learning Area Science
Teaching Dates and Time Dec.11-15, 2017 A.M=7:30-8:30/8:30-9:30 Quarter Third
 LESSON LOG P.M=1:00-2:00/2:00-3:00/4:00-5:00

I. OBJECTIVES Monday Tuesday Wednesday Thursday Friday

A. Content Standards The characteristics of light
B. Performance Standards Suggest proper lighting in various activities
C. Learning Relate characteristics of light Relate characteristics of light Describe how organism Describe how organism Describe how organism
Competencies/Objectives such as color and intensity to such as color and intensity to produce, transmit and produce, transmit and produce, transmit and
Write the LC code for each.
frequency and wavelength frequency and wavelength receives sounds of various receives sounds of various receives sounds of various
S7LT-IIIf-10 S7LT-IIIf-10 frequencies frequencies frequencies
1. Define light operationally 1. Construct a simple photometer S7LT-IIIe-9 S7LT-IIIe-9 S7LT-IIIe-9
2. . Describe the characteristics/ 2. . Determine which chemical 1.explore the characteristics of light 1.explore the characteristics of light ( Film showing 2– A concert)
properties of light substance produce the brightest such as energy, frequency and such as energy, frequency and 1.describe the different sounds and
3. infer the brightness of light is light wavelength wavelength effects heard from the movie
dependent on the distance of the 3. infer the brightness of light is 2.Construct a spectrum wheel 2.Construct a spectrum wheel presentation
source.
dependent on the distance of the source. 3.Understand the importance of 3.Understand the importance of 2.How important the sounds in a
color arrangement in the spectrum color arrangement in the spectrum scene or in a
wheel wheel

II. CONTENT UNIT 3: FORCE, MOTION, AND ENERGY MODULE 4: LIGHT

CHARACTERISTICS OF LIGHT
III. LEARNING RESOURCES
A. References
1. Teacher’s Guide pages Pages Pages Pages Pages Pages
2. Learner’s Materials pages Pages 43-46 Pages 43-46 Pages 47-54 Pages 47-54 Pages
3. Textbook pages Pages 43-46 Pages 43-46 Pages 47-54 Page 47-54 Page
4. Additional Materials from
Learning Resource (LR) portal
B. Other Learning Resources Internet, encarta Internet, encarta Internet, encarta Internet, encarta Internet, encarta

IV. PROCEDURES Monday Tuesday Wednesday Thursday Friday

A. Reviewing previous lesson or Recall important concepts about Recall important concepts on the Recall important concepts on the a Recall important concepts on the a Recall important concepts about
presenting the new lesson. the previous lesson about wave. characteristics of light. ferris wheel looks like. Ho does it ferris wheel looks like. Ho does it the previous lesson about sound.
How does it form? operate? operate?
B. Establishing a purpose for the Cite instances of some activity that Prepare materials for the activity Prepare materials for the activity Prepare materials for the activity Cite instances of some activity that
lesson. shows light waves shows sound waves
C. Presenting examples/ Discuss/explain about the video Discuss/explain about the activity Discuss/explain about the activity Discuss/explain about the activity Discuss/explain about the video
instances of the new lesson. presentation on light waves shown shown shown presentation on sound waves
(ELICIT)
D. Discussing new concepts and Let the student do the follow up Let the student do the activity on Let the student do the activity on Let the student do the activity on Let the student do the follow up
practicing new skills #1. activity in the characteristics of light the making instruments that the making a color wheel – color of the making a color wheel – color of activity in the characteristics of
produces light life life sounds
(ENGAGE)
E. Discussing new concepts and Continue answering follow up Identifying, illustrating, labeling on Identifying, illustrating, labeling on Identifying, illustrating, labeling on Continue answering follow up
practicing new skills #2. activity the activity made the activity made the activity made activity
(EXPLORE)
F. Developing mastery (Leads to Discuss the answers in the exercise Discuss the answers in the exercise Discuss the answers in the exercise Discuss the answers in the exercise Discuss the answers in the exercise
Formative Assessment 3). given given given given given
(EXPLAIN)
G. Finding practical applications Cite the applications on things or Cite the applications of light making Cite the applications of making a Cite the applications of making a Cite the applications on things or
of concepts and skills in daily any activity that is in the material that are safe to use decoration using different colors of decoration using different colors of any activity that is in the
living. characteristics of light light light characteristics of sounds
H. Making generalizations and Define light operationally Define light operationally Describe the colors of the color Describe the colors of the color 1.describe the different sounds and
abstractions about the lesson. Describe the characteristics/ Describe the characteristics/ wheel? wheel? effects heard from the movie
. (ELABORATE) properties of light properties of light How many colors I the rainbow? How many colors I the rainbow? presentation
infer the brightness of light is dependent infer the brightness of light is dependent What is the strongest color of light? What is the strongest color of light? 2.How important the sounds in a
on the distance of the source. on the distance of the source . scene or in a movie

I. Evaluating learning. Give short test about the Give short test about the Give short test about the Give short test about the Give short test about the
(EVALUATE)) activity activity activity activity activity
J. Additional activities for application or How do you access the movie
remediation. (EXTEND) presented?
V. REMARKS
VI. REFLECTION
A. No. of learners who earned 80% in
the evaluation.
B. No. of learners who require
additional activities for remediation
who scored below 80%
C. Did the remedial lessons work? No. of
learners who have caught up with the
lesson.
D. No. of learners who continue to
require remediation.
E. Which of my teaching strategies
worked well? Why did these work?
F. What difficulties did I encounter
which my principal or supervisor can
help me solve?
G. What innovation or localized
materials did I use/discover which I wish
to share with other teachers.
 School Sapian National High School Grade Level Grade 7
DAILY Teacher CHARLOUN QUINTIN S. AGUILAR Learning Area Science
LESSON LOG Teaching Dates and Time Dec.18-21, 2017 A.M=7:30-8:30/8:30-9:30 Quarter Third
P.M=1:00-2:00/2:00-3:00/4:00-5:00
I. OBJECTIVES Monday Tuesday Wednesday Thursday Friday
A. Content Standards The characteristics of light
B. Performance Standards Suggest proper lighting in various activities
C. Learning TEST- I ON LIGHTS
Competencies/Objectives
MUNICIPAL STUDENTS TEACHERS AND CHRISTMAS
Describe how organism
Write the LC code for each.
produce, transmit and
ASTIG SPORTSFEST CHRISTMAS PARTY STAFF CHRISTMAS VACATION STARTS
receives sounds of various 2017 AND PROGRAM PARTY 2017 UP TO JANUARY 2,
frequencies 2017 2018
S7LT-IIIe-9

Relate characteristics of light

such as color and intensity to
frequency and wavelength
S7LT-IIIf-10

II. CONTENT UNIT 3: FORCE, MOTION, AND ENERGY MODULE 4: LIGHT

CHARACTERISTICS OF LIGHT
III. LEARNING RESOURCES
A. References
1. Teacher’s Guide pages Pages Pages Pages Pages Pages
2. Learner’s Materials pages Pages Pages Pages Pages Pages
3. Textbook pages Pages Pages Pages Page Page
4. Additional Materials from
Learning Resource (LR) portal
B. Other Learning Resources Internet, encarta Internet, encarta Internet, encarta Internet, encarta Internet, encarta

IV. PROCEDURES Monday Tuesday Wednesday Thursday Friday

A. Reviewing previous lesson or
presenting the new lesson.
B. Establishing a purpose for the
lesson.
C. Presenting examples/
instances of the new lesson.
(ELICIT)
D. Discussing new concepts and
practicing new skills #1.
(ENGAGE)
E. Discussing new concepts and
practicing new skills #2.
(EXPLORE)
F. Developing mastery (Leads to
Formative Assessment 3).
(EXPLAIN)
G. Finding practical applications
of concepts and skills in daily
living.
H. Making generalizations and
abstractions about the lesson.
. (ELABORATE)
I. Evaluating learning.
(EVALUATE))
J. Additional activities for application or
remediation. (EXTEND)
V. REMARKS
VI. REFLECTION
A. No. of learners who earned 80% in
the evaluation.
B. No. of learners who require
additional activities for remediation
who scored below 80%
C. Did the remedial lessons work? No. of
learners who have caught up with the
lesson.
D. No. of learners who continue to
require remediation.
E. Which of my teaching strategies
worked well? Why did these work?
F. What difficulties did I encounter
which my principal or supervisor can
help me solve?
G. What innovation or localized
materials did I use/discover which I wish
to share with other teachers.
 School Sapian National High School Grade Level Grade 7
DAILY Teacher CHARLOUN QUINTIN S. AGUILAR Learning Area Science
LESSON LOG Teaching Dates and Time Jan. 3-5, 2018 A.M=7:30-8:30/8:30-9:30 Quarter Third
P.M=1:00-2:00/2:00-3:00/4:00-5:00
I. OBJECTIVES Monday Tuesday Wednesday Thursday Friday
A. Content Standards How heat is transferred
B. Performance Standards
C. Learning PART OF VACATION PART OF VACATION Infer the conditions Describe the different types Describe the different types
Competencies/Objectives necessary for heat transfer to of charging process of charging process
Write the LC code for each.
JAN. 1ST JAN. 2ND occur S7LT-IIIj-13 S7LT-IIIj-13
S7LT-IIIh-i-12 1. Define Conduction and 1. Define Radiation operationally
Convection operationally 2. Describe heat transfer by
Happy New Year 2018! Happy New Year 2018! 1.Define heat operationally
2.Describe the condition necessary 2. Describe heat transfer by Radiation
for heat transfer conduction and convection 3. Understand the heat
3. Understand by tracing the 3. Understand the heat conductivities of materials based by
direction in which heat is transferred conductivities of materials radiation

