GRADES 1 TO 12 School Grade Level SEVEN

DAILY LESSON Teacher/s Learning Area SCIENCE

LOG Teaching Dates and Time November 7-11, 2016 Quarter THIRD

SESSION 1 SESSION 2 SESSION 3 SESSION 4

I. OBJECTIVES
A. Content Standard
B. Performance Standard
C. Learning
Competency/Objectives
(Write the LC code for each.)
Objectives must be met over the week and connected to the curriculum standards. To meet the objectives necessary procedures must be followed and if needed, additional lessons,
exercises, and remedial activities may be done for developing content knowledge and competencies. These are assessed using Formative Assessment strategies. Valuing
objectives support the learning of content and competencies and enable children to find significance and joy in learning the lessons. Weekly objectives shall be derived from the
curriculum guides.
At the end of the session, the learners are expected to:
1. Describe in words the position of an object within the room or the school ground;
2. Elucidate position of moving objects using coordinates in number line and graphical representation;
3. Make a roadmap that shows how to get to school from their house;
4. Determine the speed of a moving object;
5. Calculate speed and velocity; and
6. Observe required speed limit in roads and highways
The learners demonstrate an understanding of motion in one dimension.
The learners describe the motion of The learners describe the motion of The learners differentiate quantities The learners create and interpret
an object in terms of distance or an object in terms of distance or in terms of magnitude and visual representation of the motion
displacement, speed or velocity, displacement, speed or velocity, direction. of objects such as tape charts and
and acceleration. and acceleration. motion graphs.
S7FE-IIIa-1 S7FE-IIIa-1 S7FE-IIIa-2 S7FE-IIIb-3

II. CONTENT Content is what the lesson is all about. It pertains to the subject matter that the teacher aims to teach in the CG, the content can be tackled in a week or two.
Descriptors of Motion Descriptors of Motion Descriptors of Motion Descriptors of Motion
-Where is it? -Distance and Displacement -Speed and Velocity - Acceleration
a. Using Diagrams - Motion Detectors
b. Using Graphs
III. LEARNING RESOURCES
A. References
1. Teacher’s Guide pages Page 119-121 Page 121-122 Page 122-123 Page 123-124
2. Learner’s Materials pages Page 130-134 Page 134-136 Page 136-139 Page 139-143
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
These steps should be done across the week. Spread out the activities appropriately so that students will learn well. Always be guided by demonstration of learning by the
students which you can infer from formative assessment activities. Sustain learning systematically by providing students with multiple ways to learn new things, practice
their learning, question their learning processes, and draw conclusions about what they learned in relation to their life experiences and previous knowledge. Indicate the
time allotment for each step.
Name the common signage you Review: From our previous lesson, what are Review:
find in highways and roads that When can we say that an object is the different ways to describe the What is speed? What makes
gives direction? in motion? motion of an object? speed different from velocity?

B. Establishing a purpose for the
lesson
The teacher prepares beforehand
the instructions to be given to the
students. Instructions like
a. It is right there
b. Turn and it is there
c. Walk slowly and you will get
there
d. It is from here and there
Inform the class that the students
should be able to make a roadmap
that shows how the students get to
school from the house.
In this activity, students should be
able to design ways to obtain the
speed of each member of the
group and decide how to used
these values to determine who
among them walks fast
In this activity, students will analyze
an example of motion wherein
speed or velocity is changing by
examining the record of the dots on
a strip of paper.

Perform Activity 1 : Where is It ? on

page 131

C. Presenting examples/Instances of
the new lesson
D. Discussing new concepts and
practicing new skills # 1
Using Figure 1 of page 131, Divide the class into groups.
describe the positions of the Assigned members as Leader,
objects using number line. Time keeper, Note taker, etc.
Using Figure 2 of page 132, The group performs Activity 2 : My
describe the position of the ball at a Home to School Roadmap on page
given time. 135 to 136. Following the
instructions carefully. Each student
should be able to draw its roadmap
in short band paper.
During the processing, the teacher Present Figure 5 on page 134 to
should emphasize that once the the class. Let the students
students have selected their point describe the motion of the dog.
of reference, they can easily
describe any change in the position From the figure define distance and
Using the same group from the
previous activity. Find a bigger
space in the school where the class
can perform Activity 3: Fun walk
(page 137)
The teacher explains that after
determining how far the object
moves, the next question will be
“How fast did it move?” This
information can be provided by the
Divide the class into 5 groups.
Assigned members as Leader,
Time keeper, Note taker, Reporters,
etc.
The group performs Activity 4:
Doing Detective Work on page 139
to 141. Following the procedure
carefully. Each group should be
able to record the distance travel,
plot values as points in the graph.
The teacher explains that the
difference in length between two
successive tapes provides the
object’s acceleration or its change
in speed or velocity for a time

