1GRADE 1 to 12 School AMBAYAT INTEGRATED HIGH SCHOOL Grade Level 7

DAILY LESSON Teacher KIMBERLY A. ABALOS Learning Area SCIENCE

LOG Teaching Dates and Time AUG. 27-31,2018 (MONDAY-FRIDAY;9:45-10:45) Quarter SECOND

MONDAY TUESDAY WEDNESDAY THURSDAY FRIDAY

I. OBJECTIVES

A. Content Standard HOLIDAY The learners demonstrate an INTRAMURALS The learners demonstrate an understanding INTRAMURALS
understanding of: of:
the parts and functions of light 2018 the parts and functions of light microscope. 2018
microscope.
B. Performance Standard The Learners shall be able to: employ The Learners shall be able to: employ
appropriate techniques using the light appropriate techniques using the light
microscope to gather data about very microscope to gather data about very small
small objects. objects.
C. Learning Competency/Objectives 1) Identify parts of the microscope and 2)Discuss proper handling of a microscope;
their functions;S7LT-IIa-1 S7LT-IIa-1
II. CONTENT
I. Parts and Functions I. Parts and Functions
1. MICROSCOPY 1. MICROSCOPY
III. LEARNING RESOURCES
A. References
1. Teacher’s Guide pages SCIENCE 7 TG pp 84 – 91
2. Learner’s Materials pages SCIENCE LM pp. 95 – 102
3. Textbook pages SCIENCE 7 Phoenix
4. Additional Materials from Learning
Resource (LR)portal
B. Other Learning Resource
IV. PROCEDURES
A. Reviewing previous lesson or Recall the types of microscope, Recall the Parts of a Microscope.
presenting the new lesson development and uses of
microscope

B. Establishing a purpose for the Show a picture of a microscope. Show the different parts of light microscope
lesson Get idea from the learner on what is the using an illustration of a microscope
meaning of a microscope.

C. Presenting examples/Instances of The learners will identify and label the The teacher will pin point a particular part of
the new lesson parts of the microscope a microscope and the teacher will call on a
student to name the part.

D. Discussing new concepts and The teacher will discuss the parts and Discuss and demonstrate how to properly
practicing new skills # 1 function of each part of the microscope. handle/carry a microscope
E. Discussing new concepts and
practicing new skills # 2
F. Developing mastery Enumerate the parts of a microscope. Enumerate the ways of proper handling
(leads to Formative Assessment 3) of a microscope.
G. Finding practical application of Give importance of knowing the Cite advantages of knowing the proper
concepts and skills in daily living parts and functions of a microscope. handling of a microscope.
H. Making generalizations and Summarize the parts of microscope. Summarize the proper handling of
abstractions about the lesson microscope.
I. Evaluating learning Activity #1: The Parts of A Microscope: Oral Questioning: Let the learners recall the
all the important concepts about
Microscope.

J. Additional activities for application or Homework#1: Let the learners draw and Review quiz on Tuesday.
remediation label the parts of a Microscope.

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?

Noted: Prepared by:

RAMIL C. CACAYURIN KIMBERLY A. ABALOS
Principal II Teacher I
 GRADE 1 to 12 School AMBAYAT INTEGRATED SCHOOL Grade Level 7
DAILY LESSON Teacher KIMBERLY A. ABALOS Learning Area SCIENCE
LOG Teaching Dates and Time SEPT.03-07,2018 (MONDAY-FRIDAY;7:30-8:30) Quarter SECOND

MONDAY TUESDAY WEDNESDAY THURSDAY FRIDAY

I.OBJECTIVES

A. Content Standard BUWAN NG WIKA The learners demonstrate an understanding of: MUNICIPAL MEET
the parts and functions of light microscope.
CULMINATING
ACTIVITY
B. Performance Standard The Learners shall be able to: employ appropriate techniques
using the light microscope to gather data about very small
objects.
C. Learning Competency/Objectives 2)Discuss proper handling of a microscope; S7LT-IIa-1

II.CONTENT
PRACTICAL EXAM QUIZ NO.1
III.LEARNING RESOURCES
A.References
1. Teacher’s Guide pages SCIENCE 7 TG pp 84 – 91
2. Learner’s Materials pages SCIENCE LM pp. 95 – 102
3. Textbook pages SCIENCE 7 Phoenix

4. Additional Materials from Learning Resource

(LR)portal
B.Other Learning Resource
IV.PROCEDURES
A.Reviewing previous lesson or
presenting the new lesson
B.Establishing a purpose for the lesson
C. Presenting examples/Instances of Recall the Parts and
the new lesson Function of a
Microscope.
D. Discussing new concepts and
practicing new skills # 1

E. Discussing new concepts and

practicing new skills # 2
F. Developing mastery I.
(leads to Formative Assessment 3)

G. Finding practical application of concepts and

skills in daily living
H. Making generalizations and abstractions about Summarize the lesson through
the lesson Demonstration of the parts and
functions of Microscope

I. Evaluating learning Naming the parts of Quiz No. 1: Parts and

microscope. Functions of a Microscope

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
Noted: Prepared by:
RAMIL C. CACAYURIN KIMBERLY A. ABALOS
Principal II Teacher I
 GRADE 1 to 12 School AMBAYAT INTEGRATED SCHOOL Grade Level 7
DAILY LESSON LOG Teacher KIMBERLY A. ABALOS Learning Area SCIENCE
Teaching Dates and Time SEPT. 10-14,2017 (MONDAY-FRIDAY;7:30-8:30) Quarter SECOND

MONDAY TUESDAY WEDNESDAY THURSDAY FRIDAY

I. OBJECTIVES

A. Content Standard The Learners demonstrate an understanding of the different The difference between the animal and plant cells. SUSPENSION OF CLASSES
levels of biological organization DUE TO TYPHOON
B. Performance
Standard
C. Learning Competency Describe the different levels of biological organization from cell to Differentiate the plant and animal cells according to presence or
Objectives biosphere; (S7LT- IIc-3) absence of certain organelles. (S7LT-IId-4)
.
II.CONTENT Levels of Organization Characteristics of Living things Types of cell
Cell discovery and Theory

IILEARNING RESOURCES
A.References
1.Teacher’s Guide pages SCIENCE 7 TG pp.
2.Learner’s Materials pages SCIENCE LM pp.
3.Textbook pages Science 7 Phoenix
4.Additional Materials from Learning
Resource (LR)portal
B.Other Learning Resource
IV.PROCEDURES
A.Reviewing previous lesson or Recall about microscope Recall about levels of Recall on the levels of Ask the students to differentiate
presenting the new lesson organization, organization. prokaryotic and eukaryotic cells
B.Establishing a purpose for the What makes up a human being? Ask the students to look around Show a picture of a castle and
lesson them. have the students describe it.
C.Presenting examples/Instances Taxonomy of words. How will you know that a From the description of a castle
of the new lesson particular object is living or not? the teacher will now relate to
plant and animal cells through
pictures of animal and plant cell
and have the students describe
it
D.Discussing new concepts and Discuss the level of Act. 1. Levels of Organization Discuss the characteristics of Act. Prokaryotic and Eukaryotic
practicing new skills # 1 organization. living things and discovery of the Cells
cells
E.Discussing new concepts and
practicing new skills # 2
F.Developing mastery Frames. Make a table of level of Frames. Make a table about
(leads to Formative Assessment organization characteristics of living things.
3)
G.Finding practical application of Give importance of the levels of Give importance of knowing the
concepts and skills in daily living organization from smallest to types of cell.
biggest.
H.Making generalizations and What are the different levels of Summarize the characteristics of
abstractions about the lesson organization? living things and cell theory..
I.Evaluating learning Make a representation of level Presentation of students output. Recitation Presentation of students output.
of organization from smallest to
biggest.
J.Additional activities for Bring manila paper and marker Read about discovery of cells. Read about cell types. Cut picture of a plant and animal
application or remediation tom. cell.

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?

Noted: Prepared by:

RAMIL C. CACAYURIN KIMBERLY A. ABALOS

Principal II Teacher I
 GRADE 1 to 12 School AMBAYAT INTEGRATED SCHOOL Grade Level 7
DAILY LESSON LOG Teacher KIMBERLY A. ABALOS Learning Area SCIENCE
Teaching Dates and Time Sept. 17-21,2018 (MONDAY-FRIDAY7:30-8:30) Quarter SECOND

MONDAY TUESDAY WEDNESDAY THURSDAY FRIDAY

I. OBJECTIVES

A. Content Standard SUSPENSION OF CLASSES CULMINATING ACTIVITY The difference between the animal and plant cells. RPMS-PPST Seminar
DUE TO TYPHOON SCILYMPICS 2018
B. Performance Standard
C. Learning Differentiate the plant and animal cells according to presence or
Competency/Objectives absence of certain organelles. (S7LT-IId-4)

II. CONTENT The Cross section of a typical plant and animal cell

III. LEARNING
RESOURCES
A. References
1. Teacher’s Guide pages SCIENCE 7 TG pp.
2. Learner’s Materials SCIENCE LM pp.
pages
3. Textbook pages Science 7 Phoenix
4. Additional Materials from
Learning Resource (LR)portal
B. Other Learning Resource
IV. PROCEDURES
A.Reviewing previous lesson or Recall about the types of cells.
Continuation…
presenting the new lesson
B.Establishing a purpose for the Watch a video about the
lesson structures of a cell
C.Presenting examples/Instances
of the new lesson
D.Discussing new concepts and Act. 1 cross section of a typical
practicing new skills # 1 animal cell.
E.Discussing new concepts and Describe the structure of the cell
practicing new skills # 2
F.Developing mastery What are the common structure
(leads to Formative Assessment 3 found in a cell?
G.Finding practical application of Why cells are important?
concepts and skills in daily living
H.Making generalizations and Summarize the structures of the
 abstractions about the lesson cell.
I.Evaluating learning Presentation of students output.
J.Additional activities for
application or remediation

V,.REMARKS

VII.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?
Noted: Prepared by:

RAMIL C. CACAYURIN KIMBERLY A. ABALOS

Principal II Teacher I
 GRADE 1 to 12 School AMBAYAT INTEGRATED SCHOOL Grade Level 7
DAILY LESSON LOG Teacher KIMBERLY A. ABALOS Learning Area SCIENCE
Teaching Dates and Time SEPT. 24-28,2017 (MONDAY-FRIDAY;9:45-10:45 ) Quarter SECOND

MONDAY TUESDAY WEDNESDAY THURSDAY FRIDAY

I. OBJECTIVES

A. Content Standard The difference between the animal and plant cells. The learners demonstrate understanding of organisms that can only be seen through the microscope,
many of which consist of only one cell.