II. CONTENT UNIT 3: FORCE, MOTION, AND ENERGY MODULE 5: HEAT

HEAT TRANSFER: CONDUCTION, CONVECTION, AND RADIATION
III. LEARNING RESOURCES
A. References
1. Teacher’s Guide pages Pages Pages Pages Pages Pages
2. Learner’s Materials pages Pages Pages Pages 58-61 Pages 62-65 Pages 66-67
3. Textbook pages Pages Pages Pages 58-61 Page 62-65 Page 66-67
4. Additional Materials from
Learning Resource (LR) portal
B. Other Learning Resources Internet, encarta Internet, encarta Internet, encarta Internet, encarta Internet, encarta

IV. PROCEDURES Monday Tuesday Wednesday Thursday Friday

A. Reviewing previous lesson or Recall important concepts on Recall important concepts on Recall important concepts on the
presenting the new lesson. boiling or heating process. What boiling or heating process. What activity performed yesterday. How
happened to the liquid when happened to the liquid when does the heat transfer differ?
exposed to sunlight or boiled? exposed to sunlight or boiled?
B. Establishing a purpose for the Cite examples or situation about Cite examples or situation about Cite examples or situation about
lesson. the effects of temperature during the effects of climate change in our the effects of Global warming in our
noon time in our environment environment environment
C. Presenting examples/ Present a video clip/pictures for Discuss/explain about the situation Discuss/explain about the situation
instances of the new lesson. discussion or topic presented or topic presented
(ELICIT)
D. Discussing new concepts and Let the student do the activity to Let the student do the activity on Let the student do the activity on
practicing new skills #1. describe the condition necessary for heat transfer by Conduction and heat transfer by Radiation
(ENGAGE) heat transfer convection
E. Discussing new concepts and Identify and analyze questions Identify and analyze questions Identify and analyze questions
practicing new skills #2. about the activity made about the activity made about the activity made
(EXPLORE)
F. Developing mastery (Leads to Discuss the answers in the exercise Discuss the answers in the exercise Discuss the answers in the exercise
Formative Assessment 3). given given given
(EXPLAIN)
G. Finding practical applications Cite the applications on how hot Cite the applications on how Cite the applications on how
of concepts and skills in daily and cold water affects in food/ conduction and convection radiation affects in household
living. some beverages preparation performs in household chores chores
H. Making generalizations and 1. Define heat operationally 1. Define heat operationally 1. Define radiation operationally
abstractions about the lesson. 2. Describe the condition necessary 2.Describe the condition necessary 2.Describe the condition necessary
. (ELABORATE) for heat transfer to take place for heat transfer- conduction? And for heat transfer- radiation?
convection?

I. Evaluating learning. Give short test about the Give short test about the Give short test about the
(EVALUATE)) activity activity activity
J. Additional activities for application or
remediation. (EXTEND)
V. REMARKS
VI. REFLECTION
A. No. of learners who earned 80% in
the evaluation.
B. No. of learners who require
additional activities for remediation
who scored below 80%
C. Did the remedial lessons work? No. of
learners who have caught up with the
lesson.
D. No. of learners who continue to
require remediation.
E. Which of my teaching strategies
worked well? Why did these work?
F. What difficulties did I encounter
which my principal or supervisor can
help me solve?
G. What innovation or localized
materials did I use/discover which I wish
to share with other teachers.
 School Sapian National High School Grade Level Grade 7
DAILY Teacher CHARLOUN QUINTIN S. AGUILAR Learning Area Science
LESSON LOG Teaching Dates and Time Jan. 8-12, 2018 A.M=7:30-8:30/8:30-9:30 Quarter Third
P.M=1:00-2:00/2:00-3:00/4:00-5:00
I. OBJECTIVES Monday Tuesday Wednesday Thursday Friday
A. Content Standards Charges and the different charging processes
B. Performance Standards
C. Learning
Competencies/Objectives
Describe the different Describe the different Describe the different 3RD DEPARTMENTAL 3RD DEPARTMENTAL
types of charging process types of charging process types of charging process
Write the LC code for each.
S7LT-IIIj-13 S7LT-IIIj-13 S7LT-IIIj-13 TEST TEST
1.Define electricity operationally 1.Apply the phenomenon of 1.Explain how lightning occurs
2.Distinguish between the two types polarization and grounding to charge 2. discuss ways of avoiding the
of charges 1ST DAY
3.Understand the Laws of electricity
a material by induction dangers associated with lightning
3.explain how a lightning rod
2ND DAY
and charge
functions
II. CONTENT UNIT 3: FORCE, MOTION, AND ENERGY MODULE 6: ELECTRICITY
CHARGES AND CHARGING PROCESSES
III. LEARNING RESOURCES
A. References
1. Teacher’s Guide pages Pages Pages Pages Pages Pages
2. Learner’s Materials pages Pages 71-74 Pages 75-77 Pages 77-78 Pages 78-79 Pages 79-80
3. Textbook pages Pages 71-74 Pages 75-77 Pages 77-78 Page 78-79 Page 79-80
4. Additional Materials from
Learning Resource (LR) portal
B. Other Learning Resources Internet, encarta Internet, encarta Internet, encarta Internet, encarta Internet, encarta

