GRADES 1 TO 12 School Gen.

Emilio Aguinaldo-Bailen Integrated School Grade Level Seven

DAILY LESSON Teacher/s Mrs. Jocelyn S. Hernandez Learning Area SCIENCE
LOG Teaching Dates and Time 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 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
A. Content Standard The learners demonstrate an understanding of motion in one dimension.
B. Performance Standard
C. Learning Competency/Objectives The learners describe the motion The learners describe the motion The learners differentiate The learners create and interpret
(Write the LC code for each.) of an object in terms of distance of an object in terms of distance quantities in terms of magnitude visual representation of the
or displacement, speed or or displacement, speed or and direction. motion of objects such as tape
velocity, and acceleration. velocity, and acceleration. charts and 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 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 Review:
A. Reviewing previous lesson or find in highways and roads that When can we say that an object are the different ways to describe What is speed? What makes
presenting the new lesson gives direction? is in motion? the motion of an object? speed different from velocity?

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

Perform Activity 1 : Where is It ?

on page 131

Using Figure 1 of page 131, Divide the class into groups. Using the same group from the Divide the class into 5 groups.
C. Presenting examples/Instances of describe the positions of the Assigned members as Leader, previous activity. Find a bigger Assigned members as Leader,
the new lesson objects using number line. Time keeper, Note taker, etc. space in the school where the Time keeper, Note taker,
class can perform Activity 3: Fun Reporters, etc.
Using Figure 2 of page 132, The group performs Activity 2 : walk (page 137)
describe the position of the ball at My Home to School Roadmap on The group performs Activity 4:
a given time. page 135 to 136. Following the Doing Detective Work on page
instructions carefully. Each 139 to 141. Following the
student should be able to draw its procedure carefully. Each group
roadmap in short band paper. should be able to record the
distance travel, plot values as
points in the graph.
During the processing, the Present Figure 5 on page 134 to The teacher explains that after The teacher explains that the
D. Discussing new concepts and teacher should emphasize that the class. Let the students determining how far the object difference in length between two
practicing new skills # 1 once the students have selected describe the motion of the dog. moves, the next question will be successive tapes provides the
their point of reference, they can “How fast did it move?” This object’s acceleration or its
easily describe any change in the From the figure define distance information can be provided by change in speed or velocity for a
position of an object. In other and displacement. the objects speed or velocity. time interval of 1 second.
 words, they can easily tell
whether an object is moving or Define and differentiate Speed
not. At this point, the definition of form Velocity.
motion, which is the change in
position over time, can be Define Average Speed and
introduced. Instantaneous Speed

E. Discussing new concepts and Students will describe motion Discuss Speed as distance travel Students will describe the
practicing new skills # 2 using motion graphs. Following divided by time of travel or distance travelled by the car by
the procedure below: plotting the values from the Table
Distance traveled 3 on page 141 using motion
1. Using the values from figure 2 Speed = graphs.
of page 132, complete Table 1: Time of travel
Position of the ball vs time; The students also interpret the
2. Plot the values in Table 1 as graph in terms of speed and
points on the graph in Figure 3, Discuss Velocity as Speed with acceleration of the moving car.
page 134, using graphing paper direction (displacement divided by
3. Lastly, draw a straight time of travel) or
diagonal line through the points in
the graph. Displacement
Velocity =
The teacher also defines motion Time of travel
as a change in position. Gives
the definition of Distance and
Displacement.

F. Developing mastery Students are asked to answer the Refer to figure 7 of page 135, Board Drill: Each group should answer the
(leads to Formative Assessment Short Answer Questions (Q1 to displacement-time graph. 1. Who is travelling faster than Short Answer Questions (Q1 to
3) Q14 on page131-132.) Answer the following questions: the other, a person who Q10 on page140-141.)
1. What is the distance of the covered 10 meters in 5
Select students to present their object after 2 seconds? seconds or the one who took
answers to the class. 2. What is its displacement after 10 seconds to cover 20
6 seconds? meters?
3. How will you describe the 2. What is the speed of the car
motion of the object between travelling 20 meters in 5
0s and 2s, between 2s and 4s, seconds?
and between 4s and 6s? 3. What is the velocity of the boy
 running 15 km in 3 minutes
going North?