B.Performance Standard

C. Learning Competency Differentiate the plant and animal cells according to presence or
Objectives absence of certain organelles. (S7LT-IId-4) Identify beneficial and harmful organisms S7LT-IIf-6
.
II.CONTENT The Cross section of a typical plant and animal cell MICROORGANISMS: FUNGI.PROTISTS, AND BACTERIA

IILEARNING RESOURCES
A.References
1.Teacher’s Guide pages SCIENCE 7 TG pp.120-134
2.Learner’s Materials pages SCIENCE LM pp.124-133
3.Textbook pages Science 7 Phoenix
4.Additional Materials from Learning Resource
(LR)portal
B.Other Learning Resource
IV.PROCEDURES
A.Reviewing previous lesson or Recall about animal cell Recall about cells. Recall about bacteria and Recall about fungi and protist
Continuation…
presenting the new lesson Achaean
B.Establishing a purpose for the Watch a video about the Pre- Assessment p. 124-125 Show picture of a fungus. Show picture of a virus.
lesson structures of a cell
C.Presenting examples/Instances of Show pictures of microorganism Is the microorganism
the new lesson to the class..What are the other beneficial or harmful?
living things besides plants and
animals?
D.Discussing new concepts and Act. 1 cross section of a typical Do Act. 1 Are these also Do Act. 2 Living things in school
practicing new skills # 1 palnt cell. plants? On pp. 125-128 garden? On pp. 127-130
E.Discussing new concepts and Describe the structure of the cell
practicing new skills # 2
F.Developing mastery What are the common structure Discuss the types of Discuss the types of Discuss the types of
(leads to Formative Assessment 3) found in a cell? microorganisms: bacteria and microorganisms: fungi and protist microorganisms: viruses
archaeans.
G.Finding practical application of Why cells are important? Give importance of knowing
concepts and skills in daily living the types of microorganisms.
H.Making generalizations and Summarize the structures of the Summarize the concept of
abstractions about the lesson cell. microorganisms
I.Evaluating learning Presentation of students output. recitation Summative assessment pp.
135-136.
J.Additional activities for application or Read about organisms. Read about fungi and protist Read about viruses
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?

Noted: Prepared by:

RAMIL C. CACAYURIN KIMBERLY A. ABALOS

Principal II Teacher I
 GRADE 1 to 12 School AMBAYAT INTEGRATED SCHOOL Grade Level 7
DAILY LESSON LOG Teacher KIMBERLY A. ABALOS Learning Area SCIENCE
Teaching Dates and Time OCT. 01-05, 2018 (MONDAY-FRIDAY;9:45-10:45) Quarter SECOND

MONDAY TUESDAY WEDNESDAY THURSDAY FRIDAY

I. OBJECTIVES

A. Content Standard SCHOOL BASE WORLD The learners demonstrate The learners demonstrate understanding of reproduction being both WORLD TEACHERS DAY
TEACHERS DY understanding of organisms that asexual and sexual CELEBRATION
can only be seen through the
microscope, many of which
consist of only one cell.
B. Performance Standard
C. Learning CompetencyObjectives Differentiate asexual from sexual reproduction. S7LT-IIg-7
. Identify beneficial and harmful
organisms S7LT-IIf-6
II.CONTENT ) MICROORGANISMS: HEREDITY: INHERITANCE AND VARIATION (PLANTS
FUNGI.PROTISTS, AND
BACTERIA

IILEARNING RESOURCES
A.References
1.Teacher’s Guide pages SCIENCE 7 TG pp.138-162
2.Learner’s Materials pages SCIENCE LM pp.134-161
3.Textbook pages SCIENCE 7 PHOENIX
4.Additional Materials from Learning
Resource (LR)portal
B.Other Learning Resource
IV.PROCEDURES
A.Reviewing previous lesson or Recall about asexual
Review Recall about microorganisms.
presenting the new lesson reproduction.
B.Establishing a purpose for the Show a gumamela flower and
Pre- Assessment p. 135
lesson a dog.
C.Presenting examples/Instances Give your own idea about How are these organism
of the new lesson reproduction. Is reproduction reproduce?
important?
D.Discussing new concepts and Act. 3 Teacher made activity: Act. 4 Teacher made activity:
practicing new skills # 1 Asexual Reproduction Sexual Reproduction
E.Discussing new concepts and
practicing new skills # 2
F.Developing mastery Discuss the types of asexual Discuss sexual reproduction.
(leads to Formative Assessment reproduction. ( pollination and fertilization)
 3)
G.Finding practical application of Give importance of knowing the Give importance of knowing
concepts and skills in daily living importance of asexual reproduction. the importance of sexual
reproduction.
H.Making generalizations and
abstractions about the lesson
I.Evaluating learning Quiz: Microorganism and cells recitation short quiz
Checking of answers
J.Additional activities for Read about reproduction Read more about sexual Draw the structure of a flower.
application or remediation 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?

Noted: Prepared by:

RAMIL C. CACAYURIN KIMBERLY A. ABALOS

Principal II Teacher I
 GRADE 1 to 12 School AMBAYAT INTEGRATED SCHOOL Grade Level 7
DAILY LESSON LOG Teacher KIMBERLY A. ABALOS Learning Area SCIENCE
Teaching Dates and Time OCT. 08-12, 2018 (MONDAY-FRIDAY;9:45-10:45) Quarter SECOND

MONDAY TUESDAY WEDNESDAY THURSDAY FRIDAY

I. OBJECTIVES

A. Content Standard The learners demonstrate understanding of reproduction being both The Learners demonstrate an understanding of: organisms interacting with each other and with their
asexual and sexual environment to survive.
B. Performance Standard
C. Learning CompetencyObjectives Differentiate asexual from sexual reproduction. S7LT-IIg-7 describe the different ecological relationships found in an ecosystem; LC CODE: S7lT-Ii-h-j-10
.
II.CONTENT HEREDITY: INHERITANCE AND VARIATION ECOLOGICAL RELATIONSHIPS

IILEARNING RESOURCES
A.References
1.Teacher’s Guide pages SCIENCE 7 TG pp.138-162
2.Learner’s Materials pages SCIENCE LM pp.134-161
3.Textbook pages SCIENCE 7 PHOENIX
4.Additional Materials from Learning
Resource(LR)portal
B.Other Learning Resource
IV.PROCEDURES
A.Reviewing previous lesson or Recall about reproduction. Recall about types of Recall the different types of
Recall about asexual
presenting the new lesson Recall reproduction in plants. organisms. Ecological Relationship
reproduction in plants.
through different illustration
B.Establishing a purpose for the Let the learners be lead to the new
Watch video clip about sexual
lesson Show pictures of animals. lesson by observing the different
reproduction in animals.
pictures.
C.Presenting examples/Instances of Ask. How do these animals Ask. How does fertilization Science Word Drill. Ask.How do organisms
the new lesson reproduce? takes place in animals? Producer Aeterotrophs interact with each other and
Consumer Heterotrophs with their environment?
Decomposer
D.Discussing new concepts and Act. 2. Asexual reproduction in Act. 3. Sexual reproduction in Act. 1. Types Of Organisms. Identify: Let the learners Let the learners answer the
practicing new skills # 1 animals. animals. (Teacher Made) observe a picture and identify given worksheets by
the different relationships. identifying the different
Ecological Relationships.
E.Discussing new concepts and  Let the learners process
practicing new skills # 2 the answer of the
worksheet by explaining
their answers.
F.Developing mastery Discuss the concept of asexual Discuss the concept of Discuss the types of organisms Let the learners explain  Let the learners recall all
(leads to Formative Assessment 3) reproduction in animals asexual reproduction in and their function to the the different Ecological the important concepts
animals. ecosystem. Give examples. Relationships through Video clips.
 Mutualism ]
 Commensalism
 Parasitism
 Predation
 Competition
G.Finding practical application of Why asexual reproduction is Why sexual reproduction is Give importance to the  Let the learners reflect on
concepts and skills in daily living important? important? organisms in our the statement of “No Man is
environmemnt. an Island”.
H.Making generalizations and Summarize the concepts about Summarize the concepts Summarise the types of Help them realize the
abstractions about the lesson asexual reproduction in animals. about sexual reproduction in organisms. importance of living together
animals.
I.Evaluating learning Short quiz recitation recitation  Grade Recitation: Ask the Oral Questioning: Let the
learners to think different learners explain the different
types of relationship found Ecological Relationships
in their family, school or
community (localization).
J.Additional activities for application or Read about sexual reproduction in Read about symbiosis. Read about symbiotic Activity tom.
remediation animals. relationships.
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?
Noted: Prepared by:

RAMIL C. CACAYURIN KIMBERLY A. ABALOS

Principal II Teacher I
 GRADE 1 to 12 School AMBAYAT INTEGRATED SCHOOL Grade Level 7
DAILY LESSON LOG Teacher KIMBERLY A. ABALOS Learning Area SCIENCE
Teaching Dates and Time OCT.15-19 ,2017 (MONDAY-FRIDAY;9:45-10:45) Quarter SECOND

MONDAY TUESDAY WEDNESDAY THURSDAY FRIDAY

I. OBJECTIVES

A. Content Standard SUMMATIVE TEST Checking of Summative / Review SECOND PERIODICAL EXAMINATION

B.Performance Standard

C.Learning Competency To answer summative test in

Objectives preparation for the second
. periodical examination

II.CONTENT

IILEARNING RESOURCES
A.References
1.Teacher’s Guide pages
2.Learner’s Materials pages
3.Textbook pages
4.Additional Materials from Learning
Resource (LR)portal
B.Other Learning Resource
IV.PROCEDURES
A.Reviewing previous lesson or Answer summative test.
presenting the new lesson
B.Establishing a purpose for the
lesson
C.Presenting examples/Instances of
the new lesson
D.Discussing new concepts and
practicing new skills # 1
E.Discussing new concepts and
practicing new skills # 2
F.Developing mastery
(leads to Formative Assessment 3)
G.Finding practical application of
concepts and skills in daily living
H.Making generalizations and
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%
inthe evaluation
B.No. of learners who
requireadditional 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?

