SCIENCE LESSON PLAN

GRADE QUARTER / DOMAIN DATE

LEVEL
QUARTER 2 - PHYSICS JULY 30, 2019
7

I. OBJECTIVES Remarks

A. Content The learners demonstrate an understanding of:

Standards waves as a carriers of energy
The learners shall be able to:
B. Performance
conduct a forum on mitigation and disaster risk
Standards
reduction
C. Learning Differentiate transverse from longitudinal waves,
Competencie and mechanical from electromagnetic waves;
s/ Objectives
(Write the S7LT-IIIc- 5
LC code)
II. CONTENT Waves
*Types of Waves
A. Time
Allotment 1 hour

III. LEARNING
RESOURCES

A. References
1. Teacher’s Guide
TG: pages 190-199
pages
2. Learner’s LM: pages 149-154
Materials pages
3. Textbook pages Breaking Through Science 7; pp. 192-195
4. Additional
Materials from
Learning
Resource (LR)
portal

B. Other
Learning
Resources
C. Prerequisite Science process skills from grade 4 to 7
knowledge
D. Prerequisite Related science process skills (e.g defining,
 Skills describing, comparing, observing, illustrating,
constructing, solving problem and valuing.
Visual aids , rope, coil spring, water in the basin,
E. Materials straw, duct tape, laptop, card deck
Lesson OUTLINE: This part
targets
Elicit : Recalling of the Past Lesson
COT
Engage : Playing Body Letters indicator #
Explore : Performing Activity 7. The
teacher
Explain : Discussion of the Activity plans
Elaborate : Grouping of household products sequenced
teaching
Evaluate : identifying household items if it is learning
an acid or a base process
Extend : Make video presentation about
other plant that can be used as
indicator.
Teacher’s Activity Learners Activity
IV. PROCEDURES ELICIT (5 minutes) Indicator
A. Reviewing #4 The
previous Prayer
teacher
lesson or Checking of attendance sets rules
presenting that are
the new Setting up rules: clear to all
lesson Keeping cleanliness of the learners
classroom before the
start of the
Raising hands in answering class
questions (no reaction in
chorus)
Give each student a meta
cards with the words This part
Electromagnetic and targets COT
mechanical waves. indicator # 4
wherein
The teacher will ask questions students
about the types of waves develop
collaboration
based on its medium. and shows
1. Energy from the Sun Electromagnetic active
participation
reaches the earth through wave in doing
2. Type of wave that requires Mechanical wave their group
a medium. activity.
3. Type of wave that do not Electromagnetic
require any medium. wave
B. Establishing a Objectives: At the end of the This part
purpose for lesson, 75% of the students targets COT
indicator# 5
the lesson must be able to:
Which apply
1. discuss the different types non-violent
C. Presenting of waves based on its discipline
examples/insta propagation. while having
nces of the 2. perform activities that their
new lesson illustrates the types of activities.
waves in the different
materials with enthusiasm
and cooperation.
ENGAGE (5 minutes)
With the same groups from
the first activity. Each group
must line a deck of cards. The
goal of this is to fell down all
the cards. All the cards fell
down as we touch
Describe what happened to the first card.
the cards?

Let us find out if this activity

has something to do with
our lesson today.

UNLOCKING OF DIFFICULTIES
Waves are disturbances that
carry energy through matter This part
or space. targets COT
indicator
Vibration #2 which
enhance
students
literacy by
understandi
ng the
define
terms.
D. Discussing EXPLORE (25 minutes) Learners will sit by This part
new concepts and Pre activity: group as targets
practicing new 1. Divide the class into 4 instructed. COT
skills #1 groups. Students work indicator #
2.Encourage the learners to cooperatively with 4 where
collaborate and cooperate with one another. they are
their group mates group to
3. Remind the class to have a explore
leader, presenter and and
secretary. perform
Discussing new 4. The teacher will set time activities
concepts and limit of 10 minutes to perform to engage
practicing new activity. learners to
skills #2 5. The teacher will give a range of
precautionary measures in physical
handling household materials. learning
6. The presenter will be the environme
one to discuss the result of the nt.
activity in class.
7. The teacher will ask the
students to prepare their
household sample.
This part
Activity Proper: target COT
The students will indicator #
The teacher will monitor the read the procedure 7. Students
following
correctness of the activity from the activity
correct
based on the procedure on sheets. procedure
their activity sheets. in doing
The students will different
perform the activities.
activity and
observe the color
reactions and then
identify the acidity
or basicity of the
household items
using the plant
indicator.
This part
targets COT
Post Activity discussions: The presenter from # 6
Assign the students of their each group will wherein
different task during the present based on students
presentation of the result. their assigned can learn
task: best with
Group 1. Basket their needs,
with household strengths
items ,interest
Group 2. Concept and
Mapping experiences
through
Group 3. Reporting
differentiat
the result in table
ed activity
form.
Group 4. Coloring
Each group must
show their output
to the class and
compare with each
other.