IV. PROCEDURES Monday Tuesday Wednesday Thursday Friday

A. Reviewing previous lesson or Recall important concepts on Recall important concepts about Recall important concepts on
presenting the new lesson. electricity. Ask what are the diff. the previous activity natural phenomenon occurs in the
appliances used in home? environment
B. Establishing a purpose for the Cite examples or situation about Cite examples or situation about Cite examples or situation about
lesson. the effects of electricity at home. the effects of discharging the effects of ad weather, as well as
lightning
C. Presenting examples/ Present a video clip/pictures for Present a video clip/pictures for Discuss/explain about the situation
instances of the new lesson. discussion discussion or topic presented
(ELICIT)
D. Discussing new concepts and Let the student do the activity to Let the student do the activity 2 To Let the student do the activity 4
practicing new skills #1. describe the charges of electricitry Charge or not to charge. “when lightning strikes”
(ENGAGE)
E. Discussing new concepts and Identify and analyze questions Identify and analyze questions Identify and analyze questions
practicing new skills #2. about the activity made about the activity made about the activity made
(EXPLORE)
F. Developing mastery (Leads to Discuss the answers in the exercise Discuss the answers in the exercise Discuss the answers in the exercise
Formative Assessment 3). given given given
(EXPLAIN)
G. Finding practical applications Cite the applications on how Cite the applications on how hot Cite the applications on how
of concepts and skills in daily electricity increases its bill and cold water affects in food/ conduction performs in household
living. some beverages preparation chores
H. Making generalizations and 1.Define electricity operationally 1. Define heat operationally 1.Explain how lightning occurs
abstractions about the lesson. 2.Distinguish between the two types 2. Describe the condition necessary 2. discuss ways of avoiding the
. (ELABORATE) of charges for heat transfer to take place dangers associated with lightning
3.Understand the Laws of electricity 3.explain how a lightning rod
and charge functions
I. Evaluating learning. Give short test about the Give short test about the Give short test about the
(EVALUATE)) activity activity activity
J. Additional activities for application or Prepare pictures as reference Gather beliefs/myths about
remediation. (EXTEND) Prepare/list other examples lightning
V. REMARKS
VI. REFLECTION
A. No. of learners who earned 80% in
the evaluation.
B. No. of learners who require
additional activities for remediation
who scored below 80%
C. Did the remedial lessons work? No. of
learners who have caught up with the
lesson.
D. No. of learners who continue to
require remediation.
E. Which of my teaching strategies
worked well? Why did these work?
F. What difficulties did I encounter
which my principal or supervisor can
help me solve?
G. What innovation or localized
materials did I use/discover which I wish
to share with other teachers.
 School Sapian National High School Grade Level Grade 7
DAILY Teacher CHARLOUN QUINTIN S. AGUILAR Learning Area Science
LESSON LOG Teaching Dates and Time Jan. 15-19, 2018 A.M=7:30-8:30/8:30-9:30 Quarter Fourth
P.M=1:00-2:00/2:00-3:00/4:00-5:00
I. OBJECTIVES Monday Tuesday Wednesday Thursday Friday
A. Content Standards Demonstrate an understanding of the relation of geographical location of the Philippines to its environment
B. Performance Standards Analyze the advantage of the location of the Philippines n relation to the climate, weather, and seasons
C. Learning Checking of Test Papers PRE-TEST Demonstrate how places Demonstrate how places DIVISION YES-O CAMP
Competencies/Objectives and Item Analysis on earth may be located on earth may be located 2018
Write the LC code for each.
Earth Science using a coordinate system using a coordinate system
S7ES-IVa-1 S7ES-IVa-1 JA. 19-21, 2018
4th Grading Part 1 1.Identify latitude and longitude
1.Distinguish between Latitude and with respect to North, South, west
VENUE:SAPIAN NHS
Longitude and East hemisphere
2.Illustrate/draw the properly the 2.Describe how angles or position of
position of latitude and longitude latitude corresponds to its special
names
II. CONTENT UNIT 4: EARTH SCIENCE MODULE 1: THE PHILIPPINE ENVIRONMENT
LOCATION OF THE PHILIPPINES USING COORDINATE SYSTEM/ LANDMASSES AND BODIES OF WATER
III. LEARNING RESOURCES
A. References
1. Teacher’s Guide pages Pages Pages Pages Pages Pages
2. Learner’s Materials pages Pages Pages Pages 81-84 Pages 81-84 Pages 84-85
3. Textbook pages Page Page Pages 81-84 Page 81-84 Page 84-85
4. Additional Materials from
Learning Resource (LR) portal
B. Other Learning Resources Internet, encarta Internet, encarta Internet, encarta Internet, encarta Internet, encarta
IV. PROCEDURES Friday Friday Wednesday Thursday Friday
A. Reviewing previous lesson or Recall important concepts about Show once again the globe. Analyze
presenting the new lesson. environment. Its parts and info about the latitude and
components longitude
B. Establishing a purpose for the Cite examples or situation by Cite examples or situation about
lesson. showing the globe. Let the students location found In latitude and
describe it. longitude
C. Presenting examples/ Discuss/explain about the situation Discuss/explain about the situation
instances of the new lesson. or topic presented or topic presented
(ELICIT)
D. Discussing new concepts and Let the student do the activity 1 “ Let the student do the activity 1 “
practicing new skills #1. Where In the world is the Where In the world is the
(ENGAGE) Philippines Part 1?” Philippines Part 1?”
E. Discussing new concepts and Identify and analyze questions Identify and analyze questions
practicing new skills #2. about the activity made about the activity made
(EXPLORE)
F. Developing mastery (Leads to Discuss the answers in the exercise Discuss the answers in the exercise
Formative Assessment 3). given given
(EXPLAIN)
G. Finding practical applications Cite the applications on how Cite the applications on how
of concepts and skills in daily latitude and longitude used in latitude and longitude given the
living. locating such places or country hemisphere
H. Making generalizations and 1.what is latitude? How about 1.What angle is located for Latitude?
abstractions about the lesson. longitude? Longitude?
. (ELABORATE) 2. wat direction or hemisphere for 2.what are the special names given
latitude?longitude? for latitude with respect to its angle
I. Evaluating learning. Give short test about the Give short test about the
(EVALUATE)) activity activity
J. Additional activities for application or Draw and show latitude and Study more about show
remediation. (EXTEND) longitude in a coupon bond latitude and longitude
V. REMARKS
VI. REFLECTION
A. No. of learners who earned 80% in
the evaluation.
B. No. of learners who require
additional activities for remediation
who scored below 80%
C. Did the remedial lessons work? No. of
learners who have caught up with the
lesson.
D. No. of learners who continue to
require remediation.
E. Which of my teaching strategies
worked well? Why did these work?
F. What difficulties did I encounter
which my principal or supervisor can
help me solve?
G. What innovation or localized
materials did I use/discover which I wish
to share with other teachers.
 School Sapian National High School Grade Level Grade 7
DAILY Teacher CHARLOUN QUINTIN S. AGUILAR Learning Area Science
LESSON LOG Teaching Dates and Time Jan. 22-26, 2018 A.M=7:30-8:30/8:30-9:30 Quarter Fourth
P.M=1:00-2:00/2:00-3:00/4:00-5:00
I. OBJECTIVES Monday Tuesday Wednesday Thursday Friday
A. Content Standards Demonstrate an understanding of the relation of geographical location of the Philippines to its environment
B. Performance Standards Analyze the advantage of the location of the Philippines n relation to the climate, weather, and seasons
C. Learning Demonstrate how places Describe the location of Recognize that soil, water, Recognize that soil, water, Recognize that soil, water,
Competencies/Objectives on earth may be located rocks, coal, and other rocks, coal, and other rocks, coal, and other
Write the LC code for each.
the Philippines with
using a coordinate system respect to the continents fossil fuels are earth fossil fuels are earth fossil fuels are earth
S7ES-IVa-1 materials that people use materials that people use materials that people use
1.Identify latitude and longitude
and oceans of the world
as resources as resources as resources
with respect to North, South, west S7ES-IVb-2
S7ES-IVb-3 S7ES-IVb-3 S7ES-IVb-3
and East hemisphere Part 2 1.Enumerate and discuss the 1.Describe water sheds 1.Describe how soils formed from
2.Describe how angles or position 1.Describe the location of the natural resources found in the 2. illustrate how water sheds form rocks?
of latitude corresponds to its Philippines with respect to the 3. suggest ays on how to protect 2.Draw ad discuss layers or types of
Philippines
special 1.Describe the location of surrounding landmasses and water sheds soils
the Philippines with respect to the bodies of water
surrounding landmasses and
bodies of water
II. CONTENT UNIT 4: EARTH SCIENCE MODULE 1: THE PHILIPPINE ENVIRONMENT
LOCATION OF THE PHILIPPINES USING COORDINATE SYSTEM/ LANDMASSES AND BODIES OF WATER
III. LEARNING RESOURCES
A. References
1. Teacher’s Guide pages Pages 84-85 Pages Pages Pages Pages
2. Learner’s Materials pages Pages 84-85 Pages 86-87 Pages 87-89 Pages 89-91 Pages 9-94
3. Textbook pages Page Page 86-87 Pages 87-89 Page 89-91 Page 92-94
4. Additional Materials from
Learning Resource (LR) portal
B. Other Learning Resources Internet, encarta Internet, encarta Internet, encarta Internet, encarta Internet, encarta
IV. PROCEDURES Monday Tuesday Wednesday Thursday Friday
A. Reviewing previous lesson or Recall important concepts about Recall important concepts on the Recall important concepts on the Recall important concepts about Show once again the globe. Analyze
presenting the new lesson. environment. Its parts and previous activity using globe previous activity about tural environment. Especially water info about the land and water I
components resources resources general
B. Establishing a purpose for the Cite examples or situation by Cite examples or situation about Cite examples or situation about Cite examples or situation by Cite examples of soil that are found