E. Discussing new concepts and
practicing new skills # 2
F. Developing mastery
(leads to Formative Assessment 3)
of an object. In other words, they
can easily tell whether an object is
moving or not. At this point, the
definition of motion, which is the
change in position over time, can
be introduced.
Students will describe motion using
motion graphs. Following the
procedure below:
1. Using the values from figure 2 of
page 132, complete Table 1:
Position of the ball vs time;
2. Plot the values in Table 1 as
points on the graph in Figure 3,
page 134, using graphing paper
3. Lastly, draw a straight diagonal
line through the points in the graph.
The teacher also defines motion as
a change in position. Gives the
definition of Distance and
Displacement.
Students are asked to answer the
Short Answer Questions (Q1 to
Q14 on page131-132.)
Select students to present their
answers to the class.
displacement.
Refer to figure 7 of page 135,
displacement-time graph. Answer
the following questions:
1. What is the distance of the
object after 2 seconds?
2. What is its displacement after 6
seconds?
3. How will you describe the
motion of the object between 0s
and 2s, between 2s and 4s, and
between 4s and 6s?
objects speed or velocity. interval of 1 second.
Define and differentiate Speed form
Velocity.
Define Average Speed and
Instantaneous Speed
Discuss Speed as distance travel Students will describe the distance
divided by time of travel or travelled by the car by plotting the
values from the Table 3 on page
Distance traveled 141 using motion graphs.
Speed =
Time of travel The students also interpret the
graph in terms of speed and
acceleration of the moving car.
Discuss Velocity as Speed with
direction (displacement divided by
time of travel) or
Displacement
Velocity =
Time of travel
Board Drill: Each group should answer the
1. Who is travelling faster than the Short Answer Questions (Q1 to
other, a person who covered 10 Q10 on page140-141.)
meters in 5 seconds or the one
who took 10 seconds to cover
20 meters?
2. What is the speed of the car
travelling 20 meters in 5
seconds?
3. What is the velocity of the boy
running 15 km in 3 minutes

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
Teacher emphasizes the
significance that knowledge in
describing motion of an object will
help them understand common
road signage.
Teacher makes the students realize
the fact that understanding motion
of the objects will be of great help
to those who are lost and in need
of clear guide for them to get to
their destination safely.
Check students’ answer on Short
Answer Questions (Q1 to Q14)
Reflect on your teaching and assess yourself as a teacher. Think about your students’ progress this week. What works? What else needs to be done to help the
students learn? Identify what help your instructional supervisors can provide for you so when you meet them, you can ask them relevant questions.
How far is your home from the
school?
The students will answer the
questions orally.
1. Is it possible to get zero
displacement?
2. When can displacement be
equal to zero?
Check students’ answer from the
activities given (Developing
Mastery)
going North?
What is the maximum speed limit
allowed by law for road vehicles in
the Philippines?
Why is it important to attain the
required speed limit in the road or
highways?
Check students’ answer : Board
Drills
In what instance you are required
to increase your speed?
- Cite instance like emergency
cases.
- Precaution on safe driving by
using safety belts.
Teacher indicates that acceleration
does not take place only on
increasing speed along a straight
line but could also takes place
when a moving object reduces or
decreases it speed or when it
changes direction.
This is to correct the common
conception among people that
acceleration only refers to objects
with increasing speed.
Check students’ answer in the
Short Answer Questions (Q1 to
Q10 on page140-141.)
 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?