G. Finding practical application of Teacher emphasizes the How far is your home from the What is the maximum speed limit In what instance you are required
concepts and skills in daily living significance that knowledge in school? allowed by law for road vehicles to increase your speed?
describing motion of an object will in the Philippines? - Cite instance like emergency
help them understand common cases.
road signage. - Precaution on safe driving by
using safety belts.

H. Making generalizations and Teacher makes the students The students will answer the Why is it important to attain the Teacher indicates that
abstractions about the lesson realize the fact that understanding questions orally. required speed limit in the road or acceleration does not take place
motion of the objects will be of highways? only on increasing speed along a
great help to those who are lost 1. Is it possible to get zero straight line but could also takes
and in need of clear guide for displacement? place when a moving object
them to get to their destination 2. When can displacement be reduces or decreases it speed or
safely. equal to zero? when it changes direction.

This is to correct the common

conception among people that
acceleration only refers to objects
with increasing speed.

I. Evaluating learning Check students’ answer on Short Check students’ answer from the Check students’ answer : Board Check students’ answer in the
Answer Questions (Q1 to Q14) activities given (Developing Drills Short Answer Questions (Q1 to
Mastery) Q10 on page140-141.)

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:

JOCELYN S. HERNANDEZ SHERRYL I. REYES GREGORIA A. PEÑA

Teacher III Head Teacher III Principal II
 GRADES 1 TO 12 School Gen. Emilio Aguinaldo- Bailen Integrated School Grade Level SEVEN
DAILY LESSON Teacher/s Jocelyn S. Hernandez Learning Area SCIENCE
LOG Teaching Dates and Time 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 1. Explain that waves carry energy ;
changing by examining the record of the dots on a strip of paper; 2. Note that the energy produces by the waves creates movement;
2. Emphasize that any change in the velocity of an object an object and
results in an acceleration; 3. Distinguish between transverse and longitudinal waves;
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 The learners demonstrate an understanding of waves as a carrier of
dimension. energy.

B. Performance Standard
C. Learning Competency/Objectives The learners create and interpret The learners create and interpret The learner infer that waves carry The learners differentiate
(Write the LC code for each.) visual representation of the visual representation of the energy transverse waves from
motion of objects such as tape motion of objects such as tape S7FE-IIIc-4 longitudinal waves, and
charts and motion graphs. charts and motion graphs. mechanical waves from
S7FE-IIIb-3 S7FE-IIIb-3 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 Page 123-124 Page 123-124 Page 126-127 Page 128-131
2. Learner’s Materials pages Page 139-143 Page 139-143 Page 144-145 Page 145-149
3. Textbook pages
4. 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 time allotment for each step.
The teacher prepares the Teacher presents a What happens when waves pass
A. Reviewing previous lesson or students to do the reporting of demonstration to serve as by?
presenting the new lesson results to the class. He/she sees motivation.
to it that all members of the group
have the change to share his/her Demonstration Activity:
thoughts and understanding of Introduction to Vibrations
the activity done
Please see TG page 126-127 for
the procedure.

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

Group Reporting on the Results From the activity, ask the Using the same groupings from
C. Presenting examples/Instances of of Activity no. 4: Doing Detective students the following questions: the previous group activity.
the new lesson Work Students are to perform Activity
1. What two things are vibrating? 1: Let’s Make Waves! on page
2. What caused the salt to 145- 149. They are required to
move? 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 an object results in an source of a vibration and waves class. Sharing in their own
acceleration. can set objects into motion. understanding on the different
Acceleration is either increasing types of waves.
or decreasing of speed and
changing directions.

E. Discussing new concepts and

practicing new skills # 2
F. Developing mastery Each group presents their answer Summative Test Oral Recitation: Ask the students to answer
(leads to Formative Assessment the Short Answer Questions (Q1 1. What do you do when you Summary Questions on Page 149
3) to Q10 on page140-141.) (See Attachment: Summative wave your hand?
Test Unit 3 Module 1.1.) 2. Think of a still lake. How
would you generate water
waves on the lake?