lesson. showing the globe. Let the students the location of latitude and the location or area where there is showing water sheds in our place. In that particular place. Describe
 describe it. longitude to its temperature a source of natural resources Let the students describe it. the soil
C. Presenting examples/ Discuss/explain about the situation Discuss/explain about the situation Discuss/explain about the situation Discuss/explain about the situation Discuss/explain about the situation
instances of the new lesson. or topic presented or topic presented or topic presented or topic presented or topic presented
(ELICIT)
D. Discussing new concepts and Let the student do the activity 1 “ Let the student do the activity 2 Let the student do the activity on Let the student do the activity 3” Let the student do the activity 4 “
practicing new skills #1. Where In the world is the “Where in the world is the “Are we Lucky In the Philippines?” What are some factors that will Ho are soils formed from rocks”
(ENGAGE) Philippines Part 1?” Philippines Part 2?” in terms of natural resources affect the amount of w ater in
water sheds?”
E. Discussing new concepts and Identify and analyze questions Identify and analyze questions Identify and analyze questions Identify and analyze questions Identify and analyze questions
practicing new skills #2. about the activity made about the activity made about the activity made about the activity made about the activity made
(EXPLORE)
F. Developing mastery (Leads to Discuss the answers in the exercise Discuss the answers in the exercise Discuss the answers in the exercise Discuss the answers in the exercise Discuss the answers in the exercise
Formative Assessment 3). given given given given given
(EXPLAIN)
G. Finding practical applications Cite the applications on how Cite the applications on how Cite the applications on how Cite the applications on how human Cite the applications on how soil
of concepts and skills in daily latitude and longitude used in location in the globe can predict its beneficial if there is natural activity affects the amount of are utilized in school, at home
living. locating such places or country temperature and climates resources? water I water sheds
H. Making generalizations and 1.what is latitude? How about 1.Identify the landmasses and 1.Enumerate and discuss the 1.Describe water sheds 11.Describe how soils formed from
abstractions about the lesson. longitude? bodies of water in the Philippines natural resources found in the 2. illustrate how water sheds form rocks?
. (ELABORATE) 2. wat direction or hemisphere for And worldwide Philippines 3. suggest ays on how to protect 2.Draw ad discuss layers or types
latitude?longitude? water sheds of soils
I. Evaluating learning. Give short test about the Give short test about the Give short test about the Give short test about the Give short test about the
(EVALUATE)) activity activity activity activity activity
J. Additional activities for application or Draw and show latitude and
remediation. (EXTEND) longitude in a coupon bond
V. REMARKS
VI. REFLECTION
A. No. of learners who earned 80% in
the evaluation.
B. No. of learners who require
additional activities for remediation
who scored below 80%
C. Did the remedial lessons work? No. of
learners who have caught up with the
lesson.
D. No. of learners who continue to
require remediation.
E. Which of my teaching strategies
worked well? Why did these work?
F. What difficulties did I encounter
which my principal or supervisor can
help me solve?
G. What innovation or localized
materials did I use/discover which I wish
to share with other teachers.
 School Sapian National High School Grade Level Grade 7
DAILY Teacher CHARLOUN QUINTIN S. AGUILAR Learning Area Science
LESSON LOG Teaching Dates and Time Jan.28-Feb.2, 2018 A.M=7:30-8:30/8:30-9:30 Quarter Fourth
P.M=1:00-2:00/2:00-3:00/4:00-5:00
I. OBJECTIVES Monday Tuesday Wednesday Thursday Friday
A. Content Standards Demonstrate an understanding of the relation of geographical location of the Philippines to its environment
B. Performance Standards Analyze the advantage of the location of the Philippines n relation to the climate, weather, and seasons
C. Learning Recognize that soil, water, Describe ways of using Describe ways of using Describe ways of using Describe ways of using
Competencies/Objectives Earth’s resources Earth’s resources Earth’s resources Earth’s resources
Write the LC code for each.
rocks, coal, and other
fossil fuels are earth sustainability sustainability sustainability sustainability
S7ES-IVd-4 S7ES-IVd-4 S7ES-IVd-4 S7ES-IVd-4
materials that people use
1.Name and differentiate Active 1.Idetify the effects of some human Film Showing about the effects of “MAKE-A-DIFFERENCE” Day.
as resources and Inactive volcanoes found in activities on natural resources unmanaged natural resources and Activities involving reducing
the Philippines 2.Suggest ways to reduce the effects human activities that destroy our waste, recycling, composting,
S7ES-IVb-3 resources
2. Enumerate minerals found in and conserving natural
1.Locate metallic deposits across
the Philippines resources, also clean up drive
the country and tree planting.
2.Find out what geological
features are common in areas
where the deposits are found
II. CONTENT UNIT 4: EARTH SCIENCE MODULE 1: THE PHILIPPINE ENVIRONMENT
ROCKS AND MINERALS, ACTIVE AND INACTIVE VOLCANOES, AND OTHER NATURAL RESOURCES
III. LEARNING RESOURCES
A. References
1. Teacher’s Guide pages Pages Pages Pages Pages Pages
2. Learner’s Materials pages Pages 92-94 Pages 95-97 Pages 101-103 Pages 103=104 Pages 103-104
3. Textbook pages Page 92-94 Page 95-97 Pages 101-103 Page 103-104 Page 103-104
4. Additional Materials from
Learning Resource (LR) portal
B. Other Learning Resources Internet, encarta Internet, encarta Internet, encarta Internet, encarta Internet, encarta
IV. PROCEDURES Monday Tuesday Wednesday Thursday Friday
A. Reviewing previous lesson or Recall important concepts on Recall important concepts on the Recall important concepts about Set everything for the filmshowing Recall important concepts on
presenting the new lesson. earth”s mineral deposits I our previous activity about natural protecting and conserving our earth”s natural resources
ares\s resources environment.
B. Establishing a purpose for the Cite examples or situation about Cite examples or situation about Cite examples or situation by Cite examples of situation that are Cite examples or situation of
lesson. the location of metallic deposits the location or area where there is showing the negative effects of found In that particular place. destructive volcanoes
found in the Philippines volcanoes human activities t the environment. Describe on how will you take good
care of it
C. Presenting examples/ Discuss/explain about the situation Discuss/explain about the situation Discuss/explain about the situation Discuss/explain about the situation Discuss/explain about the situation
instances of the new lesson. or topic presented or topic presented or topic presented or topic presented or topic presented
(ELICIT)
D. Discussing new concepts and Let the student do the activity 5 Let the student do the activity on Let the student do the activity 6” Let the student do the activity by Let the student do the activity 5
practicing new skills #1. “Where in the world is 5 “ Where “Distribution of Active Faults and How do people destroy natural listing down important action s on “Where in the world is 5 “ Where
(ENGAGE) are the minerals deposits in the Trenches In the Philippines” resources”? how to protect mother earth are the minerals deposits in the
Philippines?” Philippines?”
E. Discussing new concepts and Identify and analyze questions Identify and analyze questions Identify and analyze questions Identify and analyze questions Identify and analyze questions
practicing new skills #2. about the activity made about the activity on active r about the activity made about the activity made about the activity made
(EXPLORE) inactive
F. Developing mastery (Leads to Discuss the answers in the exercise Discuss the answers in the exercise Discuss the answers in the exercise Discuss the answers in the exercise Discuss the answers in the exercise
Formative Assessment 3). given given given given given
(EXPLAIN)
G. Finding practical applications Cite the applications on how Cite the applications on how Cite the applications on how human Cite the applications on how to Cite the applications on how
of concepts and skills in daily location in the globe can predict its beneficial if there is volcanoes In activity affects the environment, protect ourselves, utilized in school, location in the globe can predict its
living. mineral deposits your place and think ays onhow to solve it at home mineral deposits
H. Making generalizations and 1.Locate metallic deposits across 1.Name and differentiate Active 1.Idetify the effects of some human Describe the movie presentation. Describe the activity on Make-a-
abstractions about the lesson. the country and Inactive volcanoes found in activities on natural resources What are the important uses found Difference
. (ELABORATE) 2.Suggest ways to reduce the effects in the environment oth In landd and
2.Find out what geological the Philippines water
features are common in areas 2. Enumerate minerals found in
where the deposits are found the Philippines
I. Evaluating learning. Give short test about the Give short test about the Give short test about the Give short test about the Give short test about the
(EVALUATE)) activity activity activity activity activity
J. Additional activities for application or Collect photos of the diff. metals Gather pictures of volcanoes How do you take good care of Make a poster based on the What important thing you
remediation. (EXTEND) found in the philippines our natural resources movie presentation learned from the activity
V. REMARKS
VI. REFLECTION
A. No. of learners who earned 80% in
the evaluation.
B. No. of learners who require
additional activities for remediation
who scored below 80%
C. Did the remedial lessons work? No. of
learners who have caught up with the
lesson.
D. No. of learners who continue to
require remediation.
E. Which of my teaching strategies
worked well? Why did these work?
F. What difficulties did I encounter
which my principal or supervisor can
help me solve?
G. What innovation or localized
materials did I use/discover which I wish
to share with other teachers.