PREPARED BY: CHECKED BY: NOTED BY:

___________________________ __________________________ ______________________

Science Teacher School Principal

GRADES 1 TO 12 School Grade Level SEVEN

DAILY LESSON Teacher/s Learning Area SCIENCE
 LOG Teaching Dates and Time November 14-18, 2016 Quarter THIRD

SESSION 1 SESSION 2 SESSION 3 SESSION 4

I. OBJECTIVES Objectives must be met over the week and connected to the curriculum standards. To meet the objectives necessary procedures must be followed and if needed, additional lessons,
exercises, and remedial activities may be done for developing content knowledge and competencies. These are assessed using Formative Assessment strategies. Valuing
objectives support the learning of content and competencies and enable children to find significance and joy in learning the lessons. Weekly objectives shall be derived from the
curriculum guides.
At the end of the session, the learners are expected to: At the end of the session, the learners are expected to:
1. Analyze an example of motion wherein speed or velocity is changing 1. Explain that waves carry energy ;
by examining the record of the dots on a strip of paper; 2. Note that the energy produces by the waves creates movement; and
2. Emphasize that any change in the velocity of an object an object 3. Distinguish between transverse and longitudinal waves;
results in an acceleration;
3. Cooperate actively in the group activity; and
4. Reports the answers of the short answer questions and graphical
analysis to the class.

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

B. Performance Standard
C. Learning
Competency/Objectives
(Write the LC code for each.)
The learners create and interpret
visual representation of the motion
of objects such as tape charts and
motion graphs.
S7FE-IIIb-3
The learners create and interpret
visual representation of the motion
of objects such as tape charts and
motion graphs.
S7FE-IIIb-3
The learner infer that waves carry The learners differentiate
energy transverse waves from longitudinal
S7FE-IIIc-4 waves, and mechanical waves from
electromagnetic waves
S7FE-IIIc-5

II. CONTENT Content is what the lesson is all about. It pertains to the subject matter that the teacher aims to teach in the CG, the content can be tackled in a week or two.
Descriptors of Motion Summative Test Waves Around You Types of Waves
- Acceleration Descriptors of Motion - Warm up. What are waves? -Let’s Make Waves
-Motion Detectors a. Distance and Displacement
(Group Reporting on Results) b. Speed and Velocity
c. Acceleration

III. LEARNING 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
Page 123-124 Page 123-124 Page 126-127 Page 128-131
Page 139-143 Page 139-143 Page 144-145 Page 145-149
These steps should be done across the week. Spread out the activities appropriately so that students will learn well. Always be guided by demonstration of learning by the
students which you can infer from formative assessment activities. Sustain learning systematically by providing students with multiple ways to learn new things, practice
their learning, question their learning processes, and draw conclusions about what they learned in relation to their life experiences and previous knowledge. Indicate the
time allotment for each step.
The teacher prepares the students Teacher presents a demonstration What happens when waves pass
to do the reporting of results to the to serve as motivation. by?
class. He/she sees to it that all
members of the group have the Demonstration Activity: Introduction
change to share his/her thoughts to Vibrations
and understanding of the activity
done Please see TG page 126-127 for
the procedure.

B. Establishing a purpose for the
lesson
Students should derive the
definition of acceleration from the
data gathered and present it
logically to the class.
Students are expected to answer
the given questions in the
Summative Test. Interpret the
change of speed/velocity using
graphical presentation.
In this activity, students should be In this activity, students should be
able to observe how waves are able to observe and draw the
produced. different types of waves and
describe how they are produced.

C. Presenting examples/Instances of
the new lesson
Group Reporting on the Results of From the activity, ask the students
Activity no. 4: Doing Detective Work the following questions:
1. What two things are vibrating?
2. What caused the salt to move?
Using the same groupings from the
previous group activity. Students
are to perform Activity 1: Let’s
Make Waves! on page 145- 149.
They are required to follow
accurately the procedure to be able
to differentiate and draw the
different types of waves.

Students emphasizes that any Solicit from the students the idea After the activity, the group
D. Discussing new concepts and change in the velocity of an object about waves are caused by a presents its Group Output in the
 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
I. REMARKS
II. REFLECTION
an object results in an acceleration.
Acceleration is either increasing or
decreasing of speed and changing
directions.
Each group presents their answer
the Short Answer Questions (Q1 to
Q10 on page140-141.)
Teacher tell the student that there
are some parts in the country that
uses motion detectors to detect the
speed of vehicle passing by,
example in Subic Laguna
What is needed in order for an
object to move?
Evaluate the Group Reporting
(See Rubric Attached: Title:
Reporting Rubric)
Reflect on your teaching and assess yourself as a teacher. Think about your students’ progress this week. What works? What else needs to be done to help the
students learn? Identify what help your instructional supervisors can provide for you so when you meet them, you can ask them relevant questions.
source of a vibration and waves
can set objects into motion.
Summative Test Oral Recitation:
1. What do you do when you wave
(See Attachment: Summative Test your hand?
Unit 3 Module 1.1.) 2. Think of a still lake. How would
you generate water waves on
the lake?
The teacher explains that waves
observed in the activity are like
other types of waves that are
observed in the nature. Waves like
earthquake and water waves
(tsunami).
The teacher stress that waves are
created by a source and as the
waves travel it carries energy within other?
it and cause movement
Check the answer of students in Evaluate the explanation of
the Summative Test. students in the oral recitation
class. Sharing in their own
understanding on the different
types of waves.
Ask the students to answer
Summary Questions on Page 149
How engineers and architects
designed skyscrapers and bridges
to address the problem regarding
the stability of constructed building
whenever earthquakes occur?
What are the different types of
waves and how one differs from the
Check the answer of students in
the Summary Questions
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?