Noted: Prepared by:

RAMIL C. CACAYURIN KIMBERLY A. ABALOS

Principal II Teacher I
 GRADE 1 to 12 School AMBAYAT INTEGRATED SCHOOL Grade Level 7
DAILY LESSON LOG Teacher KIMBERLY A. ABALOS Learning Area SCIENCE
Teaching Dates and Time OCT. 15-19,2017 (MONDAY-FRIDAY;7:30-8:30) Quarter SECOND

MONDAY TUESDAY WEDNESDAY THURSDAY FRIDAY

I. OBJECTIVES

A. Content Standard The learners demonstrate The Learners demonstrate an understanding of: organisms interacting with each other and with their environment to survive.
understanding of reproduction
being both asexual and sexual

B.Performance Standard The Learners shall be able to: conduct a collaborative action to preserve the ecosystem in the locality.
Differentiate asexual from
sexual reproduction. S7LT-IIg-7
C.Learning Competency HEREDITY: INHERITANCE The Learners should be able to
Objectives AND VARIATION describe the different ecological relationships found in an ecosystem; LC CODE: S7lT-Ii-h-j-10
.
II.CONTENT QUIZ Ecological Relationships

IILEARNING RESOURCES
A.References
1.Teacher’s Guide pages SCIENCE 7 TG pp.138-162
2.Learner’s Materials pages SCIENCE LM pp.134-161
3.Textbook pages SCIENCE 7 PHOENIX
4.Additional Materials from
Learning Resource
(LR)portal
B.Other Learning Resource
IV.PROCEDURES
A.Reviewing previous lesson or Review Recall about reproduction. Recall about types of Review the lesson yesterday
Recall the different types of
presenting the new lesson organisms. through by enumerating
Ecological Relationship through
different types of human
different illustration
relationship
B.Establishing a purpose for the Let the learners be lead to the new  Let the learners instruct on
lesson lesson by observing the different how to answer Activity 3:
pictures. Which Eat What?
C.Presenting examples/Instances Science Word Drill. Ask.How do organisms Instruct the learners that they
of the new lesson Producer Aeterotrophs interact with each other and need to identify different
Consumer Heterotrophs with their environment? Ecological Relationship in the
Decomposer school environment
D.Discussing new concepts and Act. 1. Types Of Organisms.  Identify: Let the learners  Let the learners answer the  Fieldwork: Let the learners
practicing new skills # 1 (Teacher Made) observe a picture and given worksheets by accomplish the Activity 3:
identify the different identifying the different Which Eat What?
relationships. Ecological Relationships. (localization)

E.Discussing new concepts and  Let the learners process the

practicing new skills # 2 answer of the worksheet by
explaining their answers.

F.Developing mastery Discuss the types of organisms and Let the learners explain  Let the learners recall all the
(leads to Formative Assessment their function to the ecosystem. Give the different Ecological important concepts through
3) examples. Relationships Video clips.
 Mutualism ]
 Commensalism
 Parasitism
 Predation
 Competition
G.Finding practical application of Give importance to the  Let the learners reflect on
concepts and skills in daily living organisms in our environmemnt. the statement of “No Man
is an Island”.
H.Making generalizations and Summarise the types of organisms. Help them realize the
abstractions about the lesson importance of living together
I.Evaluating learning Summarize the parts and recitation  Grade Recitation: Ask the Oral Questioning: Let the learners Presentation of students
functions of a flower. learners to think different explain the different Ecological output. Discussion of the
types of relationship Relationships activity result.
found in their family,
school or community
(localization).

J.Additional activities for Quiz No. 1: Parts of a Flower Read about symbiotid relationships. Activity: On a short bond Quiz on tom
application or remediation Let the learners answer the quiz paper, draw one example
about Parts of a flower. each of the 3 Symbiotic
Check their answer . Ecological Relationship.
V.REMARKS Read about symbiotic
relationships.
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?
 GRADE 1 to 12 School AMBAYAT INTEGRATED SCHOOL Grade Level 7
DAILY LESSON LOG Teacher KIMBERLY A. ABALOS Learning Area SCIENCE
Teaching Dates and Time NOV. 06-10,2017 (MONDAY-FRIDAY;7:30-8:30) Quarter THIRD

MONDAY TUESDAY WEDNESDAY THURSDAY FRIDAY

I. OBJECTIVES

A. Content Standard The learners demonstrate an understanding of motion in one dimension

B.Performance The learners shall be able to proposed ways to reach destinations at short period of time.
Standard
C.Learning 1. describe the position of an 1. describe the motion of an Construct or analyze diagrams 1. describe the motion of an
Competency object with respect to a point of object in terms of its speed. or graphs to describe the object in terms of its velocity and
Objectives reference (or 2. differentiate speed from motion of an object. accelearation
. reference point). velocity (which is defined as S7FE-IIIa-3 S7FE-IIIa-4
2. differentiate distance from speed plus direction) and
displacement. average speed from
S7FE-IIIa-1-2 instantaneous speed.
S7FE-IIIa-2
II.CONTENT Pre- Assessment / Introduction/ I. Motion in One Dimension Difference bet. Speed and Graphing motion velocity and acceleration
overview about microscope and 1. Descriptors of Motion Velocity, average speed and
cells. 1.1 Distance or instantaneous speed
Displacement

IILEARNING RESOURCES
A.References
1.Teacher’s Guide pages Grade 7 TM pp. 3-8 Grade 7 TM pp. 3-8 Grade 7 TM pp. 3-8 Grade 7 TM pp. 3-8

2.Learner’s Materials pages Grade 7 Science Module. Pp;4- Grade 7 Science Module. Pp;7- Grade 7 Science Module. Pp;7-8 Grade 7 Science Module. Pp;7-16
5 16

3.Textbook pages Integrated Science Textbook for Integrated Science Textbook for Integrated Science Textbook for Integrated Science Textbook for First Year.
First Year. First Year. First Year.
4.Additional Materials from
Learning Resource
(LR)portal
B.Other Learning Resource powerpoint presentation and video clips
IV.PROCEDURES
A.Reviewing previous lesson or What have you learned about When can we say that an object recall how distance is measured show again the diagram in fig. 2 of
recall on how velocity changes
presenting the new lesson living things in your previous is in motion? and what are the units used; Act.1 ( LM pp. 4-5), let the
by showing examples.
lesson? How do we describe the motion what are the factors affecting the students discuss the motion of the
of an object? speed of the given object. objects based on the distance and
 time covered.

B.Establishing a purpose for the Answer pre-assessment test on show video clips of objects in write values of speed such as show video clips or situations
lesson p. 165-166. motion. 4m/s,10m/s etc. and velocity: on how velocity changes
Elicit explanation of how the 4m/s due east, 10 m/s to
objects move and bases of Cagayan, etc. Cite some Convert the diagram in Figure 2 to
motion. differences graph by following the guide
students familiarization of the questions
word Motion, reference points, in LM pp.5-6
distance and displacement, ask
them how it is used in daily
conversation

C.Presenting examples/Instances show power point presentations perform activity 3 plot the data to describe motion of perform activity 4 -Doing
of the new lesson to establish the definition of (LM pp.11) design ways to the ball in fig. 2 (LM pp. 6) and Detective Work
motion, reference points and obtain the speed of each discuss the answers to the guide (LM pp.14-16)
how distance is used to member of the group and decide questions. presentation of output
determine the motion of the how to use these values to
given object and how it differs determine who among them
with displacement. walks fastest

D.Discussing new concepts and Introduction/ overview about perform activity #1 (LM relate speed to distance and Refer to the graph in Figure 7.(LM students will be introduced to
practicing new skills # 1 motion.. pp. 4-5) and discuss the time, and differentiate speed p.9). Answer and discuss the the concept of changing
output from velocity average speed given questions velocity and acceleration.
from instantaneous speed.

E.Discussing new concepts and

practicing new skills # 2
F.Developing mastery Answer the Guide Questions in cite more examples on the show more position-time graphs show more examples of
(leads to Formative Assessment the activity difference bet. Speed, velocity, and let students describe the acceleration
3) (5 min) average speed from motion of the object. or Give short
instantaneous speed. multiple-choice test..

G.Finding practical application of identify some reference points what device measures the which part of the vehicle is
concepts and skills in daily living when going to school and instantaneous speed of the car responsible in changing speed
approximately give the distance or jeepney? and direction
covered from one reference
point to another.

H.Making generalizations and Re-discuss activity #1 and the re-discuss activity #3, show Refer to the graph in Figure 7 (LM Refer to the graph in Figure 7
abstractions about the lesson figures which were shown in the powerpoint presentations on the pp.9) and answer the given (LM pp.9) and answer the
activity.. difference bet. speed and questions given questions
Show a picture or video of object velocity, average speed and
in motion and let the students instantaneous speed.
 describe its motion.
or Let the students cite
examples showing the
difference between distance and
displacement

I.Evaluating learning Checking the pre assessment cite more situations involving show more position-time graph Recitation Give short multiple-choice test.
test motion and the difference bet. for students to describe the
distance and displacement . motion of the object. or Give
short multiple-choice test.

J.Additional activities for Read more about motion..

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?

Noted: Prepared by:

RAMIL C. CACAYURIN KIMBERLY A. ABALOS

Principal II Teacher I
 GRADE 1 to 12 School AMBAYAT INTEGRATED SCHOOL Grade Level 7
DAILY LESSON LOG Teacher KIMBERLY A. ABALOS Learning Area SCIENCE
Teaching Dates and Time NOV.13-17 ,2017 (MONDAY-FRIDAY;7:30-8:30) Quarter SECOND

MONDAY TUESDAY WEDNESDAY THURSDAY FRIDAY

I. OBJECTIVES

A. Content Standard H The learners demonstrate an understanding of motion in one dimension The learners
demonstrate an
understanding of
waves as a carriers of
energy
B.Performance O The learners shall be able to proposed ways to reach destinations at short period of time.
Standard

C.Learning L Differentiate quantities’ in terms of Create and interpret visual infer that waves carry energy
Competency magnitude and direction. S7FE-IIIa- representation of the motion (S7LT-IIIc-4)
Objectives 2 of objects such as tape
. charts and motion graphs.
S7FE-IIIb-3
II.CONTENT Motion Detectors Quiz Types of Waves - Transverse
and Longitudinal wave
I
IILEARNING RESOURCES
A.References
1.Teacher’s Guide pages D Grade 7 TM pp. 3-8

2.Learner’s Materials pages Grade 7 Science Module. Pp;7-16 Grade 7 Science Module pages
15 – 19, 24 – 26
3.Textbook pages Integrated Science Textbook for First Year. Integrated Science Textbook for
First Year.
4.Additional Materials from A
Learning Resource
(LR)portal
B.Other Learning Resource Y
IV.PROCEDURES
A.Reviewing previous lesson or Recall about speed, velocity and Recall about motion Review of Motion in one
presenting the new lesson acceleration. detectors. dimension
B.Establishing a purpose for the Shoe video about motion detectors. Wave at your seatmate and
lesson observe the motion of your hand

Questions:
 - Do you make a side – to –
side motion with your hand?
- Do you make an up and down
motion with your hand?
- What is a wave?
- What do you create when you
wave your hand?
C.Presenting examples/Instances
of the new lesson
D.Discussing new concepts and ACT. 3 Fun Walk pp.175-176 Act. 4 Doing Detective Work Activity no. 2.1: Let’s Make a
practicing new skills # 1 pp.178-180. Wave!
(Learner’s Material, pages 15 –
19)
E.Discussing new concepts and
practicing new skills # 2
F.Developing mastery Differentiate quantities in terms of The teacher will discuss the
(leads to Formative Assessment magnitude and directions. following:
3) - Wave as a disturbance that
carry energy
- The types of waves based on
direction (transverse,
longitudinal, and surface
waves)
- The differences between
transverse, longitudinal , and
surface waves

G.Finding practical application of

concepts and skills in daily living
H.Making generalizations and Presentation and discussion of Presentation and discussion Summarize motion. Presentation and discussion of
abstractions about the lesson outputs. of outputs. outputs.
I.Evaluating learning Recitation Short quiz Quiz No. 1: Motion Recitation
Let the learners answer the quiz
about motion.
Check their answer .
J.Additional activities for Bring materials tom for act. Check Quiz tom. Read about energy.
application or remediation LM p. 178

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?