G. Finding practical application of Teacher tell the student that there The teacher explains that waves How engineers and architects
concepts and skills in daily living are some parts in the country that observed in the activity are like designed skyscrapers and
uses motion detectors to detect other types of waves that are bridges to address the problem
the speed of vehicle passing by, observed in the nature. Waves regarding the stability of
example in Subic Laguna like earthquake and water waves constructed building whenever
(tsunami). earthquakes occur?

H. Making generalizations and What is needed in order for an The teacher stress that waves are What are the different types of
abstractions about the lesson object to move? created by a source and as the waves and how one differs from
waves travel it carries energy the other?
within it and cause movement

I. Evaluating learning Evaluate the Group Reporting Check the answer of students in Evaluate the explanation of Check the answer of students in
the Summative Test. students in the oral recitation the Summary Questions
(See Rubric Attached: Title:
Reporting Rubric)

J. Additional activities for application

or remediation
 I. REMARKS
II. 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:

JOCELYN S. HERNANDEZ SHERRYL I. REYES GREGORIA A. PEÑA

Teacher III Head Teacher III Principal II
 GRADES 1 TO 12 School Gen.Emilio Aguinaldo – Bailen Integrated School Grade Level SEVEN
DAILY LESSON Teacher/s Jocelyn S. Hernadez Learning Area SCIENCE
LOG Teaching Dates and Time 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 2. Identify factors that affect the
velocity. 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 The learners differentiate The learners differentiate The learners relate the The learners describe the
(Write the LC code for each.) transverse waves from transverse waves from characteristics of waves characteristics of sound using the
longitudinal waves, and longitudinal waves, and S7FE-IIId-6 concept of wavelength, velocity
mechanical waves from mechanical waves from and amplitude.
electromagnetic waves electromagnetic waves S7FE-IIIc-7
S7FE-IIIc-5 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.
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 Page 150-153 Page 154-156 Page 145-156 Page 161-165
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 time allotment for each step.
Review: Review: Ask students to place their palm
A. Reviewing previous lesson or What are the different types of 1. What is am amplitude of a on their throat then say loudly,
presenting the new lesson waves discussed from the wave? “Mom! Phineas ad Ferb are
previous lesson? 2. What is wavelength? making a title sequence!”
3. How to measure the speed of
a wave?

The teacher asks the students the The teacher asks the students the Students are expected to answer Students create their own
B. Establishing a purpose for the question: How do you describe question: How do waves the given questions in the sounding box using shoe box and
lesson waves? propagate? Summative Test honestly. rubber bands with different
thickness. They will demonstrate
how sound is produced. They will
different the sound produced by
each band.

Using the same groupings from Before the discussion, the Teacher calls students to present
C. Presenting examples/Instances of the previous group activity. teacher show the large images of their output (My Sounding Box) to
the new lesson Students are to perform Activity 2: mechanical waves, which the the class. Let them demonstrate
Anatomy of a wave on page 150- students were able to generate how sound is produced.
149. They are required to follow from Activity 1, and a chart of the
accurately the procedure to be electromagnetic spectrum which
able to describe waves through can be used by the students in
amplitude, wavelength, and wave answering the questions in the
frequency. Activity sheet.

The students within the group Students should: The teacher discusses that
D. Discussing new concepts and create a model to demonstrate - Define mechanical waves and sounds are caused by vibrations.
practicing new skills # 1 the relationship among frequency, electromagnetic waves. Vibration are considered as a
amplitude, and wavelength. disturbance that travels through a
- Identify the common name of medium (solid, liquid, or gas),
electromagnetic waves shown This vibratory motion causes
in the chart energy to transfer to 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.

E. Discussing new concepts and The teacher demonstrates how to Present the speed of sound in
practicing new skills # 2 measure speed of the wave using different materials. Sound need
the frequency and the wavelength medium for it to travel, thus it
of the wave. cannot travel through a medium.

F. Developing mastery Ask the students to answer the Students will answer the activity Summative Test
(leads to Formative Assessment short answer questions: sheet provided by the teacher
3) Summary on page 153 that contains the identification of (See Attachment: Summative
common names and illustration of Test Unit 3 Module 1.2)
the different electromagnetic
waves.