PREPARED BY: CHECKED BY: NOTED BY:

___________________________ __________________________ ______________________

Science Teacher School Principal

GRADES 1 TO 12 School Grade Level SEVEN

DAILY LESSON Teacher/s Learning Area SCIENCE
 LOG Teaching Dates and Time November 21-25, 2016 Quarter THIRD

SESSION 1 SESSION 2 SESSION 3 SESSION 4

I. OBJECTIVES Objectives must be met over the week and connected to the curriculum standards. To meet the objectives necessary procedures must be followed and if needed, additional lessons,
exercises, and remedial activities may be done for developing content knowledge and competencies. These are assessed using Formative Assessment strategies. Valuing
objectives support the learning of content and competencies and enable children to find significance and joy in learning the lessons. Weekly objectives shall be derived from the
curriculum guides.
At the end of the session, the learners are expected to: At the end of the session, the
1. Explain how waves carry energy from one place to another; learners are expected to:
2. Distinguish between transverse and longitudinal waves; 1. Demonstrate how sound is
3. Distinguish between mechanical waves and electromagnetic waves; and produced;
4. Create a model to demonstrate the relationship among frequency, amplitude, wavelength, and wave velocity. 2. Identify factors that affect the
pitch and loudness of the sound
produced;

A. Content Standard The learners demonstrate an understanding of waves as a carrier of energy.

B. Performance Standard
C. Learning
Competency/Objectives
(Write the LC code for each.)
The learners differentiate
transverse waves from longitudinal
waves, and mechanical waves from
electromagnetic waves
S7FE-IIIc-5
The learners differentiate The learners relate the The learners describe the
transverse waves from longitudinal characteristics of waves characteristics of sound using the
waves, and mechanical waves from S7FE-IIId-6 concept of wavelength, velocity and
electromagnetic waves amplitude.
S7FE-IIIc-5 S7FE-IIIc-7

II. CONTENT Content is what the lesson is all about. It pertains to the subject matter that the teacher aims to teach in the CG, the content can be tackled in a week or two.
Characteristics of Waves Mechanical Waves vs. Summative Test on: Production of sound
- Amplitude Electromagnetic Waves a. Types of Waves
- Wavelength b. Characteristics of Waves
- Wave Velocity - Amplitude
- Wavelength
- Wave Velocity
c. Mechanical Waves vs.
Electromagnetic Waves

III. LEARNING RESOURCES

A. References
1. Teacher’s Guide pages Page 131-134 Page 134-137 Page 128-137 Page 142-144
 2. Learner’s Materials pages
3. Textbook pages
3. 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
Page 150-153
These steps should be done across the week. Spread out the activities appropriately so that students will learn well. Always be guided by demonstration of learning by the
students which you can infer from formative assessment activities. Sustain learning systematically by providing students with multiple ways to learn new things, practice
their learning, question their learning processes, and draw conclusions about what they learned in relation to their life experiences and previous knowledge. Indicate the
time allotment for each step.
Review:
What are the different types of
waves discussed from the previous
lesson?
The teacher asks the students the
question: How do you describe
waves?
Using the same groupings from the
previous group activity. Students
are to perform Activity 2: Anatomy
of a wave on page 150- 149. They
are required to follow accurately the
procedure to be able to describe
waves through amplitude,
wavelength, and wave frequency.
The students within the group
create a model to demonstrate the
relationship among frequency,
amplitude, and wavelength.
Page 154-156
Review:
1. What is am amplitude of a
wave?
2. What is wavelength?
3. How to measure the speed of a
wave?
The teacher asks the students the
question: How do waves
propagate?
Before the discussion, the teacher
show the large images of
mechanical waves, which the
students were able to generate
from Activity 1, and a chart of the
electromagnetic spectrum which
can be used by the students in
answering the questions in the
Activity sheet.
Students should:
- Define mechanical waves and
electromagnetic waves.
Page 145-156
Students are expected to answer
the given questions in the
Summative Test honestly.
Page 161-165
Ask students to place their palm on
their throat then say loudly, “Mom!
Phineas ad Ferb are making a title
sequence!”
Students create their own sounding
box using shoe box and rubber
bands with different thickness.
They will demonstrate how sound is
produced. They will different the
sound produced by each band.
Teacher calls students to present
their output (My Sounding Box) to
the class. Let them demonstrate
how sound is produced.
The teacher discusses that sounds
are caused by vibrations. Vibration
are considered as a disturbance
that travels through a medium