Noted: Prepared by:

RAMIL C. CACAYURIN KIMBERLY A. ABALOS

Principal II Teacher I
 GRADE 1 to 12 School AMBAYAT INTEGRATED SCHOOL Grade Level 7
DAILY LESSON LOG Teacher KIMBERLY A. ABALOS Learning Area SCIENCE
Teaching Dates and Time NOV. 20-24. ,2017 (MONDAY-FRIDAY;7:30-8:30) Quarter THIRD

MONDAY TUESDAY WEDNESDAY THURSDAY FRIDAY

I. OBJECTIVES

A. Content Standard The learners demonstrate an understanding of motion in one dimension waves as a carriers of energy

B.Performance The learners shall be able to proposed ways to reach destinations at short period of time.
Standard

C.Learning Differentiate quantities’ in terms Create and interpret visual Infer that waves carry energy and differentiate longitudinal from
Competency of magnitude and direction. representation of the motion of transverse and surface wave. (S7LT-IIIc-4)
Objectives S7FE-IIIa-2 objects such as tape charts and
. motion graphs.
S7FE-IIIb-3
II.CONTENT
Motion Detectors QUIZ Types of Waves - Transverse and Longitudinal wave

IILEARNING RESOURCES
A.References
1.Teacher’s Guide pages Grade 7 TM pp. 3-8 Grade 7 TM pp. 16-24

2.Learner’s Materials pages Grade 7 Science Module. Pp;7-16 Grade 7 Science Module pages 190-196

3.Textbook pages Integrated Science Textbook for First Year. Integrated Science Textbook for First Year.
4.Additional Materials from
Learning Resource
(LR)portal
B.Other Learning Resource
IV.PROCEDURES
A.Reviewing previous lesson or Recall about speed, velocity and Recall about motion detectors. Review of Motion in one
presenting the new lesson acceleration. dimension
B.Establishing a purpose for the Shoe video about motion Wave at your seatmate and
lesson detectors. observe the motion of your hand

Questions:
- Do you make a side – to – side
motion with your hand?
 - Do you make an up and down
motion with your hand?
- What is a wave?
- What do you create when you
wave your hand?
C.Presenting examples/Instances
of the new lesson
D.Discussing new concepts and ACT. 3 Fun Walk pp.175-176 Act. 4 Doing Detective Work Activity no. 2.1: Let’s Make a
practicing new skills # 1 pp.178-180. Wave!
(Learner’s Material, pages 15 –
19)
E.Discussing new concepts and
practicing new skills # 2
F.Developing mastery Differentiate quantities in terms The teacher will discuss the
(leads to Formative Assessment of magnitude and directions. following:
3) - Wave as a disturbance that
carry energy
- The types of waves based
on direction (transverse,
longitudinal, and surface
waves)
- The differences between
transverse, longitudinal ,
and surface waves

G.Finding practical application of Presentation and discussion of

concepts and skills in daily living outputs.
H.Making generalizations and Presentation and discussion of Short quiz Summarize motion. Presentation and discussion of
abstractions about the lesson outputs. outputs.
I.Evaluating learning Recitation Quiz tom. Quiz No. 1: Motion Recitation
Let the learners answer the quiz
about motion.
Check their answer .
J.Additional activities for Read about energy. Read about features of waves.
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?

Noted: Prepared by:

RAMIL C. CACAYURIN KIMBERLY A. ABALOS

Principal II Teacher I
 GRADE 1 to 12 School AMBAYAT INTEGRATED SCHOOL Grade Level 7
DAILY LESSON LOG Teacher KIMBERLY A. ABALOS Learning Area SCIENCE
Teaching Dates and Time NOV. 27- DEC. 01 ,2017 (MONDAY-FRIDAY;7:30-8:30) Quarter THIRD

MONDAY TUESDAY WEDNESDAY THURSDAY FRIDAY

I. OBJECTIVES

A. Content Standard waves as a carriers of energy

B.Performance
Standard
C.Learning differentiate transverse from longitudinal waves, and mechanical from electromagnetic waves (S7LT-IIIc-5)
Competency
Objectives
.
II.CONTENT Types of Waves – Mechanical and Electromagnetic

IILEARNING RESOURCES
A.References
1.Teacher’s Guide pages
2.Learner’s Materials pages pages 15 – 19, 24 – 26
3.Textbook pages Science in Everyday Living 7 Phoenix
4.Additional Materials from Power point Presentation
Learning Resource
(LR)portal
B.Other Learning Resource
IV.PROCEDURES
A.Reviewing previous lesson or Review of the nature of Review about the concept of
presenting the new lesson waves and the types of Electromagnetic waves.
H
waves based on the direction
of propagation.
B.Establishing a purpose for the Present an image produced Show a video about EM waves.
lesson by Wilhelm Conrad
Roentgen’s X – Ray. O

C.Presenting examples/Instances Ask: Ask: L

of the new lesson Is x – ray classified as a Who can give examples of EM
wave? waves aside from x-ray?
What type of wave is an x –
ray?
D.Discussing new concepts and Activity no. 2.2: Mechanical Teacher Made Act. Types of EM I
practicing new skills # 1 versus Electromagnetic wave Waves.
(Learner’s Material Pages 24
– 26)
E.Discussing new concepts and Learners will present / explain D Learners will present / explain
practicing new skills # 2 their output on the class their output on the class
Question: Question:
- What are mechanical and - What are the types
electromagnetic waves? electromagnetic waves?
- How does mechanical and - Why EM waves are
electromagnetic wave important?
propagate?
F.Developing mastery The teacher will discuss the A The teacher will discuss the
(leads to Formative Assessment following: following:
3) - the nature and differences - the nature and differences
between mechanical and of electromagnetic waves
electromagnetic waves - the importance and uses of
- the medium of propagation EM waves
use by mechanical and
electromagnetic wave
G.Finding practical application of - Activity sheet Y - Activity sheet
concepts and skills in daily living - Group presentation - Group presentation
H.Making generalizations and Summarize the concept of EM Summarize the concept of
abstractions about the lesson waves. types of EM waves.
I.Evaluating learning What type of wave is earthquake Recitation
wave in terms of its direction
and medium of propagation?
J.Additional activities for Read about the types of EM Quiz on Monday.
application or remediation waves.

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?

Noted: Prepared by:

RAMIL C. CACAYURIN KIMBERLY A. ABALOS

Principal II Teacher I
 GRADE 1 to 12 School AMBAYAT INTEGRATED HIGH SCHOOL Grade Level 7
DAILY LESSON Teacher KIMBERLY A. ABALOS Learning Area SCIENCE
LOG Teaching Dates and Time DEC.04-08, 2017 (MONDAY-FRIDAY;7:30-8:30) Quarter THIRD

MONDAY TUESDAY WEDNESDAY THURSDAY FRIDAY

I. OBJECTIVES

A. Content Standard waves as a carriers of energy

B.Performance Standard

C.Learning Competency
- relate the characteristics of waves (S7LT-IIId-6)
Objectives
- describe the characteristics of sound using the concepts of wavelength, velocity, and amplitude (7LT-IIId-7)
.
II.CONTENT
Characteristics of Wave Quiz Sound production and propagation
IILEARNING RESOURCES
A.References
1.Teacher’s Guide Science 7 TG pp 196-202 Science 7 TG pages 15 – 19, 24 – 26
pages
2.Learner’s Materials Science 7 lm pp. 194-200 Science 7 lm pp.208 - 210
pages
3.Textbook pages Science in Everyday Living 7 Phoenix Science in Everyday Living 7 Phoenix

4.Additional Materials Power point Presentation

from Learning Resource
(LR)portal
B.Other Learning Resource
IV.PROCEDURES
A.Reviewing previous lesson or Review the types of waves Review the differences between
presenting the new lesson based on direction of the different types of waves based
propagation (transverse, on direction (transverse and
longitudinal, and surface waves) longitudinal) and based on medium
and medium of propagation of transmission (mechanical and
(mechanical and electromagnetic)
electromagnetic)
B.Establishing a purpose for the representation of transverse, - Ask the student to tap their
lesson longitudinal, and surface waves desk and allow them lessen to
the sound produced.
- Ask the students to place one of
their ears on the desk and let
 (a) Transverse wave them tap their desk again.

Questions:
- What causes sound production
in the activity?
(b) Longitudinal wave - How will you differentiate the
sound produced in the two
situations?