The teacher will post the

 expected results of the activity
and the students will compare
and discuss the
misconceptions if there’s any.
The teacher will prepare
four stations and each
group must proceed to
each four stations until they
finish all the activities in the
different stations.
Station 1. Read it. Students
will read an article about
types of waves.
Station 2. 2

E. Developing EXPLAIN This part

mastery (leads to The teacher will give targets
Formative additional information COT
Assessment 3) Key Questions: indicator #
1. What color is the Acidic-Red to pale 3 that
indicator in acidic red (pink) through
solution? In basic Basic- Green art of
solution? Basic questionin
2. Are cleaning products g the
more likely to be acidic students
or basic? Acidic can
3. Are food products more develop
likely to be acidic or A plant indicator Higher
basic? tells whether a Order
4. Why do we use camote substance is an Thinking
tops as plant indicator? acid or a base. Skills
Many plant parts (HOTS)
like the red
gumamela flower,
eggplant fruit,
mayana leaf,
purple camote tops
and many more
can be used as
acid-base
indicators. These
plant parts contain
pigments such as
anthocyanins,
which are
chemicals
reponsible for the
red, purple, or blue
in many plants.
The solution
changes from blue
 to red in an acidic
environment and
from yellow to
green in a basic
environment.
In our activity we
used camote tops
as our plant
indicator.

Vinegar, calamansi, softdrink,

sugar solution,tap water Acidic
Why these household items
turn pink when added with
camote tops extract?
Baking soda, toothpaste, soap, Basic
detergent.
How about these items? Why (Answer the
it turned into green. motivation
question)

F. Finding ELABORATE This part

practical In your grade IV Science, you target COT
applications of studied about grouping indicator #
concepts and skills different materials based on 1 which
in daily living their properties. incorporat
es their
prior
knowledge
Can you explain why do we Yes. to a new
need to group certain It is important to lesson.
household materials based on group the They recall
their properties? household items so their topics
that they will not in science
contaminate each and Health
other. (MAPEH)
Some of the acids during
and basics are their
corrosive and it elementar
may damage our y level to
skin. relate its
For instance, present
Vinegar should not topic.
be placed with H4N-Ib-23
soaps because the (across)
vinegar will smell
like a soap and it
will not be used for
 cooking.
In your Health subject you (answers may
discussed about the vary) LC Code:
importance of reading food S4MTIa-1
labels in selecting and (within
purchasing foods to eat and curr),
things to use.

The acidity and

What are some of the things basicity of the
that we need to consider in household
choosing the household items materials that we
that we are using every day? are using every
day.

Yes, because some

Is it important for us to know household items
the basicity and acidity of the contain acid and
foods that we eat and the base that might
things we use in our everyday cause irritation and
life? diseases to our
body.
Answers may vary
Drinking soft
Can you site one of the drinks everyday
household items that contains cause hyperacidity
acid or base and how it affects and heartburn
to someone’s health? because of too
much acid in the
stomach.
Students response
G. Making may vary
generalizations
and abstractions
about the lesson The teacher will asked the
students about what they
have learned from the activity.

Using meta cards the teacher Students will raise

will test if they can classify and show their
these household as base or answer.
acid.
1.vinegar Acid
H. Evaluating 2.toothpaste Base
learning 3.calamansi Acid
4.softdrink Acid
5.sugar solution Acid
6. soap Base
7.tap water Acid
8. baking soda Base
 9. detergent base

Make a 5 – minute video

presentation showing your
group conducting an activity
testing substances as an acid
a. Additional
or base using other plants as
activities for
indicator that can be found in
application or
your locality.
remediation
Note: Practice safe ways of
handling acids and bases
using protective clothing and
safety gear.
V. REMARKS

VI. REFLECTION

A. No. of learners who earned 80% in the evaluation

B. No. of learners who require additional activities for remediation
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:
JENNIFER B. DEQUINA
Teacher I
Mentee
Capiz National High School

CHERRY BARONA
Master Teacher I
MENTOR (TIP)