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
The teacher demonstrates how to
measure speed of the wave using
the frequency and the wavelength
of the wave.
Ask the students to answer the
short answer questions: Summary
on page 153
- Identify the common name of (solid, liquid, or gas), This vibratory
electromagnetic waves shown in motion causes energy to transfer to
the chart our ears and interpreted by our
brain.
- Draw waves to re[present each
electromagnetic waves.
Illustration must represent the
wavelength of a wave relative to
others.
Present the speed of sound in
different materials. Sound need
medium for it to travel, thus it
cannot travel through a medium.
Students will answer the activity Summative Test
sheet provided by the teacher that
contains the identification of (See Attachment: Summative Test
common names and illustration of Unit 3 Module 1.2)
the different electromagnetic
waves.
The teacher shares to the class The principles of propagation of
that the Sun is an important source sound are used in the creation of
of ultraviolet (UV) waves, which is musical instruments
the main cause of sunburn.
Sunscreen lotions are transparent
to visible light but absorb most UV
light. The higher a sunscreen’s
solar protection factor (SPF), the
greater the percentage of UV light
absorbed.
Why UV rays are harmful to the How sounds propagated? Can
skin compared visible light? sound waves travel through a
 medium?
I. Evaluating learning Evaluate students’ answers in the Check the answers in the activity Check the answer of students in
short answer questions: Summary sheet. the Summative Test.
on page 153
J. Additional activities for application or
remediation
V. REMARKS
VI. REFLECTION Reflect on your teaching and assess yourself as a teacher. Think about your students’ progress this week. What works? What else needs to be done to help the
students learn? Identify what help your instructional supervisors can provide for you so when you meet them, you can ask them relevant questions.
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?

PREPARED BY: CHECKED BY: NOTED BY:

___________________________ __________________________ ______________________

Science Teacher School Principal

GRADES 1 TO 12 School Grade Level SEVEN

DAILY LESSON Teacher/s Learning Area SCIENCE
 LOG
I. OBJECTIVES
A. Content Standard
B. Performance Standard
C. Learning
Competency/Objectives
(Write the LC code for each.)
II. CONTENT
III. LEARNING RESOURCES
A. References
1. Teacher’s Guide pages
2. Learner’s Materials pages
3. Textbook pages
3. Additional Materials from
Teaching Dates and Time November 28- December 2, 2016 Quarter THIRD
SESSION 1 SESSION 2 SESSION 3 SESSION 4
Objectives must be met over the week and connected to the curriculum standards. To meet the objectives necessary procedures must be followed and if needed, additional lessons,
exercises, and remedial activities may be done for developing content knowledge and competencies. These are assessed using Formative Assessment strategies. Valuing
objectives support the learning of content and competencies and enable children to find significance and joy in learning the lessons. Weekly objectives shall be derived from the
curriculum guides.
At the end of the session, the learners are expected to: At the end of the session, the
1. Demonstrate how sound is produced; learners are expected to:
2. Identify factors that affect the pitch and loudness of the sound produced; 1. Create musical instruments
3. Describe the characteristics of sound from the sounding box and compare them with the sound produced by using indigenous products ;and
a guitar; and 2. Use these instruments to
4. Explain sound production in the human voice box and how pitch, loudness and quality of sound vary from one compose tunes and present a
person to another. Gig.
The learners demonstrate an understanding of the characteristics of sound.
The learners explain sound The learners describe how The learners describe how The learners describe how
production in the human voice box organisms produce, transmit, and organisms produce, transmit, and organisms produce, transmit, and
and how pitch, loudness and receive sound of various receive sound of various receive sound of various
quality of sound vary from one frequencies (infrasonic, audible, frequencies (infrasonic, audible, frequencies (infrasonic, audible,
person to another. and ultrasonic sound). and ultrasonic sound). and ultrasonic sound).
S7FE-IIIe-8 S7FE-IIIe-9 S7FE-IIIe-9 S7FE-IIIe-9
Content is what the lesson is all about. It pertains to the subject matter that the teacher aims to teach in the CG, the content can be tackled in a week or two.
Characteristics of Sound Characteristics of Sound Summative Test on: Production of Sound
- Pitch - Loudness Production of sound Activity 3 : Big Time Gig
- Quality Characteristics of Sound
The Human Ear - Pitch
- Loudness
- Quality
The Human Ear
Page 144 Page 144 Page 142-144 Page 145
Page 165-167 Page 167-170 Page 161-170 Page 170-172
 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)
These steps should be done across the week. Spread out the activities appropriately so that students will learn well. Always be guided by demonstration of learning by the
students which you can infer from formative assessment activities. Sustain learning systematically by providing students with multiple ways to learn new things, practice
their learning, question their learning processes, and draw conclusions about what they learned in relation to their life experiences and previous knowledge. Indicate the
time allotment for each step.
How are sounds produced?
Using the sound box made by the
students, they will describe the
characteristics of sound and
compare it with the sound
produced by a guitar.
The students will perform Activity 2:
Properties and Characteristics of
Sound
From the activity, the students
listen and observe the different
pitch of the rubber band of different
thickness and the from the string of
the guitar.
The teacher then discuss about
sound pitch.
The students will answer the Short
Answer Question (Q1 to Q 16)
including the table for pitch of the
guitar strings. on page 166-167
From your Biology lesson, can you Recalls that sound are produced by
still remember the anatomy of a vibration.
human ear?
Students are expected to answer Initiating students’ creativity, they
the given questions in the will make improvised / localized
Summative Test honestly. musical instruments. Using the
materials available in the locality.
Given the picture of the human ear, Form a group of four (4) students.
teacher asks the students to name One student can play stringed
the different parts of the ear. instruments, the other one can play
the drum, and the third member
can use other instruments aside
from stringed and drums, while the
last member is the solo performer.
Teacher discusses the function of Each member of the group creates
the different parts of the human its own improvised instruments
ear. according to its assigned task.
The members of the group practice
their composed song using their
improvised musical instruments.
Teacher explains about loudness The group comes up with their own
and sound intensity. song composition which will be
accompanied by the instruments
they have created.
Summative Test
(See Attachment: Summative Test
Unit 3 Module 1.3)
G. Finding practical application of What sound level is audible to There are many localized
concepts and skills in daily living human ear? instruments known like those used
by our Ethics Brothers in the
Provinces of Bukidnon. Can you
name some of these?
H. Making generalizations and How would you relate pitch and Is loud music like rock music
abstractions about the lesson frequency healthy to the ears?
I. Evaluating learning Check answers (Q1 to Q16) Check the answer of students in Use Scoring Rubric found in page
the Summative Test. 171.
J. Additional activities for application or
remediation
V. REMARKS
VI. REFLECTION Reflect on your teaching and assess yourself as a teacher. Think about your students’ progress this week. What works? What else needs to be done to help the
students learn? Identify what help your instructional supervisors can provide for you so when you meet them, you can ask them relevant questions.
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?

PREPARED BY: CHECKED BY: NOTED BY:

___________________________ __________________________ ______________________

Science Teacher School Principal
GRADES 1 TO 12 School Grade Level SEVEN
DAILY LESSON Teacher/s Learning Area SCIENCE
 LOG Teaching Dates and Time December 5-9, 2016 Quarter THIRD

SESSION 1 SESSION 2 SESSION 3 SESSION 4

I. OBJECTIVES Objectives must be met over the week and connected to the curriculum standards. To meet the objectives necessary procedures must be followed and if needed, additional lessons,
exercises, and remedial activities may be done for developing content knowledge and competencies. These are assessed using Formative Assessment strategies. Valuing
objectives support the learning of content and competencies and enable children to find significance and joy in learning the lessons. Weekly objectives shall be derived from the
curriculum guides.
At the end of the session, the learners are expected to:
1 Demonstrate how light produced by common sources ;
2. Relate characteristics of light such as color and intensity to frequency and wavelength;
3. Design and implement an experiment that shows that light travels in a straight line; and
4. Investigate the relationship between light intensity and the distance of the light source.