(c) Circular wave

Questions:
How does the structure of the
three types of waves differ from
each other?
C.Presenting examples/Instances
of the new lesson
D.Discussing new concepts and Activity no. 2.3: Anatomy of a Activity no: 3.1: My Own Sounding
practicing new skills # 1 Wave Box pp.206-209
(Learner’s Material, pages 20 –
23)
E.Discussing new concepts and
practicing new skills # 2
F.Developing mastery - Learners will present/ explain Learners will demonstrate/
(leads to Formative their output explain their work with their
Assessment 3) - Labelled diagrams of the groupmates
three types of waves
- Wave velocity table Questions:
- Does your box produced
Questions: sound?
- What are the different parts - How does sound travels
of the waves? through your box?
- What are the variables - What type of wave is sound
needed to compute the in terms of its direction and
velocity of the wave? medium of propagation?
G.Finding practical application of - The teacher will discuss the The teacher will discuss the
concepts and skills in daily living following: following:
- The anatomy (parts) of the - The nature of sound (as
wave (transverse, mechanical and longitudinal
 longitudinal, and circular wave), its production, and
wave) propagation
- Measurement of - Parts of a sound wave and
wavelength, period and velocity of sound
frequency
- Computation of wave
velocity
H.Making generalizations and Summarize about waves.
abstractions about the lesson
I.Evaluating learning - Activity sheets Quiz No. 1: Waves
- Group presentation Let the learners answer the - Demonstration /
quiz about waves. presentation
Check their answer .
J.Additional activities for Quiz tom. Read about sound waves
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?
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
Noted: Prepared by:
RAMIL C. CACAYURIN KIMBERLY A. ABALOS
Principal II Teacher I
 GRADE 1 to 12 School AMBAYAT INTEGRATED HIGH SCHOOL Grade Level 7
DAILY LESSON Teacher KIMBERLY A. ABALOS Learning Area SCIENCE
LOG Teaching Dates and Time DEC. 11-15, 2017 (MONDAY-FRIDAY;7:30-8:30) Quarter THIRD

MONDAY TUESDAY WEDNESDAY THURSDAY FRIDAY

I. OBJECTIVES

A. Content Standard the characteristics of sound SCHOOL BASED GENDER

AND DEVELOPMENT
SEMINAR
B.Performance Standard
C.Learning Competency - explain sound production in the human voice box, and describe how organisms produce, transmit, and receive sound of
Objectives how pitch, loudness, and quality of sound vary from one various frequencies (infrasonic, audible, and ultrasonic sound)
. person to another (S7LT-IIIe-8) (S7LT-IIIe-9)

II.CONTENT
Characteristics of sound – Human Voice Characteristics of sound – sound transmission and reception
IILEARNING RESOURCES
A.References
1.Teacher’s Guide pages Science 7 Teachers Guide pp 204-219
2.Learner’s Materialspages Science 7 Learners Module pp. 206-215
3.Textbook pages Science in Everyday Living 7 Phoenix
4.Additional Materials from
Learning Resource
(LR)portal
B.Other Learning Resource
IV.PROCEDURES
A.Reviewing previous lesson or Review the nature, Review of sound production
presenting the new lesson characteristics, and through human voice box
propagation of sound.
B.Establishing a purpose for the Animal Sound Game: Echolocation song – the
lesson - Ask 5 pair of volunteers secret of bats killer instinct
from your class (Source:
 - Each pair will be assigned https://www.youtube.com/
to a specific animal sound. watch?v=5mwoOyOleGc)
- The students will be then
blind folded.
- They need to locate their
partner using the assigned
sound.

C.Presenting examples/Instances of Question: Questions:

the new lesson - How were you able to - How do bats locate their
locate your partner? prey?
What part of the body - What is echolocation?
enables you to produce What type of sound is
speech sound? produce by the bats during
echolocation?
D.Discussing new concepts and Activity no. 3.2: The Human Activity 3.3: Sound Frequency
practicing new skills # 1 Voice Box (see attached (see attached activity sheet)
activity sheet)
E.Discussing new concepts and
practicing new skills # 2
F.Developing mastery The learners will present/ The Learners will present / explain
(leads to Formative explain their model of the their graph on the class
Assessment 3) human voice box
Questions:
Questions: - How will you compare the
- How will you describe the frequency of sound produced
structure of the human voice by the given organisms?
box? - Based on the graph, which
How will you describe the part organism produced infrasonic,
of the human voice box which audible, and ultrasonic sound?
is responsible for sound
production?
G.Finding practical application of
concepts and skills in daily living
H.Making generalizations and The teacher will discuss the The teacher will discuss the
abstractions about the lesson following: following:
- The structure of the human - The differences between
voice box infrasonic, ultrasonic, and
- The parts of the human box audible sounds.
- The production of sound - The frequency range of the
through human voice box infrasonic, ultrasonic, and
The differentiation of human audible sounds
sound (voice) as affected by How organisms communicate
 pitch, loudness, and quality through sounds with different
frequencies
I.Evaluating learning - Activity sheet - Activity sheets
Group presentation - Group presentation
J.Additional activities for application Read about pitch, loudness, Read about ultrasound and how it
or remediation and quality of sound. works?

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?

Noted: Prepared by:

RAMIL C. CACAYURIN KIMBERLY A. ABALOS
Principal II Teacher I
 GRADE 1 to 12 School AMBAYAT INTEGRATED HIGH SCHOOL Grade Level 7
DAILY LESSON Teacher KIMBERLY A. ABALOS Learning Area SCIENCE
LOG Teaching Dates and Time DEC.18-22, 2017 (MONDAY-FRIDAY;7:30-8:30) Quarter THIRD

MONDAY TUESDAY WEDNESDAY THURSDAY FRIDAY

I. OBJECTIVES

A. Content Standard Preparation for Students Students Christmas Start of Students Christmas Vacation
Christmas Party Party
B.Performance Standard

C.Learning Competency
Objectives
.
II.CONTENT

IILEARNING RESOURCES
A.References
1.Teacher’s Guide pages
2.Learner’s Materials
pages
3.Textbook pages
4.Additional Materials
from Learning Resource
(LR)portal
B.Other Learning Resource
IV.PROCEDURES
A.Reviewing previous lesson or
presenting the new lesson
B.Establishing a purpose for the
lesson
C.Presenting examples/Instances
of the new lesson
D.Discussing new concepts and
practicing new skills # 1
E.Discussing new concepts and
practicing new skills # 2
F.Developing mastery
(leads to Formative
Assessment 3)
G.Finding practical application of
concepts and skills in daily living
H.Making generalizations and
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?

Noted: Prepared by:

RAMIL C. CACAYURIN KIMBERLY A. ABALOS
Principal II Teacher

GRADE 1 to 12 School AMBAYAT INTEGRATED HIGH SCHOOL Grade Level 7

DAILY LESSON Teacher KIMBERLY A. ABALOS Learning Area SCIENCE
LOG Teaching Dates and Time JAN.01-05, 2017 (MONDAY-FRIDAY;7:30-8:30) Quarter THIRD

MONDAY TUESDAY WEDNESDAY THURSDAY FRIDAY

I. OBJECTIVES

A. Content Standard HOLIDAY HOLIDAY the characteristics of light

B.Performance Standard suggest proper lighting in various activities

C.Learning Competency infer that light travels in a straight line; (S7LT-IIIg-11)

Objectives
.
II.CONTENT
Characteristics of Light
IILEARNING RESOURCES
A.References
1.Teacher’s Guide Science 7 Teachers Guide pp
pages
2.Learner’s Materials Science 7 Learners Module pp. 55-57
pages
3.Textbook pages Science in Everyday Living 7 Phoenix
4.Additional Materials
from Learning
Resource (LR)portal
B.Other Learning
Resource
IV.PROCEDURES
A.Reviewing previous lesson Review the dual nature Review of the previously learned concepts Review the types of waves in the
or presenting the new lesson of light (light as a wave about light (visible light, light wave electromagnetic spectrum
 and light as a particle) interactions, etc.)
B.Establishing a purpose for emonstrate a light wave Video presentation – 3D Model of a Video presentation of the spectrum of
the lesson interaction Classroom (available athttps://www. visible light (available at https://
youtube.com/watch?v=mkb4LSRzdYs). www.youtube.com/watch?v=KgqV975EtA0)
-
-

Pencil Bending
Experiment

C.Presenting Questions: Questions:

examples/Instances of the new - Why the pencil does - Does the model classroom have an Questions:
lesson look broken in the appropriate lighting? - What are colors of visible light shown in
experiment? How can you improve the lighting of the video demonstration?
- What light wave the model classroom? - What possible colors will be produce if
interaction is you combine different colors?
demonstrated in the
experiment?
- What are the other
light wave
interactions?

D.Discussing new concepts Activity 4.3: Light up Activity 4.4: Performance Task Activity no. 4.2: Colors of light – Colors of Life
and practicing new skills # 1 Straight! Create/ draw a model classroom with (Learner’s Material, pages 54 – 55)
(Learner’s material, appropriate lighting design
pages 55 – 57)
E.Discussing new concepts
and practicing new skills # 2
F.Developing mastery Learners will present/ Learners will present and explain their The learners will present /explain their visible
(leads to Formative demonstrate and model classroom light spectrum wheel and the table for the
Assessment 3) explain the output of characteristics of light, and color combination
their activity Questions:
Questions: - What factors did you consider in Guide Questions:
- Were you able to designing your model classroom? - What are energy, frequency, wavelength, and
prove that light - What previously learned concept /s velocity of the different colors of light?
travels in a straight about light did you apply in designing What will be the resulting colors if you combine
path? your model classroom? different colors of light?
- What are the
evidences that prove
that light travels in a
straight path?
 - What light wave
interaction
demonstrates that
light travel in a
straight path?
G.Finding practical application The teacher will discuss The teacher will help students in explaining The teacher will discuss the following:
of concepts and skills in daily the following: the concepts that they considered/ apply in - The dual nature of light (light as a wave and
living - The different light creating the design of the model light as a particle)
wave interactions classroom. - The visible light spectrum
(reflection, refraction, - Color formation/ combinations
diffraction, - The energy, frequency, wavelength, and
absorption, velocity of visible light
scattering)
-
H.Making generalizations and Cite other examples - -
abstractions about the lesson that demonstrate the
different types of
light waves
interactions.
I.Evaluating learning - Activity sheet - Model/ drawing of Classroom with - Activity sheets
- Group presentation/ appropriate lighting - Group presentation
demonstration - Group presentation
J.Additional activities for Pupilometrics – the effect of light to the What are the colors of rainbow and how it is
application or remediation dilation and constriction of the pupils of the formed?
eyes.
V.REMARKS
VI.REFLECTION
A.No. of learners who earned
80% in the evaluation
B.No. of learners who require
C.Did the remedial 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
G.What innovation or localized

Noted: Prepared by:

 RAMIL C. CACAYURIN KIMBERLY A. ABALOS
Principal II Teacher I

GRADE 1 to 12 School AMBAYAT INTEGRATED HIGH SCHOOL Grade Level 7

DAILY LESSON Teacher KIMBERLY A. ABALOS Learning Area SCIENCE
LOG Teaching Dates and Time JAN. 08-12. 2017 (MONDAY-FRIDAY;7:30-8:30) Quarter THIRD

