School OZAMIZ CITY NHS Grade 7

DETAILED Teacher JHIMSON A. Learning Area SCIENCE

LESSON MONREAL
PLAN Week 9 Quarter 3
Date January 7, 2019
Time 9:45am – 10:45am

I. OBJECTIVES
The learners demonstrate an understanding of how heat is
A. Content Standards
transferred.
The learners should be able to suggest proper lighting in
B. Performance Standards
various activities.
Infer the conditions necessary for heat transfer to occur;
C. Learning Competencies S7LT-IIIh-i-12

At the end of the lesson, the students are expected to:

D. Learning Objectives 1. trace the flow of heat transfer from one object to
another through an illustration
2. define heat transfer by conduction, convection,
and radiation
3. discuss the essence of patience and unity
II. CONTENT Heat Transfer
III. LEARNING RESOURCES
A. References K to 12 Modules
1. Teacher’s Guide Pages Science 7 page 233-248
2. Learner’s Material Pages Science 7 page 243-260
3. Textbook Pages
4. Additional Materials from
Learning Resources
B. Other Learning Resources http://www.youtube.com/watch?v=Yitiw6Y7xZg
http://www.youtube.com/watch?v=ON2Y3FEk_UI
http://www.youtube.com/watch?v=2JZciWtK6vc
http://www.youtube.com/watch?v=wr8Z4SCETPs
https://www.teacherspayteachers.com/Product/Conductio
n-Convection-and-Radiation-Worksheet-2967498
IV. PROCEDURES 5E’s
A. Engage
1. Preliminary Activities
a. Prayer
b. Greeting of the class
c. Checking of attendance

2. Review

Directions: Identify the following statement if it is correct or not.

 1. Sound is a mechanical wave.
2. Fluorescent light is our natural source of light.
3. Sound travels faster in solid material.
4. Pitch refers to highness and lowness of sound.
5. Light has wavelike nature and particle-like nature.

3. Motivation
Present to the class how to prepare hot coffee.

The following questions are asked to process the topic.

a. What are the ingredients in making hot coffee?
b. How to prepare a hot coffee?
c. What are your observations?
d. As you stir the ingredients, what happens to the spoon you used?
e. What about the cup?
f. Do you know how the heat is transferred to the spoon and cup?

4. Statement of the aim

a. trace the flow of heat transfer from one object to another through an illustration
b. define heat transfer by conduction, convection, and radiation
c. discuss the essence of patience and unity

B. Explore
Activity 1 “PERFORM MO, SHOW MO!”
The class will be divided into three groups.

GROUP 1 -Conduction
Mechanics
1. The group will assign their leader, 2 reporters, and secretary.
2. Each group will be given materials for the activity.
3. The group will read the task and the concept of the given type of heat transfer.
4. Touch first the cup and observe the temperature.
5. Pour the hot water into the cup.
6. Observe the temperature of the cup in 30 seconds to 1 minute.
7. The secretary will illustrate the flow of heat transfer from the hot water to the cup
 on a bondpaper.
8. The reporters will explain the flow of heat transfer of conduction to the class.

GROUP 2 –Convection
1. The group will assign their leader, 2 reporters, and secretary.
2. Each group will be given materials for the activity.
3. The group will read the task and the concept of the given type of heat transfer.
4. Touch first the cup and observe the temperature.
5. Pour the hot water first into the cup, then cold water respectively.
6. Observe the temperature of the water and the cup in 30 seconds to 1 minute.
7. The secretary will illustrate the flow of heat transfer from the hot water to the
cold water on a bondpaper.
8. The reporters will explain the flow of heat transfer of convection to the class.

GROUP 3 -Radiation
1. The group will assign their leader, 2 reporters, and secretary.
2. Each group will be given materials for the activity.
3. The group will read the task and the concept of the given type of heat transfer.
4. Light the candle first.
5. Place your hands 6 inches away from the candle and then observe the temperature
of your hands.
6. The secretary will illustrate the flow of heat transfer from the candle to the hands
on a bondpaper.
7. The reporters will explain the flow of heat transfer of radiation to the class.

C. Explain
Ask the following questions to facilitate critical thinking.
1. Why is conduction easier in solids and liquids?
2. Explain the movement of thermal energy in the picture below.
3. How is this example of conduction?
4. Why does the lady in the pink dress drop her roasting stick before the lady in the green
dress?
5. Describe an example of convection that you have experienced recently at home, at
school, or outside.

D. Elaborate
Elaborate the topic by asking some questions. Synthesize the topic through video presentation
(Heat Transfer song).
E. Evaluate
Activity 2

Directions: Look at the three images below. Identify which is an example of conduction,
convection, and radiation.

Value Integration
Ask the following questions:
1. How important transfer of heat is in our lives?
2. Based on the topic, how heat is transferred from one object to another?
3. Just like in reality class, what situations in your life where you can associate heat
with? (Possible answers: anger, hatred, bad vibes, gossips etc…)
4. Do you think these will allow you to grow as a person?
5. In order to conquer these things class, what attitude or virtue in life would you
possess?
“PATIENCE and UNITY”
IV. EVALUATION

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 lesson
work? No. of learners who
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:

JHIMSON A. MONREAL
SST-I

Approved:

ARLYN U. GRANADA
SSHT-V, Science