School Sapian National High School Grade Level Grade 7

DAILY Teacher CHARLOUN QUINTIN S. AGUILAR Learning Area Science
LESSON LOG Teaching Dates and Time Feb. 5-9, 2018 A.M=7:30-8:30/8:30-9:30 Quarter Fourth
P.M=1:00-2:00/2:00-3:00/4:00-5:00
I. OBJECTIVES Monday Tuesday Wednesday Thursday Friday
A. Content Standards Demonstrate an understanding of the different phenomena that occur in the atmosphere
B. Performance Standards
C. Learning Describe ways of using Describe ways of using Describe ways of using Discuss how energy from Discuss how energy from
Competencies/Objectives Earth’s resources Earth’s resources Earth’s resources the sun interacts with the the sun interacts with the
Write the LC code for each.
sustainability sustainability sustainability layers of the atmosphere layers of the atmosphere
S7ES-IVd-4 S7ES-IVd-4 S7ES-IVd-4 S7ES-IVd-5 S7ES-IVd-5
Film Showing about the effects of “MAKE-A-DIFFERENCE” Day. “MAKE-A-DIFFERENCE” Day. 1.Describe the features of each of 1.Describe Greenhouse effect
unmanaged natural resources and Activities involving reducing Activities involving reducing the five layers 2.Explain how green house work?
human activities that destroy our waste, recycling, composting, waste, recycling, composting, 2.Compare the features of the five 3.Understand the importance of
resources layers green house effect
and conserving natural and conserving natural
3. explain the basis for the division
resources, also clean up drive resources, also clean up drive
of the layers of the atmosphere
and tree planting. and tree planting
II. CONTENT UNIT 4: EARTH SCIENCE MODULE 2: INTERACTIONS IN THE ATMOSPHERE
LAYERS OF ATMOSPHERE & GREENHOUSE EFFECT
III. LEARNING RESOURCES
A. References
1. Teacher’s Guide pages Pages Pages Pages Pages Pages
2. Learner’s Materials pages Pages 103=104 Pages 103-104 Pages 103-104 Pages 105-107 Pages 107
3. Textbook pages Page 103-104 Page 103-104 Page 103-104 Page 105-107 Page 107
4. Additional Materials from
Learning Resource (LR) portal
B. Other Learning Resources Internet, encarta Internet, encarta Internet, encarta Internet, encarta Internet, encarta
IV. PROCEDURES Monday Tuesday Wednesday Thursday Monday
A. Reviewing previous lesson or Set everything for the filmshowing Recall important concepts on Recall important concepts on Let the student observe or feel the Recall important concepts on earth
presenting the new lesson. earth”s natural resources earth”s natural resources atmosphere around warming temperature
B. Establishing a purpose for the Cite examples of situation that are Cite examples or situation of Cite examples or situation of Cite examples of situation that are Cite examples or situation of
lesson. found In that particular place. destructive volcanoes destructive volcanoes found In that particular place. greenhouse effect
Describe on how will you take good
 care of it
C. Presenting examples/ Discuss/explain about the situation Discuss/explain about the situation Discuss/explain about the situation Discuss/explain about the situation Discuss/explain about the situation
instances of the new lesson. or topic presented or topic presented or topic presented or topic presented or topic presented
(ELICIT)
D. Discussing new concepts and Let the student do the activity by Let the student do the activity 5 Let the student do the activity 5 Let the student do the activity by Let the student do the activity
practicing new skills #1. listing down important action s on “Where in the world is 5 “ Where “Where in the world is 5 “ Where listing down important info about “What is the greenhouse model?
(ENGAGE) how to protect mother earth are the minerals deposits in the are the minerals deposits in the the different layers
Philippines?” Philippines?”
E. Discussing new concepts and Identify and analyze questions Identify and analyze questions Identify and analyze questions Identify and analyze questions Identify and analyze questions
practicing new skills #2. about the activity made about the activity made about the activity made about the activity made about the activity made
(EXPLORE)
F. Developing mastery (Leads to Discuss the answers in the exercise Discuss the answers in the exercise Discuss the answers in the exercise Discuss the answers in the exercise Discuss the answers in the exercise
Formative Assessment 3). given given given given given
(EXPLAIN)
G. Finding practical applications Cite the applications on how to Cite the applications on how Cite the applications on how Cite the applications on how to Cite the applications on how
of concepts and skills in daily protect ourselves, utilized in school, location in the globe can predict its location in the globe can predict its layers varies and its potential to location in the globe can predict its
living. at home mineral deposits mineral deposits affect the earth temperature
H. Making generalizations and Describe the movie presentation. Describe the activity on Make-a- Describe the activity on Make-a- 1.Describe the features of each of 1.Describe Greenhouse effect
abstractions about the lesson. What are the important uses found Difference Difference the five layers 2.Explain how green house work?
. (ELABORATE) in the environment both In landd 2.Compare the features of the five 3.Understand the importance of
and water layers green house effect
3. explain the basis for the division
of the layers of the atmosphere
I. Evaluating learning. Give short test about the Give short test about the Give short test about the Give short test about the Give short test about the
(EVALUATE)) activity activity activity activity activity
J. Additional activities for application or Make a poster based on the What important thing you Take photos about the activity Gather photo of layers in outer Make your own model of
remediation. (EXTEND) movie presentation learned from the activity and describe space greenhouse effect
V. REMARKS
VI. REFLECTION
A. No. of learners who earned 80% in
the evaluation.
B. No. of learners who require
additional activities for remediation
who scored below 80%
C. Did the remedial lessons work? No. of
learners who have caught up with the
lesson.
D. No. of learners who continue to
require remediation.
E. Which of my teaching strategies
worked well? Why did these work?
F. What difficulties did I encounter
which my principal or supervisor can
help me solve?
G. What innovation or localized
materials did I use/discover which I wish
to share with other teachers.