MONDAY TUESDAY WEDNESDAY THURSDAY FRIDAY

I. OBJECTIVES

A. Content Standard how heat is transferred charges and the different charging processes THIRD PERIODICAL EXAMINATION

B.Performance Standard
-

C.Learning Competency infer the conditions necessary for heat

- describe the different types of charging processes (S7LT-IIIj-13)
Objectives transfer to occur (S7LT-IIIh-i-12)
explain the importance of earthling or grounding (S7LT-IIIj-14)
.
II.CONTENT Heat Transfer Charges and Charging Processes

IILEARNING RESOURCES
A.References
1.Teacher’s Guide Science 7 Teachers Guide pp Science 7 Teachers Guide pp
pages
2.Learner’s Materials Science 7 Learners Module pp. 243– Science 7 Learners Module pp.
pages 259
3.Textbook pages Exploring Life Through Science 7 Science in Everyday Living 7 Phoenix
Phoenix
4.Additional Materials
from Learning
Resource (LR)portal
B.Other Learning
Resource
IV.PROCEDURES
A.Reviewing previous lesson Review the process of heat Review the charging process (charging
or presenting the new lesson Review of the difference between heat transfer, types of heat transfer, material by friction)
and temperature and heat conductors and
insulators
B.Establishing a purpose for Present illustration of heat transfer Present the diagram of the Law present diagrams of charging
the lesson through conduction of Charges (Electrostatic Law) process (conduction and induction)

-
-

-
C.Presenting Questions: Questions: Questions:
examples/Instances of the new - How will you describe the transfer of - What happen to the objects How does conduction differ from
lesson heat? with the same charges? induction (based on the diagram)?
- What type of heat transfer is - What happen to the objects
demonstrated in the given with different charges?
illustration? - What type of charging process
occurs when two objects are
rubbed against each other?
D.Discussing new concepts Activity no. 5.1: Which Feels Colder? Activity no. 6.1: Charged Activity no. 6.2: To Charge or not to
and practicing new skills # 1 (Learner’s Material, pages 62 – 64) Interactions Charge
(Learner’s Material, pages 72 – (Learner’s material, pages 75 – 77)
75) Activity no. 6.3: Pass the Charge
(Learner’s material, pages 77 – 78)
E.Discussing new concepts
and practicing new skills # 2
F.Developing mastery
(leads to Formative
Assessment 3)
G.Finding practical application The students will present / explain the The learners will present The learners will present /demonstrate
of concepts and skills in daily output of their activity /demonstrate their output in the their output in the class
living class
Questions: Questions:
- Did the heat transfer take place Questions: - In which part of the activity does
between your finger and the object? - Is there an interaction charging through conduction and
- How and in what direction did the between the tape and your induction occurs?
heat transfer between them? finger? - How will you describe the transfer of
- Did the objects feel equally cold? - Is there an interaction charges in both activities?
- How will you describe the amount of between the tape and other
 heat transferred when you touch objects?
each objects? - Do you observe any
interaction between the two
charge tape (non – sticky
side)
H.Making generalizations and The teacher will discuss the following: The teacher will discuss the The teacher will discuss the following:
abstractions about the lesson - Heat transfer through conduction following: - Charging process (conduction and
- Conditions necessary for the heat - The types of charges induction)
transfer (conduction) to occur - The Law of Charges - The application of polarization and
- The heat conductivities of common (Electrostatic Law) grounding in the charging process
materials - The Charging Process
(charging material by friction)
I.Evaluating learning - Activity sheet - Activity sheet - Activity sheet
- Group presentation - Group presentation
J.Additional activities for - Differentiate heat conductors and Explain the Law of Conservation Discuss the process of discharging
application or remediation heat insulators of Charges - How can we safely discharge
- Describe the uses of heat electrons from electrical devices?
conductors and heat insulators.
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?
 Noted: Prepared by:
RAMIL C. CACAYURIN KIMBERLY A. ABALOS
Principal II Teacher I

GRADE 1 to 12 School AMBAYAT INTEGRATED HIGH SCHOOL Grade Level 7

DAILY LESSON Teacher KIMBERLY A. ABALOS Learning Area SCIENCE
LOG Teaching Dates and Time JAN. 15-19, 2018 (MONDAY-FRIDAY;7:30-8:30) Quarter FOURTH

MONDAY TUESDAY WEDNESDAY THURSDAY FRIDAY

I. OBJECTIVES

A. Content Standard The learners demonstrate an understanding of the relation of geographical location of the Philippines to its environment.

B.Performance Standard The learners shall be able to analyze the advantage of the location of the Philippines in relation to the climate, weather, and seasons.

C.Learning Competency demonstrate how places on Earth may be located using a describe the location of the Philippines with respect to the
Objectives coordinate systemS7ES-IVa-1 continents and oceans of the world; S7ES-IVa-2
. S7ES-IVa-1 S7ES-IVa-2
II.CONTENT
Location of the Philippines QUIZ
Module 1 - The Philippine Location of the Philippines Protection and conservation of
with respect to landmasses
Environment Pre-Assessment using a coordinate system natural resources
and bodies of water
IILEARNING RESOURCES
A.References
1.Teacher’s Guide pages Science 7 Teachers Guide pp Science 7 Teachers Guide pp. Science 7 Teachers Guide
Science 7 Teachers Guide pp 176
190 – 192 173 - 175 pp 175
2.Learner’s Materials Science 7 Learners Module Science 7 Learners Module pp. Science 7 Learners Module Science 7 Learners Module pp..
pages pp.. 211 – 234 211 - 214 pp. 214 – 216 216 - 217
3.Textbook pages Science in Everyday Living 7 Phoenix
4.Additional Materials
from Learning Resource
(LR)portal
B.Other Learning Resource Globe World Map Photos of Natural Resources
IV.PROCEDURES
A.Reviewing previous lesson or Describe a globe. Recall the location of the Recall what are the landmasses
presenting the new lesson Philippines on Earth. and bodies of water that surround
the Philippines.
B.Establishing a purpose for the Where is South China Sea? Ask the students what they
lesson Longitude and Latitude Song Where is West Philippine associate with the word
Sea? ‘resources’.
C.Presenting examples/Instances
of the new lesson
D.Discussing new concepts and Perform Activity 1: Where in the Perform Activity 2: Where in
practicing new skills # 1 world is the Philippines (Part I) the world is the Philippines Are we lucky in the Philippines?
in LM pp. 211 - 214 (Part II) in LM pp. 214 - 216
E.Discussing new concepts and
practicing new skills # 2
F.Developing mastery
Discuss the answers in Activity Discuss the answers in
(leads to Formative
1 Activity 2
Assessment 3)
G.Finding practical application of
concepts and skills in daily living
H.Making generalizations and Let the students describe the Re-discuss the landmasses Re-discuss what energy resources Summarize natural resources in
abstractions about the lesson location of the Philippines using and bodies of water that are available in our country, given the Philippines
latitude and longitude. surround the Philippines. our location.
I.Evaluating learning Checking of the Pre- Quiz No. 1 natural resources in
Assessment the Philippines
Quiz on natural resources in the Let the learners answer the quiz
Checking of the Activity Checking of the Activity
Philippines about natural resources in the
Philippines
Check their answer .
J.Additional activities for Read about landmasses Quiz tom.
application or remediation surrounds the Philippines
V.REMARKS
VI.REFLECTION
A.No. of learners who earned
80% in the evaluation
B.No. of learners who req.
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
 F.What difficulties did I encounter

G.What innovation or localized

Noted: Prepared by:

RAMIL C. CACAYURIN KIMBERLY A. ABALOS
Principal II Teacher I

GRADE 1 to 12 School AMBAYAT INTEGRATED HIGH SCHOOL Grade Level 7

DAILY LESSON Teacher KIMBERLY A. ABALOS Learning Area SCIENCE
LOG Teaching Dates and Time JAN. 22-26, 2017 (MONDAY-FRIDAY;7:30-8:30) Quarter FOURTH

MONDAY TUESDAY WEDNESDAY THURSDAY FRIDAY

I. OBJECTIVES

A. Content Standard The learners demonstrate an understanding of the relation of geographical location of the Philippines to its environment.

B.Performance Standard The learners shall be able to analyze the advantage of the location of the Philippines in relation to the climate, weather, and seasons.

C.Learning Competency describe ways of using Earth's

recognize that soil, water, rocks, coal, and other fossil fuels are Earth materials that people use as resources; S7ES-IVa-3
Objectives resources sustainably;S7ES-
. IVa-4
II.CONTENT
Protection and conservation of Protection and conservation of Protection and conservation Protection and conservation of Protection and conservation of
natural resources natural resources of natural resources natural resources natural resources
IILEARNING RESOURCES
A.References
1.Teacher’s Guide pages Science 7 Teachers Guide pp. Science 7 Teachers Guide p. Science 7 Teachers Guide Science 7 Teachers Guide pp. Science 7 Teachers Guide pp.
177 - 178 179 p. 179 180 - 184 185 - 186
2.Learner’s Materials Science 7 Learners Module p. Science 7 Learners Module Science 7 Learners Module Science 7 Learners Module pp. Science 7 Learners Module
pages 219 pp. 219 - 221 pp. 219 - 221 222 -224 pp. 232 -233
3.Textbook pages Science in Everyday Living 7 Phoenix
4.Additional Materials
from Learning Resource
(LR)portal
B.Other Learning Resource
IV.PROCEDURES
A.Reviewing previous lesson or Recall some natural resources Recall the importance of a Recall the factors affecting Enumerate the different energy
Recall what is weathering.
presenting the new lesson in the Philippines. watershed. weathering. resources in the Philippines.
B.Establishing a purpose for the Write a short essay on these
lesson Video Viewing on The Rock Is it safe to take a bath when sentences: "Too much is taken
Video Viewing on Watershed Show rock samples with minerals.
Cycle and Soil Creation it rains? from Earth" or "Too much is put
into Earth."
C.Presenting examples/Instances
of the new lesson
D.Discussing new concepts and Perform Activity 3: What are
Perform Activity 4: How are Perform Activity 5: Where are the Perform Activity 6: How do
practicing new skills # 1 some factors that will affect the Soil Resources, Rainfall and
soils formed from rocks? in LM mineral deposits in the Philippines? people destroy natural
amount of water Temperature
pp. 220 - 221 in LM pp. 222 - 224 resources? in LM p. 232 - 233
in watersheds? in LM p. 219
E.Discussing new concepts and
practicing new skills # 2
F.Developing mastery
Discuss the answers in Activity Discuss the answers in Activity Discuss the answers in Activity
(leads to Formative Discuss the answers in Activity 5
3 4 6
Assessment 3)
G.Finding practical application of
concepts and skills in daily living
H.Making generalizations and Ask the students to identify
Re-discuss the factors that Trace the formation of soil from Trace the mineral deposits in the Let the students share how can
abstractions about the lesson the factors acting together on
affect the health of a watershed. rocks. Philippines. they conserve resources.
rocks to form soil.
I.Evaluating learning Quiz on Factors affecting
Checking of the Activity Checking of the Activity Checking of the Activity Checking of the Activity
Weathering
J.Additional activities for
application or remediation Quiz tom.