A. Content Standard The learners demonstrate an understanding of the characteristics of light.

B. Performance Standard
C. Learning
Competency/Objectives
(Write the LC code for each.)
The learners relate characteristics
of light such as color and intensity
to frequency and wavelength.
S7FE-IIIf-10
The learners relate characteristics
of light such as color and intensity
to frequency and wavelength.
S7FE-IIIf-10
The learners shall be able to
suggest proper lightning in various
activities.
The learners infer that light travels The learners relate characteristics
in a straight line. of light such as color and intensity
S7FE-IIIg-11 to frequency and wavelength.
S7FE-IIIf-10

The learners infer that light travels

II. CONTENT
III. LEARNING RESOURCES
A. References
1. Teacher’s Guide pages
2. Learner’s Materials pages
in a straight line.
S7FE-IIlg-11
Content is what the lesson is all about. It pertains to the subject matter that the teacher aims to teach in the CG, the content can be tackled in a week or two.
Characteristics of Light Characteristics of Light Properties of light Summative Test on:
- Intensity and Brightness - Color - light travels in a straight line Characteristics of Light
- Intensity and Brightness
- Color
Properties of light
- light travels in a straight line
Page 146-148 Page 147-148 Page 185-186 Page 146-186
Page 173-176 Page 177-181 Page 185-186 Page 173-186
 3. Textbook pages
3. 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
These steps should be done across the week. Spread out the activities appropriately so that students will learn well. Always be guided by demonstration of learning by the
students which you can infer from formative assessment activities. Sustain learning systematically by providing students with multiple ways to learn new things, practice
their learning, question their learning processes, and draw conclusions about what they learned in relation to their life experiences and previous knowledge. Indicate the
time allotment for each step.
Do you still remember Sir Isaac
Newton? What about Christian
Huygens? Did you meet them in
your earlier grades?
In this activity, students are going
to create an improvised
Photometer to determine which
among the chemical substance
produces brightest light.
Group the students to perform
Activity 1: Light Source: Langis
Kandila or Lampara
Data processing may be done by
group presentation and class
discussion of the guide questions
to probe the concept of common
light source and how light is
produced and propagated
Discussion should also be
extended to cover differences and
similarities of brightness and
intensity.
Group reporting on the results of
the activity
What is our main source of light?
Introduce light as a wave,
especially as a major component of
the Electromagnetic Theory of Light
by James Clark Maxwell.
Students will create a Spectrum
Wheel and explore the
characteristics of light such as
energy, frequency and wavelength.
Group the students to perform
Activity 2: My Spectrum Wheel
Data processing may be done by
group presentation and class
discussion of the data and results
in tabular form and guide questions
to the characteristics of
electromagnetic spectrum.
Extend the discussion to include
dispersion as a special kind of
refraction
Group reporting on the results of
the activity.
Using the Electromagnetic
Review the different characteristics
of light discussed from the previous
lesson.
Students will design an experiment Students are expected to answer
given several materials to show the given questions in the
that light travels in a straight line Summative Test honestly.
Group the students to perform
Activity 4: Light up Straight
In the quest to come up with the
design, students will be able to
discover and apply the different
characteristics and properties of
light.
Students design an experiment to Summative Test
show that light travels in a straight
line. (See Attachment: Summative Test
Unit 3 Module 1.4)
 abstractions about the lesson Spectrum, at what frequency color
is visible to human eyes?
I. Evaluating learning Use Reporting Rubric to evaluate Use Reporting Rubric to evaluate Use Scoring Rubric found in page Check the answer of students in
the group reporting. the group reporting. 186 the Summative Test.
J. Additional activities for application or
remediation
V. REMARKS
VI. REFLECTION Reflect on your teaching and assess yourself as a teacher. Think about your students’ progress this week. What works? What else needs to be done to help the
students learn? Identify what help your instructional supervisors can provide for you so when you meet them, you can ask them relevant questions.
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?

PREPARED BY: CHECKED BY: NOTED BY:

___________________________ __________________________ ______________________

Science Teacher School Principal

GRADES 1 TO 12 School Grade Level SEVEN

DAILY LESSON Teacher/s Learning Area SCIENCE
 LOG Teaching Dates and Time December 12-16, 2016 Quarter THIRD

SESSION 1 SESSION 2 SESSION 3 SESSION 4

I. OBJECTIVES Objectives must be met over the week and connected to the curriculum standards. To meet the objectives necessary procedures must be followed and if needed, additional lessons,
exercises, and remedial activities may be done for developing content knowledge and competencies. These are assessed using Formative Assessment strategies. Valuing
objectives support the learning of content and competencies and enable children to find significance and joy in learning the lessons. Weekly objectives shall be derived from the
curriculum guides.
At the end of the session, the learners are expected to:
1 Describe the condition necessary for heat transfer to take place and trace the direction in which heat is transferred ;
2. Describe heat transfer by conduction and compare the heat conductvities of materials based on their relative coldness;
3. Observe and describe convection of heat through liquids; and
4. Observe transfer of heat through radiation.