School Sapian National High School Grade Level Grade 7

DAILY Teacher CHARLOUN QUINTIN S. AGUILAR Learning Area Science
LESSON LOG Teaching Dates and Time Feb. 12-16, 2017 A.M=7:30-8:30/8:30-9:30 Quarter Fourth
P.M=1:00-2:00/2:00-3:00/4:00-5:00
I. OBJECTIVES Monday Tuesday Wednesday Thursday Friday
A. Content Standards Demonstrate an understanding of the differet phenomena that occur in the atmosphere
B. Performance Standards
C. Learning Discuss how energy from Discuss how energy from Discuss how energy from Explain how some human
Competencies/Objectives
Holiday
the sun interacts with the the sun interacts with the the sun interacts with the activities affect the
Write the LC code for each.
layers of the atmosphere layers of the atmosphere layers of the atmosphere atmosphere
S7ES-IVd-5 S7ES-IVd-5 S7ES-IVd-5 S7ES-IVd-6 Chinese New Year
1.Describe Greenhouse effect 1. Construct a model 1.illustrating model greenhouse 1.Cite evidences why earth is getting
2.Explain how green house work? greenhouse 2.describe the model of greenhouse warmer 2018
3.Understand the importance of 2. Find out if your model 2. Discuss sources of greenhouse
green house effect gases
green house retains
heat
II. CONTENT UNIT 4: EARTH SCIENCE MODULE 2: INTERACTIONS IN THE ATMOSPHERE
LAYERS OF ATMOSPHERE & GREENHOUSE EFFECT
III. LEARNING RESOURCES
A. References
1. Teacher’s Guide pages Pages Pages Pages Pages Pages
2. Learner’s Materials pages Pages 107 Pages 108-109 Pages 110-111 Pages 111-113 Pages
3. Textbook pages Page 107 Page 108-109 Pages 110-111 Page 111-113 Page
4. Additional Materials from
Learning Resource (LR) portal
B. Other Learning Resources Internet, encarta Internet, encarta Internet, encarta Internet, encarta Internet, encarta
IV. PROCEDURES Monday Tuesday Wednesday Thursday Friday
A. Reviewing previous lesson or Recall important concepts on earth Recall important concepts on the Recall important concepts on the Let the student recall concepts
presenting the new lesson. warming temperature previous activity previous activity about global warming
B. Establishing a purpose for the Cite examples or situation of Cite examples or situation of Cite examples or situation of Cite examples of situation that
lesson. greenhouse effect greenhouse effect greenhouse effect shows effect of global warming
C. Presenting examples/ Discuss/explain about the situation Discuss/explain about the situation Discuss/explain about the situation Discuss/explain about the situation
instances of the new lesson. or topic presented or topic presented or topic presented or topic presented
(ELICIT)
D. Discussing new concepts and Let the student do the activity Let the student do the activity 6 Let the student do the activity 6 Let the student do the activity by
practicing new skills #1. “What is the greenhouse model? “Does a greenhouse retain or “Does a greenhouse retain or listing down important sourcesand
(ENGAGE) release heat?” release heat?” evidences
E. Discussing new concepts and Identify and analyze questions about Identify and analyze questions about Identify and analyze questions about Identify and analyze questions about
practicing new skills #2. the activity made the activity made the activity made the activity made
(EXPLORE)
F. Developing mastery (Leads to Discuss the answers in the exercise Discuss the answers in the exercise Discuss the answers in the exercise Discuss the answers in the exercise
Formative Assessment 3). given given given given
(EXPLAIN)
G. Finding practical applications Cite the applications on how Cite the applications on how Cite the applications on how Cite the applications on how to
of concepts and skills in daily location in the globe can predict its greenhouse affects our environment greenhouse affects our environment humans destroys our environment
living. temperature causing global warming
H. Making generalizations and 1.Describe Greenhouse effect Describe the model of Describe the model of 1.Cite evidences why earth is getting
abstractions about the lesson. 2.Explain how green house work? greenhouse made greenhouse made warmer
. (ELABORATE) 3.Understand the importance of 2. Discuss sources of greenhouse
green house effect gases
I. Evaluating learning. Give short test about the activity Give short test about the activity Give short test about the activity Give short test about the activity
(EVALUATE))
J. Additional activities for application or Illustrate /draw how greenhouse Display your output Describe the model of Cite examples of the effect of
remediation. (EXTEND) effect to the environment greenhouse made greenhouse to the surroundings
V. REMARKS
VI. REFLECTION
A. No. of learners who earned 80% in
the evaluation.
B. No. of learners who require
additional activities for remediation
who scored below 80%
C. Did the remedial lessons work? No. of
learners who have caught up with the
lesson.
D. No. of learners who continue to
require remediation.
E. Which of my teaching strategies
worked well? Why did these work?
F. What difficulties did I encounter
which my principal or supervisor can
help me solve?
G. What innovation or localized
materials did I use/discover which I wish
to share with other teachers.
 School Sapian National High School Grade Level Grade 7
DAILY Teacher CHARLOUN QUINTIN S. AGUILAR Learning Area Science
LESSON LOG Teaching Dates and Time Feb. 19-23, 2018 A.M=7:30-8:30/8:30-9:30 Quarter Fourth
P.M=1:00-2:00/2:00-3:00/4:00-5:00
I. OBJECTIVES Monday Tuesday Wednesday Thursday Friday
A. Content Standards Demonstrate an understanding of the differet phenomena that occur in the atmosphere
B. Performance Standards
C. Learning Explain how some human Explain how some human Explain how some human Account for the occurrence Account for the occurrence
Competencies/Objectives activities affect the activities affect the activities affect the of land and sea breezes, of land and sea breezes,
Write the LC code for each.
atmosphere atmosphere atmosphere monsoons, and monsoons, and
S7ES-IVd-6 S7ES-IVd-6 S7ES-IVd-6 intertropical Convergence intertropical Convergence
1.Discuss common atmospheric 1.Discuss common atmospheric 1.Explain what happens to the air in Zone (ITCZ) Zone (ITCZ)
phenomena phenomena the surroundings as warm air rises
2.Explain what happens when air is 2.Explain what happens when air is S7ES-IVe-7 S7ES-IVe-7
heated heated 1.Multi media presentation/ film 1.Multi media presentation/ film
showing Day 1 showing Day 1
II. CONTENT UNIT 4: EARTH SCIENCE MODULE 2: INTERACTIONS IN THE ATMOSPHERE
LAYERS OF ATMOSPHERE & GREENHOUSE EFFECT
III. LEARNING RESOURCES
A. References
1. Teacher’s Guide pages Pages Pages Pages Pages Pages
2. Learner’s Materials pages Pages 113-115 Pages 115-117 Pages 115-117 Pages Pages
3. Textbook pages Page 113-115 Page 115-117 Pages 115-117 Page Page
4. Additional Materials from
Learning Resource (LR) portal
B. Other Learning Resources Internet, encarta Internet, encarta Internet, encarta Internet, encarta Internet, encarta
IV. PROCEDURES Monday Tuesday Wednesday Thursday Friday
A. Reviewing previous lesson or Recall important concepts on Recall important concepts on Recall important concepts on the Let the student recall concepts Let the student recall concepts
presenting the new lesson. climate change climate change previous activity about global warming and about global warming and
greenhouse effect greenhouse effect
B. Establishing a purpose for the Cite examples or situation of Cite examples or situation of Cite examples or situation of Cite examples of situation that Cite examples of situation that
lesson. greenhouse effect greenhouse effect greenhouse effect or climate change shows monsoons, breezes and ITCZ shows monsoons, breezes and ITCZ
C. Presenting examples/ Discuss/explain about the situation Discuss/explain about the situation Discuss/explain about the situation Discuss/explain about the situation Discuss/explain about the situation
instances of the new lesson. or topic presented or topic presented or topic presented or topic presented or topic presented
(ELICIT)
D. Discussing new concepts and Let the student do the activity “ Let the student do the activity “ Let the student do the activity 6 “ Let the student do the activity by Let the student do the activity by
practicing new skills #1. what happens when air is heated ? what happens when air is heated ? what happens to the air in the Film showing Film showing
(ENGAGE) surroundings as warm air rises ?”
E. Discussing new concepts and Identify and analyze questions about Identify and analyze questions about Identify and analyze questions about Identify and analyze questions about Identify and analyze questions about