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?

Noted: Prepared by:

RAMIL C. CACAYURIN KIMBERLY A. ABALOS
Principal II Teacher I
GRADE 1 to 12 School AMBAYAT INTEGRATED HIGH SCHOOL Grade Level 7
DAILY LESSON Teacher KIMBERLY A. ABALOS Learning Area SCIENCE
LOG Teaching Dates and Time JAN.29,31-FEB1-2, 2017 (MONDAY-FRIDAY;7:30-8:30) Quarter FOURTH

MONDAY TUESDAY WEDNESDAY THURSDAY FRIDAY

I. OBJECTIVES

A. Content Standard The learners demonstrate an understanding of the relation of

The learners demonstrate an understanding of the different phenomena that occur in the atmosphere.
geographical location of the Philippines to its environment.
B.Performance Standard The learners shall be able to analyze the advantage of the location The learners shall be able to analyze the advantage of the location of the Philippines in relation to the
of the Philippines in relation to the climate, weather, and seasons. climate, weather, and seasons.
C.Learning Competency
describe ways of using Earth's resources sustainably;S7ES-IVa-4
Objectives discuss how energy from the Sun interacts with the layers of the atmosphereS7ES-IVd-
S7ES-IVa-1 to S7ES-IVa-4
.
II.CONTENT
Module 2 - Solar Energy and
Protection and conservation of Module 1 - The Philippine
the Atmosphere Pre- Interactions in the Atmosphere Interactions in the Atmosphere
natural resources Environment Chapter test
Assessment
IILEARNING RESOURCES
A.References
1.Teacher’s Guide Science 7 Teachers Guide p. Science 7 Teachers Guide pp. Science 7 Teachers Guide Science 7 Teachers Guide pp. 1 Science 7 Teachers Guide pp.
pages 187 187 - 191 pp. 206 - 209 94 - 196 1 94 - 196
2.Learner’s Materials Science 7 Learners Module Science 7 Learners Module Science 7 Learners Module Science 7 Learners Module pp. Science 7 Learners Module
pages pp. 233 -234 pp. 211 - 234 pp. 235 - 256 235 - 237 pp. 235 - 237
3.Textbook pages Science in Everyday Living 7 Phoenix
4.Additional Materials
from Learning Resource
(LR)portal
B.Other Learning Resource
 IV.PROCEDURES
A.Reviewing previous lesson or Recall The Philippine Recall the 3 parts (spheres) of the Recall the five layers of the
presenting the new lesson Environment earth. atmosphere.
B.Establishing a purpose for the Why do hikers put on thicker
What are some global In what layer of the atmosphere
lesson clothes when climbing a high
atmospheric phenomena? do aircrafts fly?
mountain?
C.Presenting examples/Instances
of the new lesson
D.Discussing new concepts and Perform Activity 1: What is the Perform Activity 1: What is the
practicing new skills # 1 Group Presentation - How to basis for dividing Earth’s basis for dividing Earth’s
Conserve Natural Resources atmosphere into layers? in LM pp. atmosphere into layers? in LM
235 – 237 pp. 235 - 237
E.Discussing new concepts and
practicing new skills # 2
F.Developing mastery Come up with a one-day plan
(leads to Formative on what else can be done in Discuss the answers in Activity
Assessment 3) school to conserve natural 1
resources.
G.Finding practical application of Make an appointment with your
concepts and skills in daily living principal to present your plan
and to solicit support. Maybe How important is the
she might recommend the atmosphere to life?
“Make-a-Difference” Day for the
whole school!.
H.Making generalizations and Discuss briefly the presentation Summarize the composition of
abstractions about the lesson by each group. the atmosphere.
I.Evaluating learning Use of Rubric in their Group Checking of the Pre-
Checking of the Chapter Test Checking of the Activity
Presntation Assessment
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

Noted: Prepared by:

RAMIL C. CACAYURIN KIMBERLY A. ABALOS
Principal II Teacher I
GRADE 1 to 12 School AMBAYAT INTEGRATED HIGH SCHOOL Grade Level 7
DAILY LESSON Teacher KIMBERLY A. ABALOS Learning Area SCIENCE
LOG Teaching Dates and Time FEB.05-09, 2017 (MONDAY-FRIDAY;7:30-8:30) Quarter FOURTH

MONDAY TUESDAY WEDNESDAY THURSDAY FRIDAY

I. OBJECTIVES

A. Content Standard
The learners demonstrate an understanding of the different phenomena that occur in the atmosphere.
B.Performance Standard
The learners shall be able to analyze the advantage of the location of the Philippines in relation to the climate, weather, and seasons.
C.Learning Competency discuss how energy from the
Objectives Sun interacts with the layers of explain how some human activities affect the atmosphere; S7ES-IVd-6
. the atmosphereS7ES-IVd-5
II.CONTENT
Greenhouse Effect and Global Greenhouse Effect and Global Greenhouse Effect and
Common Atmospheric Phenomena Quiz
Warming Warming Global Warming
IILEARNING RESOURCES
A.References
1.Teacher’s Guide pages Science 7 Teachers Guide pp. Science 7 Teachers Guide pp. Science 7 Teachers Guide Science 7 Teachers Guide pp. Science 7 Teachers Guide pp.
196 - 198 96 - 198 pp. 98 - 199 200 200
2.Learner’s Materials Science 7 Learners Module Science 7 Learners Module Science 7 Learners Module Science 7 Learners Module pp. Science 7 Learners Module
pages pp. 237 - 241 pp. 237 - 241 pp. 244 - 245 245 - 247 pp. 245 - 247
3.Textbook pages Science in Everyday Living 7 Phoenix
4.Additional Materials
from Learning Resource
(LR)portal
B.Other Learning Resource
IV.PROCEDURES
A.Reviewing previous lesson or Recall the composition of the What is greenhouse effect? What happens when air is Recall how the setup for Activity 4
presenting the new lesson atmosphere. heated? was prepared.
B.Establishing a purpose for the When warm air is rising, what What do you think will happen to
Does farting contribute to air
lesson Picture/video of hot air balloon is its effect on the air in the the air in the surroundings as warm
pollution?
surroundings? air rises?
C.Presenting examples/Instances
of the new lesson
D.Discussing new concepts and Perform Activity 4: What
Perform Activity 2: Does a Perform Activity 3: What
practicing new skills # 1 happens to the air in the Continuation of the performance of
greenhouse retain or release happens when air is heated? in
surroundings as warm air Activity 4
heat? in LM pp. 237 - 241 LM pp. 244 - 245
rises? in LM pp. 245 - 247
E.Discussing new concepts and
practicing new skills # 2
F.Developing mastery
Discuss the answers in Activity Discuss the answers in Activity
(leads to Formative (to be continued on Day 2) Discuss the answers in Activity 4
2 3
Assessment 3)
G.Finding practical application of What human activities release
concepts and skills in daily living greenhouse gases?
H.Making generalizations and Re-discuss the concept of Summarize Atmosphere
Re-discuss the concept " Air moves
abstractions about the lesson greenhouse to the increasing Explain what happens when air
toward the place where warm air is
temperature of Earth's is heated.
rising."
atmosphere.
I.Evaluating learning Quiz No. 1 Atmosphere
Checking of the Activity Checking of the Activity (to be continued on Day 2) Checking of the Activity Let the learners answer the quiz
.
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?
Noted: Prepared by:
RAMIL C. CACAYURIN KIMBERLY A. ABALOS
Principal II Teacher I
GRADE 1 to 12 School AMBAYAT INTEGRATED HIGH SCHOOL Grade Level 7
DAILY LESSON Teacher KIMBERLY A. ABALOS Learning Area SCIENCE
LOG Teaching Dates and Time FEB. 12-16, 2018 (MONDAY-FRIDAY;7:30-8:30) Quarter FOURTH

MONDAY TUESDAY WEDNESDAY THURSDAY FRIDAY

I. OBJECTIVES

A. Content Standard
The learners demonstrate an understanding of the different phenomena that occur in the atmosphere.
B.Performance Standard
The learners shall be able to analyze the advantage of the location of the Philippines in relation to the climate, weather, and seasons.
C.Learning Competency explain how some human
account for the occurrence of land and sea breezes, monsoons, weather systems in the
Objectives activities affect the atmosphere HOLIDAY
and intertropical convergence zoneS7ES-IVf-7 Philippines;S7ES-IVg-8
. ;S7ES-IVe-6
II.CONTENT H
What Makes the Air Move? Sea Breeze and Land Breeze Sea Breeze and Land Breeze Monsoons O
IILEARNING RESOURCES
A.References
1.Teacher’s Guide pages Science 7 Teachers Guide pp. Science 7 Teachers Guide pp. Science 7 Teachers Guide Science 7 Teachers Guide pp. L
201 - 202 201 - 202 pp. 201 - 202 203 - 204
2.Learner’s Materials Science 7 Learners Module Science 7 Learners Module Science 7 Learners Module Science 7 Learners Module pp.
pages pp. 247 - 249 pp. 247 - 249 pp. 249 - 250 51 - 254
3.Textbook pages Science in Everyday Living 7 I
Phoenix
4.Additional Materials
from Learning Resource
(LR)portal
B.Other Learning Resource D
IV.PROCEDURES
A.Reviewing previous lesson or What happens to the air in the Recall how the setup for Activity Which warms up faster? When does sea breeze occur?
presenting the new lesson surroundings as warm air rises? 5 was prepared. Sand or water? When does land breeze occur?
B.Establishing a purpose for the Let students place their hand on When the sun's rays strike land A
Who lives along the shore of What is the name of the Queen of
lesson a lighted candle. What do you and water, do they heat up as
Laguna lake? Encantadia?
feel? fast as each other?
C.Presenting examples/Instances
of the new lesson
D.Discussing new concepts and Perform Activity 6: In what direction
Perform Activity 5: Which Perform Activity 5: Which
practicing new skills # 1 do winds blow – from high to low
warms up faster? in LM pp. 247 warms up faster? in LM pp. 247 Sea Breeze and Land Breeze
pressure pressure area or vice
– 249 - 249
versa? in LM pp. 251 - 254
E.Discussing new concepts and Y
practicing new skills # 2
F.Developing mastery
Discuss the answers in Activity
(leads to Formative (to be continued on Day 2) Discuss the answers in Activity 6
5
Assessment 3)
G.Finding practical application of
concepts and skills in daily living
H.Making generalizations and Re-discuss how the monsoons,
Re-discuss which warms up Explain sea breeze and land
abstractions about the lesson habagat and amihan affect people
faster, sand or water. breeze.
indifferent ways.
I.Evaluating learning short quiz on Sea Breeze and
(to be continued on Day 2) Checking of the Activity Checking of the Activity
Land Breeze
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?