G. Finding practical application of The teacher shares to the class The principles of propagation of
concepts and skills in daily living that the Sun is an important sound are used in the creation of
source of ultraviolet (UV) waves, musical instruments
which is 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.
H. Making generalizations and Why UV rays are harmful to the How sounds propagated? Can
abstractions about the lesson 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: sheet. the Summative Test.
Summary 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:

JOCELYN S. HERNANDEZ SHERRYL I. REYES GREGORIA A. PEÑA

Teacher III Head Teacher III Principal II
 GRADES 1 TO 12 School Grade Level SEVEN
DAILY LESSON Teacher/s Learning Area SCIENCE
LOG Teaching Dates and Time 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. 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 using indigenous
produced by a guitar; and products ;and
4. Explain sound production in the human voice box and how pitch, loudness and quality of sound vary 2. Use these instruments to
from one person to another. compose tunes and present a
Gig.
A. Content Standard The learners demonstrate an understanding of the characteristics of sound.
B. Performance Standard
C. Learning Competency/Objectives The learners explain sound The learners describe how The learners describe how The learners describe how
(Write the LC code for each.) production in the human voice organisms produce, transmit, and organisms produce, transmit, and organisms produce, transmit, and
box 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
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 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
III. LEARNING RESOURCES
A. References
 1.Teacher’s Guide pages Page 144 Page 144 Page 142-144 Page 145
2.Learner’s Materials pages Page 165-167 Page 167-170 Page 161-170 Page 170-172
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 time allotment for each step.
How are sounds produced? From your Biology lesson, can Recalls that sound are produced
A. Reviewing previous lesson or you still remember the anatomy of by vibration.
presenting the new lesson a human ear?
Using the sound box made by the Students are expected to answer Initiating students’ creativity, they
B. Establishing a purpose for the students, they will describe the the given questions in the will make improvised / localized
lesson characteristics of sound and Summative Test honestly. musical instruments. Using the
compare it with the sound materials available in the locality.
produced by a guitar.
The students will perform Activity Given the picture of the human Form a group of four (4) students.
C. Presenting examples/Instances of 2: Properties and Characteristics ear, teacher asks the students to One student can play stringed
the new lesson of Sound name the different parts of the instruments, the other one can
ear. play the drum, and the third
member can use other
instruments aside from stringed
and drums, while the last member
is the solo performer.
From the activity, the students Teacher discusses the function of Each member of the group
D. Discussing new concepts and listen and observe the different the different parts of the human creates its own improvised
practicing new skills # 1 pitch of the rubber band of ear. instruments according to its
different thickness and the from assigned task.
the string of the guitar.
The members of the group
The teacher then discuss about practice their composed song
sound pitch. using their improvised musical
instruments.
E. Discussing new concepts and Teacher explains about loudness The group comes up with their
practicing new skills # 2 and sound intensity. own song composition which will
be accompanied by the
 instruments they have created.
F. Developing mastery The students will answer the Summative Test
(leads to Formative Assessment Short Answer Question (Q1 to Q
3) 16) including the table for pitch of (See Attachment: Summative
the guitar strings. on page 166- Test Unit 3 Module 1.3)
167
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:

 JOCELYN S. HERNANDEZ SHERRYL I. REYES GREGORIA A. PEÑA
Teacher III Head Teacher III Principal II