practicing new skills #2. the activity made the activity made the activity made the activity made the activity made
(EXPLORE)
F. Developing mastery (Leads to Discuss the answers in the exercise Discuss the answers in the exercise Discuss the answers in the exercise Discuss the answers in the exercise Discuss the answers in the exercise
Formative Assessment 3). given given given given given
(EXPLAIN)
G. Finding practical applications Cite the applications on how air rises Cite the applications on how air rises Cite the applications on how this Cite the applications on how Cite the applications on how
of concepts and skills in daily or moves to its direction or moves to its direction activity affects our environment monsoons, breezes and ITCZ monsoons, breezes and ITCZ
living. affects our environment affects our environment
H. Making generalizations and 1.Discuss common atmospheric 1.Discuss common atmospheric 1.Explain what happens to the air in Explain monsoons, breezes and Explain monsoons, breezes and
abstractions about the lesson. phenomena phenomena the surroundings as warm air rises? ITCZ. ITCZ.
. (ELABORATE) 2.Explain what happens when air is 2.Explain what happens when air is
heated heated
I. Evaluating learning. Give short test about the activity Give short test about the activity Give short test about the activity Give short test about the activity Give short test about the activity
(EVALUATE))
J. Additional activities for application or Gather info or news of any Gather photo of any atmospheric Draw/illustrate the flow of air Show sample pictures Surf in the internet of current
remediation. (EXTEND) atmospheric phenomena phenomena info about the topic
V. REMARKS
VI. REFLECTION
A. No. of learners who earned 80% in
the evaluation.
B. No. of learners who require
additional activities for remediation
who scored below 80%
C. Did the remedial lessons work? No. of
learners who have caught up with the
lesson.
D. No. of learners who continue to
require remediation.
E. Which of my teaching strategies
worked well? Why did these work?
F. What difficulties did I encounter
which my principal or supervisor can
help me solve?
G. What innovation or localized
materials did I use/discover which I wish
to share with other teachers.
 School Sapian National High School Grade Level Grade 7
DAILY Teacher CHARLOUN QUINTIN S. AGUILAR Learning Area Science
LESSON LOG Teaching Dates and Time Feb.26-Mar.2 2018 A.M=7:30-8:30/8:30-9:30 Quarter Fourth
P.M=1:00-2:00/2:00-3:00/4:00-5:00
I. OBJECTIVES Monday Tuesday Wednesday Thursday Friday
A. Content Standards Demonstrate an understanding of the differet phenomena that occur in the atmosphere
B. Performance Standards
C. Learning Account for the occurrence Account for the occurrence Account for the occurrence Account for the occurrence Relate the tilt of the Earth
Competencies/Objectives of land and sea breezes, of land and sea breezes, of land and sea breezes, of land and sea breezes, to the length of daytime
Write the LC code for each.
monsoons, and monsoons, and monsoons, and monsoons, and S7ES-IVe-9
intertropical Convergence intertropical Convergence intertropical Convergence intertropical Convergence 1.Define season operationally
2.Illustrate each season with respect
Zone (ITCZ) Zone (ITCZ) Zone (ITCZ) Zone (ITCZ) to location of the earth and sun
S7ES-IVe-7 S7ES-IVe-7 S7ES-IVe-7 S7ES-IVe-7 3.Understand why seasons change
1.Compare which warms up faster: 1.Differentiate Seabreeze and 1.Describe Monsoons & ITCZ 1.Multi media presentation/ film
sand or water? landbreeze 2.Interpret a map to determine showing about Monsoos, ITCZ ad
2.Compare which cools faster: sand 2.Illustrate directions in seabreeze direction of wind movement weather forecast
or water? and landbreeze 3.Give examples how monsoons &
3.use the results of the activity to ITCZ affect people
explain seabreeze and landbreeze
II. CONTENT UNIT 4: EARTH SCIENCE MODULE 2: INTERACTIONS IN THE ATMOSPHERE
LAYERS OF ATMOSPHERE & GREENHOUSE EFFECT
III. LEARNING RESOURCES
A. References
1. Teacher’s Guide pages Pages Pages Pages Pages Pages
2. Learner’s Materials pages Pages Pages 117-119 Pages 119-124 Pages 125-126 Pages
3. Textbook pages Page Page 117-119 Pages 119-124 Page 125-126 Page
4. Additional Materials from
Learning Resource (LR) portal
B. Other Learning Resources Internet, encarta Internet, encarta Internet, encarta Internet, encarta Internet, encarta
IV. PROCEDURES Monday Tuesday Wednesday Thursday Friday
A. Reviewing previous lesson or Recall important concepts on Recall important concepts on the Let the student recall concepts Let the student recall concepts Recall important concepts on
presenting the new lesson. previous activity previous activity about the previous activity about the past lesson seasonal patterns
B. Establishing a purpose for the Cite examples or situation of Cite examples or situation of Cite examples of situation that Cite examples of situation that Cite examples or situation of
lesson. changes In temperature greenhouse effect or climate shows monsoons, breezes and ITCZ shows monsoons, breezes and ITCZ changes In temperature
change
C. Presenting examples/ Discuss/explain about the situation Discuss/explain about the situation Discuss/explain about the situation Discuss/explain about the situation Discuss/explain about the situation
instances of the new lesson. or topic presented or topic presented or topic presented or topic presented or topic presented
(ELICIT)
D. Discussing new concepts and Let the student do the activity “ Let the student do the activity 6 “ Let the student do the activity “In Let the student do the activity by Let the student do the activity “ 1
practicing new skills #1. Compare which warms up faster: what happens to the air in the what direction do winds blow from Film showing “Why do the seasons change?
(ENGAGE) sand or water?? surroundings as warm air rises ?” high to lo pressure or vice versa
E. Discussing new concepts and Identify and analyze questions Identify and analyze questions Identify and analyze questions Identify and analyze questions Identify and analyze questions
practicing new skills #2. about the activity made about the activity made about the activity made about the activity made about the activity made
(EXPLORE)
F. Developing mastery (Leads to Discuss the answers in the exercise Discuss the answers in the exercise Discuss the answers in the exercise Discuss the answers in the exercise Discuss the answers in the exercise
Formative Assessment 3). given given given given given
(EXPLAIN)
G. Finding practical applications Cite the applications on sand and Cite the applications on how this Cite the applications on how Cite the applications on how Cite the applications on changes in
of concepts and skills in daily water in terms of temperature activity affects our environment monsoons, breezes and ITCZ monsoons, breezes and ITCZ seasons..
living. range affects our environment affects our environment
H. Making generalizations and 1.Compare which warms up faster: 1.Explain what happens to the air in 1.Describe Monsoons & ITCZ Explain monsoons, breezes and 1.Define season operationally
abstractions about the lesson. sand or water? the surroundings as warm air rises? 2.Interpret a map to determine ITCZ. 2.Illustrate each season with respect
. (ELABORATE) 2.Compare which cools faster: sand direction of wind movement to location of the earth and sun
or water? 3.Give examples how monsoons & 3.Understand why seasons change
3.use the results of the activity to ITCZ affect people
explain seabreeze and landbreeze
I. Evaluating learning. Give short test about the Give short test about the Give short test about the Give short test about the Give short test about the
(EVALUATE)) activity activity activity activity activity
J. Additional activities for application or Use other materials to compare Draw/illustrate te flow or Gather sample pictures Gather sample pictures Gather sample pictures
remediation. (EXTEND) direction
V. REMARKS
VI. REFLECTION
A. No. of learners who earned 80% in
the evaluation.
B. No. of learners who require
additional activities for remediation
who scored below 80%
C. Did the remedial lessons work? No. of
learners who have caught up with the
lesson.
D. No. of learners who continue to
require remediation.
E. Which of my teaching strategies
worked well? Why did these work?
F. What difficulties did I encounter
which my principal or supervisor can
help me solve?
G. What innovation or localized
materials did I use/discover which I wish
to share with other teachers.