Noted: Prepared by:

RAMIL C. CACAYURIN KIMBERLY A. ABALOS
Principal II Teacher I
GRADE 1 to 12 School AMBAYAT INTEGRATED HIGH SCHOOL Grade Level 7
DAILY LESSON Teacher KIMBERLY A. ABALOS Learning Area SCIENCE
LOG Teaching Dates and Time FEB. 19-23,2018 (MONDAY-FRIDAY;7:30-8:30) Quarter FOURTH

MONDAY TUESDAY WEDNESDAY THURSDAY FRIDAY

I. OBJECTIVES

A. Content Standard The learners demonstrate an

understanding of the relationship of
The learners demonstrate an understanding of the different phenomena that occur in the atmosphere.
the seasons and the position of the
Sun in the sky.
B.Performance Standard The learners shall be able to analyze
The learners shall be able to analyze the advantage of the location of the Philippines in relation to the climate, weather, and the advantage of the location of the
seasons. Philippines in relation to the climate,
weather, and seasons.
C.Learning Competency
Objectives describe the effects of certain weather systems in the Philippines S7ES-IVg-8
.
II.CONTENT
The Intertropical QUIZ Module 3 - Seasons and Eclipses
Monsoons
Convergence Zone (ITCZ) Pre-Assessment
IILEARNING RESOURCES
A.References
1.Teacher’s Guide pages Science 7 Teachers Guide Science 7 Teachers Guide Science 7 Teachers Guide pp. 218 -
Science 7 Teachers Guide pp. 203 - 204
pp. 204 - 205 pp. 204 - 205 222
2.Learner’s Materials Science 7 Learners Module Science 7 Learners Module Science 7 Learners Module pp 257 -
Science 7 Learners Module pp. 251 - 254
pages pp 255 - 256 pp 255 - 256 270
3.Textbook pages Science in Everyday Living 7 Phoenix
4.Additional Materials
from Learning Resource
(LR)portal
B.Other Learning Resource
 IV.PROCEDURES
A.Reviewing previous lesson or Recall about monsoon. Recall Solar Energy and the
Why does habagat bring lots
presenting the new lesson Atmosphere
of rain?
B.Establishing a purpose for the What is the weather forecast
lesson for today?
C.Presenting examples/Instances
of the new lesson
D.Discussing new concepts and Act. Make a simple script that Discuss the rubrics of the role
The Intertropical
practicing new skills # 1 shows the effects of amihan and playing.
Convergence Zone (ITCZ)
habagat to us.
E.Discussing new concepts and
practicing new skills # 2
F.Developing mastery Practice role playing.
(leads to Formative
Assessment 3)
G.Finding practical application of Why do weather forecasters
concepts and skills in daily living often blame the ITCZ for
some heavy afternoon rains?
H.Making generalizations and Summarize Atmosphere
What is ITCZ?
abstractions about the lesson
I.Evaluating learning Presentation / Roleplaying Quiz No. 1 Atmosphere Checking of the Pre-Assessment
recitation Let the learners answer the
quiz .
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
G.What innovation or localized

Noted: Prepared by:

RAMIL C. CACAYURIN KIMBERLY A. ABALOS
Principal II Teacher I

GRADE 1 to 12 School AMBAYAT INTEGRATED HIGH SCHOOL Grade Level 7

DAILY LESSON Teacher KIMBERLY A. ABALOS Learning Area SCIENCE
LOG Teaching Dates and Time FEB. 26- MAR 02, 2017 (MONDAY-FRIDAY;7:30-8:30) Quarter FOURTH

MONDAY TUESDAY WEDNESDAY THURSDAY FRIDAY

I. OBJECTIVES

A. Content Standard
The learners demonstrate an understanding of the relationship of the seasons and the position of the Sun in the sky.
B.Performance Standard
The learners shall be able to analyze the advantage of the location of the Philippines in relation to the climate, weather, and seasons.
C.Learning Competency
Objectives relate the earth to the length of daytime, the length of daytime to the amount of energy received, and the position of the earth in its orbit to the height of the sun
. S7ES-IVe-9 - S7ES-IVe-10
II.CONTENT
The Sun The Earth The Moon Models of sun, earth and moon.
IILEARNING RESOURCES
A.References
1.Teacher’s Guide pages Science 7 Teachers Guide
2.Learner’s Materials Science 7 Learners Module
pages
3.Textbook pages Science in Everyday Living 7 Phoenix
4.Additional Materials
from Learning Resource
(LR)portal
B.Other Learning Resource
IV.PROCEDURES
A.Reviewing previous lesson or Recall about the monsoon wind. Recall about the sun. Recall about the earth. Recall about the sun, moon, and
presenting the new lesson earth.
B.Establishing a purpose for the Show a video clip about the Show a picture of the earth. Show a video clip about the
lesson sun. moon.
C.Presenting examples/Instances
of the new lesson
D.Discussing new concepts and Act. 1 Functions / Roles of the Act. 2 The Earth Act. The Moon Act. 4 Making models.
practicing new skills # 1 Sun
E.Discussing new concepts and
practicing new skills # 2
F.Developing mastery Describe the parts of the sun. Describe the characteristics of Describe the features of the
(leads to Formative the earth. moon.
Assessment 3)
G.Finding practical application of How does sun benefits all Why do we need to take good How does the moon affects Why moon, sun and earth
concepts and skills in daily living organisms on the earth? care of the earth? the earth? important to us?
H.Making generalizations and Summarize the concept of the Summarize the concept of the Summarize the concept of
abstractions about the lesson sun. earth. the moon.
I.Evaluating learning recitation short quiz recitation Presentation of students output.
J.Additional activities for Read about the earth. Read about the moon. Bring styro ball and paints Quiz on Monday.
application or remediation tomorrow.
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?

Noted: Prepared by:

 RAMIL C. CACAYURIN KIMBERLY A. ABALOS
Principal II Teacher I

GRADE 1 to 12 School AMBAYAT INTEGRATED HIGH SCHOOL Grade Level 7

DAILY LESSON Teacher KIMBERLY A. ABALOS Learning Area SCIENCE
LOG Teaching Dates and Time MAR.05-09,2017 (MONDAY-FRIDAY;7:30-8:30) Quarter FOURTH

MONDAY TUESDAY WEDNESDAY THURSDAY FRIDAY

I. OBJECTIVES

A. Content Standard
The learners demonstrate an understanding of the relationship of the seasons and the position of the Sun in the sky.
B.Performance Standard
The learners shall be able to analyze the advantage of the location of the Philippines in relation to the climate, weather, and seasons.
C.Learning Competency
Objectives show what causes change in the seasons in the Philippines S7ES-IVi-11
.
II.CONTENT
QUIZ Seasons in the Philippines
IILEARNING RESOURCES
A.References
1.Teacher’s Guide pages Science 7 Teachers Guide Science 7 Teachers Guide
2.Learner’s Materials Science 7 Learners Module Science 7 Learners Module
pages
3.Textbook pages Science in Everyday Living 7
Science in Everyday Living 7 Phoenix
Phoenix
4.Additional Materials
from Learning Resource
(LR)portal
B.Other Learning Resource
IV.PROCEDURES
A.Reviewing previous lesson or What is season on your own Why season is important?
presenting the new lesson understanding?
B.Establishing a purpose for the Show a video clip of season.
lesson
C.Presenting examples/Instances
of the new lesson
D.Discussing new concepts and Act, 1 Why do the season Act, 2 How does the length of day
practicing new skills # 1 change? pp. 345-348 and night affect the season?
pp.349-350
E.Discussing new concepts and
practicing new skills # 2
F.Developing mastery
(leads to Formative
Assessment 3)
G.Finding practical application of How does a season affects Why there are instances of
concepts and skills in daily living human activities? short days and long nights?
H.Making generalizations and Summarize Earth, Moon and
abstractions about the lesson Sun.
I.Evaluating learning Quiz No. 1 A Earth, Moon and Presentation of Students Presentation of students output,
Sun. Let the learners answer output.
the quiz .
J.Additional activities for Read about eclipses.
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?

Noted: Prepared by:

RAMIL C. CACAYURIN KIMBERLY A. ABALOS
Principal II Teacher I

GRADE 1 to 12 School AMBAYAT INTEGRATED HIGH SCHOOL Grade Level 7

DAILY LESSON Teacher KIMBERLY A. ABALOS Learning Area SCIENCE
LOG Teaching Dates and Time DEC. 2017 (MONDAY-FRIDAY;7:30-8:30) Quarter THIRD

MONDAY TUESDAY WEDNESDAY THURSDAY FRIDAY

I. OBJECTIVES

A. Content Standard

B.Performance Standard

C.Learning Competency
Objectives
.
II.CONTENT

IILEARNING RESOURCES
A.References
1.Teacher’s Guide pages
2.Learner’s Materials
pages
3.Textbook pages
 4.Additional Materials
from Learning Resource
(LR)portal
B.Other Learning Resource
IV.PROCEDURES
A.Reviewing previous lesson or
presenting the new lesson
B.Establishing a purpose for the
lesson
C.Presenting examples/Instances
of the new lesson
D.Discussing new concepts and
practicing new skills # 1
E.Discussing new concepts and
practicing new skills # 2
F.Developing mastery
(leads to Formative
Assessment 3)
G.Finding practical application of
concepts and skills in daily living
H.Making generalizations and
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?

Noted: Prepared by:

RAMIL C. CACAYURIN KIMBERLY A. ABALOS
Principal II Teacher I