A. Content Standard The learners demonstrate an understanding of how heat is transferred.

B. Performance Standard
C. Learning The learners infer the condition The learners infer the condition The learners infer the condition The learners infer the condition
Competency/Objectives necessary for heat transfer to necessary for heat transfer to necessary for heat transfer to necessary for heat transfer to
(Write the LC code for each.) occur. occur. occur. occur.
S7FE-IIIh-i-12 S7FE-IIIh-i-12 S7FE-IIIh-i-12 S7FE-IIIh-i-12
II. CONTENT Content is what the lesson is all about. It pertains to the subject matter that the teacher aims to teach in the CG, the content can be tackled in a week or two.
Heat Heat Transfer Heat Transfer Summative test on:
- Conduction - Convection Heat transfer
- Radiation - Conduction
- Convection
- Radiation
III. LEARNING RESOURCES
A. References
1. Teacher’s Guide pages Page 150-153 Page 153-154 Page 154-159 Page 150-159
2. Learner’s Materials pages Page 187-192 Page 192-194 Page 194-198 Page 187-98
3. Textbook pages
3. Additional Materials from
Learning Resource (LR)portal
B. Other Learning Resource
IV. PROCEDURES These steps should be done across the week. Spread out the activities appropriately so that students will learn well. Always be guided by demonstration of learning by the
students which you can infer from formative assessment activities. Sustain learning systematically by providing students with multiple ways to learn new things, practice
their learning, question their learning processes, and draw conclusions about what they learned in relation to their life experiences and previous knowledge. Indicate the

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
time allotment for each step.
At the start, the teacher ask the
students to give their ideas about
heat
In this activity, students will analyze
changes in the temperature of the
water inside the containers to
answer the questions that follows
Group the students to perform
Activity 1: Warm me up, cool me
down.
Data processing may be done by
group presentation and class
discussion of the guide questions
to describe the condition necessary
for heat to transfer to take place
and trace the direction in which
heat is transferred.
Group reporting on the results of
the activity, including answers to
the questions. (Q1-Q11) page 152.
How thermometers work?
Students’ illustrate the transfer of
heat to the class
Have you tried placing your finger
inside a freezer then it stuck?
Students will describe heat transfer
by conduction and compare the
heat conductivities of materials
based on their relative coldness.
Group the students to perform
Activity 2: Which feels colder?
The students present to the class
their observation.
Extend the discussion about heat
transfer through conduction
Group reporting on the results of
the activity.
Emphasize that different objects or
materials conduct heat differently.
Which among the metals observed
conduct the highest heat
conductivity
Review on heat transfer through
conduction
Is water a good conductor of heat? Students are expected to answer
the given questions in the
Summative Test honestly.
Group the students to perform
Activity 3: Move me up
Activity 4: Keep it cold
The teacher discusses about heat
transfer through convection and
radiation.
Students will answer Q1-Q6 in Summative Test
page 195 – Activity 3: Move me up
(See Attachment: Summative Test
Students will answer Q1-Q4 in Unit 3 Module 1.5)
page 197 – Activity 4: Keep it cold
Perform Activity 5 : All at once at
home. Practical application of heat
transfer in that take place within the
respective houses of the students
I. Evaluating learning Check answers of the students (Qi- Use Reporting Rubric to evaluate Check students answers Q1-Q6 in Check the answer of students in
Q11) the group reporting. page 195 – Activity 3: Move me up the Summative Test.

Check students answers Q1-Q4 in

page 197 – Activity 4: Keep it cold

J. Additional activities for application or

remediation
V. REMARKS
VI. REFLECTION Reflect on your teaching and assess yourself as a teacher. Think about your students’ progress this week. What works? What else needs to be done to help the
students learn? Identify what help your instructional supervisors can provide for you so when you meet them, you can ask them relevant questions.
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?

PREPARED BY: CHECKED BY: NOTED BY:

___________________________ __________________________ ______________________

Science Teacher School Principal