School Sapian National High School Grade Level Grade 7

DAILY Teacher CHARLOUN QUINTIN S. AGUILAR Learning Area Science
LESSON LOG Teaching Dates and Time Mar.12-16, 2018 A.M=7:30-8:30/8:30-9:30 Quarter Fourth
P.M=1:00-2:00/2:00-3:00/4:00-5:00
I. OBJECTIVES Monday Tuesday Wednesday Thursday Friday
A. Content Standards Demonstrate an understanding of the relationship of the seasons and the position of the sun in the sky
Demonstrate an understanding the occurrence of eclipse
B. Performance Standards
C. Learning Relate the tilt of the Earth Relate the length of Show what causes change Explain how solar and Collect, record, and report
Competencies/Objectives to the length of daytime daytime to the amount of in the seasons in the lunar eclipse occur data on the beliefs and
Write the LC code for each.
S7ES-IVe-9 energy received Philippines using models S7ES-IVj-12 practices of the
1.Define season operationally S7ES-IVe-10 S7ES-IVi-11 1.Explain how solar and lunar eclipse community in relation to
2.Illustrate each season with respect 1.Interpret data about sunrise and 1.costruct/ make models of the four occur
to location of the earth and sun 2.Illustrate the location of solar and eclipse.
sunset to tell when daytime is long Seasonal pattern
3.Understand why seasons change and he daytime is short lunar eclipse S7ES-IVj-13
2.Infer the effect of length of 3.understand why solar and lunar 1.Evaluate some beliefs about
daytime and nighttime on seasons eclipse occur eclipse
II. CONTENT UNIT 4: EARTH SCIENCE MODULE 2: SEASONS AND ECLIPSE
SEASONS AND ECLIPSES
III. LEARNING RESOURCES
A. References
1. Teacher’s Guide pages Pages Pages Pages Pages Pages
2. Learner’s Materials pages Pages 127-131 Pages 132-133 Pages 134-136 Pages 136-139 Pages 139-140
3. Textbook pages Page 127-131 Page 132-133 Pages 134-136 Page 136-139 Page 139-140
4. Additional Materials from
Learning Resource (LR) portal
B. Other Learning Resources Internet, encarta Internet, encarta Internet, encarta Internet, encarta Internet, encarta
IV. PROCEDURES Monday Tuesday Wednesday Thursday Friday
A. Reviewing previous lesson or Recall important concepts on Recall important concepts on Recall important concepts on the Let the student recall concepts Let the student recall concepts
presenting the new lesson. seasonal patterns previous activity previous activity about the previous activity about the past lesson
B. Establishing a purpose for the Cite examples or situation of Cite examples or situation of the Cite examples or situation of on Cite examples of situation that Cite examples of situation that
lesson. changes In temperature different seasonal patterns how seasons change or pattern shows eclipse shows the existence of eclipse
C. Presenting examples/ Discuss/explain about the situation Discuss/explain about the situation Discuss/explain about the situation Discuss/explain about the situation Discuss/explain about the situation
instances of the new lesson. or topic presented or topic presented or topic presented or topic presented or topic presented
(ELICIT)
D. Discussing new concepts and Let the student do the activity “ 1 Let the student do the activity “ 2 Let the student do the activity 3 Let the student do the activity in Let the student do the activity by
practicing new skills #1. “Why do the seasons change? “How does the length of daytime Model-making of Seasonal Patterns” illustrating the location of the earth gathering superstitious beliefs about
(ENGAGE) and nighttime affect the season?” to the su and moon the eclipse
E. Discussing new concepts and Identify and analyze questions about Identify and analyze questions about Identify and analyze questions about Identify and analyze questions about Identify and analyze questions about
practicing new skills #2. the activity made the activity made the activity made the activity made the activity made
(EXPLORE)
F. Developing mastery (Leads to Discuss the answers in the exercise Discuss the answers in the exercise Discuss the answers in the exercise Discuss the answers in the exercise Discuss the answers in the exercise
Formative Assessment 3). given given given given given
(EXPLAIN)
G. Finding practical applications Cite the applications on changes in Cite the applications on the changes Cite the applications on how this Cite the applications on how luar Cite the applications on how this
of concepts and skills in daily seasons.. on daytime and nighttime to our activity affects our environment and solar eclipse affects us ad superstitious beliefs affects people
living. lives and activities the enviroment living and lifestyle
H. Making generalizations and 1.Define season operationally 1.Interpret data about sunrise and 1.How is the model on seasons help 1.Explain how solar and lunar eclipse 1.Evaluate some beliefs about
abstractions about the lesson. 2.Illustrate each season with respect sunset to tell when daytime is long you understand the concept? occur eclipse
. (ELABORATE) to location of the earth and sun and he daytime is short 2.Illustrate the location of solar and
3.Understand why seasons change 2.Infer the effect of length of lunar eclipse
daytime and nighttime on seasons 3.understand why solar and lunar
eclipse occur
I. Evaluating learning. Give short test about the activity Give short test about the activity Give short test about the activity Give short test about the activity Give short test about the activity
(EVALUATE))
J. Additional activities for application or Gather picture in the internet Show evidences of changes in Showcase of models made Illustrate/gather photos Share by reading their outputs
remediation. (EXTEND) day and night time
V. REMARKS
VI. REFLECTION
A. No. of learners who earned 80% in
the evaluation.
B. No. of learners who require
additional activities for remediation
who scored below 80%
C. Did the remedial lessons work? No. of
learners who have caught up with the
lesson.
D. No. of learners who continue to
require remediation.
E. Which of my teaching strategies
worked well? Why did these work?
F. What difficulties did I encounter
which my principal or supervisor can
help me solve?
G. What innovation or localized
materials did I use/discover which I wish
to share with other teachers.
 School Sapian National High School Grade Level Grade 7
DAILY Teacher CHARLOUN QUINTIN S. AGUILAR Learning Area Science
LESSON LOG Teaching Dates and Time Mar.19-23, 2018 A.M=7:30-8:30/8:30-9:30 Quarter Fourth
P.M=1:00-2:00/2:00-3:00/4:00-5:00
I. OBJECTIVES Monday Tuesday Wednesday Thursday Friday
A. Content Standards
B. Performance Standards
C. Learning FINALS FINALS CHECKING OF TEST PAPERS POST TEST SUBMISSION OF GRADES
Competencies/Objectives AND ITEM ANALYSIS
Write the LC code for each.
FIRST DAY SECOND DAY RANKING OF HONORS
II. CONTENT
III. LEARNING RESOURCES
A. References
1. Teacher’s Guide pages Pages Pages Pages Pages Pages
2. Learner’s Materials pages Pages Pages Pages Pages Pages
3. Textbook pages Page Page Pages Page Page
4. Additional Materials from
Learning Resource (LR) portal
B. Other Learning Resources Internet, encarta Internet, encarta Internet, encarta Internet, encarta
IV. PROCEDURES Friday Tuesday Wednesday Thursday Friday
A. Reviewing previous lesson or
presenting the new lesson.
B. Establishing a purpose for the
lesson.
C. Presenting examples/
instances of the new lesson.
(ELICIT)
D. Discussing new concepts and
practicing new skills #1.
(ENGAGE)
E. Discussing new concepts and
practicing new skills #2.
(EXPLORE)
F. Developing mastery (Leads to
Formative Assessment 3).
(EXPLAIN)
G. Finding practical applications
of concepts and skills in daily
living.
H. Making generalizations and
abstractions about the lesson.
. (ELABORATE)
I. Evaluating learning.
(EVALUATE))
J. Additional activities for application or
remediation. (EXTEND)
V. REMARKS
VI. REFLECTION
A. No. of learners who earned 80% in
the evaluation.
B. No. of learners who require
additional activities for remediation
who scored below 80%
C. Did the remedial lessons work? No. of
learners who have caught up with the
lesson.
D. No. of learners who continue to
require remediation.
E. Which of my teaching strategies
worked well? Why did these work?
F. What difficulties did I encounter
which my principal or supervisor can
help me solve?
G. What innovation or localized
materials did I use/discover which I wish
to share with other teachers.
 School Sapian National High School Grade Level Grade 7
DAILY Teacher CHARLOUN QUINTIN S. AGUILAR Learning Area Science
LESSON LOG Teaching Dates and Time Mar.26-30, 2018 A.M=7:30-8:30/8:30-9:30 Quarter Fourth
P.M=1:00-2:00/2:00-3:00/4:00-5:00
I. OBJECTIVES Monday Tuesday Wednesday Thursday Friday
A. Content Standards
B. Performance Standards
C. Learning RECOGNITION DAY CHECKING OF FORMS HOLY WEDNESDAY HOLY THURSDAY GOOD FRIDAY
Competencies/Objectives
Write the LC code for each.
II. CONTENT
III. LEARNING RESOURCES
A. References
1. Teacher’s Guide pages Pages Pages Pages Pages Pages
2. Learner’s Materials pages Pages Pages Pages Pages Pages
3. Textbook pages Page Page Pages Page Page
4. Additional Materials from
Learning Resource (LR) portal
B. Other Learning Resources Internet, encarta Internet, encarta Internet, encarta Internet, encarta
IV. PROCEDURES Friday Tuesday Wednesday Thursday Friday
A. Reviewing previous lesson or
presenting the new lesson.
B. Establishing a purpose for the
lesson.
C. Presenting examples/
instances of the new lesson.
(ELICIT)
D. Discussing new concepts and
practicing new skills #1.
(ENGAGE)
E. Discussing new concepts and
practicing new skills #2.
(EXPLORE)
F. Developing mastery (Leads to
Formative Assessment 3).
(EXPLAIN)
G. Finding practical applications
of concepts and skills in daily
living.
H. Making generalizations and
abstractions about the lesson.
. (ELABORATE)
I. Evaluating learning.
(EVALUATE))
J. Additional activities for application or
remediation. (EXTEND)
V. REMARKS
VI. REFLECTION
A. No. of learners who earned 80% in
the evaluation.
B. No. of learners who require
additional activities for remediation
who scored below 80%
C. Did the remedial lessons work? No. of
learners who have caught up with the
lesson.
D. No. of learners who continue to
require remediation.
E. Which of my teaching strategies
worked well? Why did these work?
F. What difficulties did I encounter
which my principal or supervisor can
help me solve?
G. What innovation or localized
materials did I use/discover which I wish
to share with other teachers.
 School Sapian National High School Grade Level Grade 7
DAILY Teacher CHARLOUN QUINTIN S. AGUILAR Learning Area Science
LESSON LOG Teaching Dates and Time Apr. 3-7, 2017 A.M=7:30-8:30/8:30-9:30 Quarter Fourth
P.M=1:00-2:00/2:00-3:00/4:00-5:00
I. OBJECTIVES Monday Tuesday Wednesday Thursday Friday
A. Content Standards Demonstrate an understanding of the relationship of the seasons and the position of the sun in the sky
Demonstrate an understanding the occurrence of eclipse
B. Performance Standards
C. Learning SIGNING OF CLERANCE SIGNING OF CLERANCE RECOGNITION DAY MOVING UP CEREMONY CARD DAY
Competencies/Objectives
Write the LC code for each.
II. CONTENT UNIT 4: EARTH SCIENCE MODULE 2: SEASONS AD ECLIPSE
SEASONS AND ECLIPSES
III. LEARNING RESOURCES
A. References
1. Teacher’s Guide pages Pages Pages Pages Pages Pages
2. Learner’s Materials pages Pages Pages Pages Pages Pages
3. Textbook pages Page Page Pages Page Page
4. Additional Materials from
Learning Resource (LR) portal
B. Other Learning Resources Internet, encarta Internet, encarta Internet, encarta Internet, encarta
IV. PROCEDURES Friday Tuesday Wednesday Thursday Friday
A. Reviewing previous lesson or
presenting the new lesson.
B. Establishing a purpose for the
lesson.
C. Presenting examples/instances of
the new lesson.
D. Discussing new concepts and
practicing new skills #1.
E. Discussing new concepts and
practicing new skills #2.
F. Developing mastery (Leads to
Formative Assessment 3).
G. Finding practical applications of
concepts and skills in daily living.
H. Making generalizations and
abstractions about the lesson.
I. Evaluating learning.
J. Additional activities for application or
remediation.

V. REMARKS
VI. REFLECTION
A. No. of learners who earned 80% in
the evaluation.
B. No. of learners who require
additional activities for remediation
who scored below 80%
C. Did the remedial lessons work? No. of
learners who have caught up with the
lesson.
D. No. of learners who continue to
require remediation.
E. Which of my teaching strategies
worked well? Why did these work?
F. What difficulties did I encounter
which my principal or supervisor can
help me solve?
G. What innovation or localized
materials did I use/discover which I wish
to share with other teachers.