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

The learners infer that light

travels in a straight line.
S7FE-IIlg-11
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 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
III. LEARNING RESOURCES
A. References
1. Teacher’s Guide pages Page 146-148 Page 147-148 Page 185-186 Page 146-186
2. Learner’s Materials pages 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 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 Introduce light as a wave, Review the different
A. Reviewing previous lesson or Newton? What about Christian especially as a major component characteristics of light discussed
presenting the new lesson Huygens? Did you meet them in of the Electromagnetic Theory of from the previous lesson.
your earlier grades? Light by James Clark Maxwell.
In this activity, students are going Students will create a Spectrum Students will design an Students are expected to answer
B. Establishing a purpose for the to create an improvised Wheel and explore the experiment given several the given questions in the
lesson Photometer to determine which characteristics of light such as materials to show that light travels Summative Test honestly.
among the chemical substance energy, frequency and in a straight line
produces brightest light. wavelength.
Group the students to perform Group the students to perform Group the students to perform
C. Presenting examples/Instances of Activity 1: Light Source: Langis Activity 2: My Spectrum Wheel Activity 4: Light up Straight
the new lesson Kandila or Lampara
Data processing may be done by Data processing may be done by In the quest to come up with the
D. Discussing new concepts and group presentation and class group presentation and class design, students will be able to
practicing new skills # 1 discussion of the guide questions discussion of the data and results discover and apply the different
to probe the concept of common in tabular form and guide characteristics and properties of
light source and how light is questions to the characteristics of light.
produced and propagated electromagnetic spectrum.
E. Discussing new concepts and Discussion should also be Extend the discussion to include
practicing new skills # 2 extended to cover differences and dispersion as a special kind of
similarities of brightness and refraction
intensity.
F. Developing mastery Group reporting on the results of Group reporting on the results of Students design an experiment to Summative Test
(leads to Formative Assessment the activity the activity. show that light travels in a straight
 3) line. (See Attachment: Summative
Test Unit 3 Module 1.4)
G. Finding practical application of What is our main source of light?
concepts and skills in daily living
H. Making generalizations and Using the Electromagnetic
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 Check the answer of students in
the group reporting. the group reporting. page 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:

JOCELYN S. HERNANDEZ SHERRYL I. REYES GREGORIA A. PEÑA

Teacher III Head Teacher III Principal II
 GRADES 1 TO 12 School GEN.EMILIO AGUINALDO-BAILEN INTEGRATED SCHOOL Grade Level SEVEN
DAILY LESSON Teacher/s JOCELYN S. HERNANDEZ Learning Area SCIENCE
LOG Teaching Dates and Time 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 Competency/Objectives The learners infer the condition The learners infer the condition The learners infer the condition The learners infer the condition
(Write the LC code for each.) necessary for heat transfer to necessary for heat transfer to necessary for heat transfer to necessary for heat transfer to
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 time allotment for each step.
At the start, the teacher ask the Have you tried placing your finger Review on heat transfer through
A. Reviewing previous lesson or students to give their ideas about inside a freezer then it stuck? conduction
presenting the new lesson heat
In this activity, students will Students will describe heat Is water a good conductor of Students are expected to answer
B. Establishing a purpose for the analyze changes in the transfer by conduction and heat? the given questions in the
lesson temperature of the water inside compare the heat conductivities Summative Test honestly.
the containers to answer the of materials based on their
questions that follows relative coldness.
Group the students to perform Group the students to perform Group the students to perform
C. Presenting examples/Instances of Activity 1: Warm me up, cool me Activity 2: Which feels colder? Activity 3: Move me up
the new lesson down. Activity 4: Keep it cold
Data processing may be done by The students present to the class The teacher discusses about heat
D. Discussing new concepts and group presentation and class their observation. transfer through convection and
practicing new skills # 1 discussion of the guide questions radiation.
to describe the condition
necessary for heat to transfer to
take place and trace the direction
in which heat is transferred.
E. Discussing new concepts and Extend the discussion about heat
practicing new skills # 2 transfer through conduction
F. Developing mastery Group reporting on the results of Group reporting on the results of Students will answer Q1-Q6 in Summative Test
(leads to Formative Assessment the activity, including answers to the activity. page 195 – Activity 3: Move me
3) the questions. (Q1-Q11) page up (See Attachment: Summative
152. Test Unit 3 Module 1.5)
Students will answer Q1-Q4 in
page 197 – Activity 4: Keep it cold

G. Finding practical application of How thermometers work? Perform Activity 5 : All at once at
concepts and skills in daily living home. Practical application of
heat transfer in that take place
within the respective houses of
 the students
H. Making generalizations and Students’ illustrate the transfer of Emphasize that different objects
abstractions about the lesson heat to the class or materials conduct heat
differently. Which among the
metals observed conduct the
highest heat conductivity
I. Evaluating learning Check answers of the students Use Reporting Rubric to evaluate Check students answers Q1-Q6 Check the answer of students in
(Qi-Q11) the group reporting. in page 195 – Activity 3: Move me the Summative Test.
up

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:

JOCELYN S. HERNANDEZ SHERRYL I. REYES GREGORIA A. PEÑA
Teacher III Head Teacher III Principal II