MATATAG School: NAMBALAN INTEGRATED SCHOOL Grade Level: 7

K to 10 Curriculum Teacher: BENJIE C. NERI Learning Area: SCIENCE

Weekly Lesson Log Teaching Dates and Time: AUGUST 19 - 23, 2024 (WEEK 4) Quarter: 1

I. CURRICULUM CONTENT, STANDARDS, AND LESSON COMPETENCIES

A. Content Learners learn that there are specific processes for planning, conducting, and recording scientific investigations
Standards

B. Performance By the end of the Quarter, learners recognize that scientists use models to describe the particle model of matter.
Standards They use diagrams and illustrations to explain the motion and arrangement of particles during changes of state.
They demonstrate an understanding of the role of solute and solvent in solutions and the factors that affect
solubility. They demonstrate skills to plan and conduct a scientific investigation making accurate measurements
and using standard units

C. Learning Learning Competency

Competencies 1. The learners follow the appropriate steps of a scientific investigation which include:
and Objectives a. Aim or problem,
b. Materials and equipment,
c. Method or procedures,
d. Results including data, and
e. Conclusions.

D. A. Designing a Scientific Investigation

E. Integration ● Scientific literacy and Scientific Qualities

● Innovation and Technology
● Ethical Considerations
● Health and wellbeing
● Environmental Sustainability

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II. LEARNING RESOURCES

● Quarter 1 Week 4 Worksheet.

III. TEACHING AND LEARNING PROCEDURE NOTES TO TEACHERS

A. Activating Prior DAY 1 Encourage them to provide

Knowledge examples of each phase and
1. Short Review describe how matter transitions
between them.
Begin the lesson by asking students to recall the different phases of matter
discussed in the previous lesson (solid, liquid, gas).

B. Establishing 1. Lesson Purpose Announce with excitement,

Lesson Purpose "Today, we'll transform into
Roleplaying: Superhero scientists scientists ourselves and learn a
superpower: designing our own
2. Unlocking Content Vocabulary experiments!"
● Scientific Investigation
Clearly state the learning
A step-by-step process scientists use to answer questions about the world. objectives using language
(Consider showing a diagram representing the steps: Aim/Problem, students can understand.
Materials, Method, Results, Conclusion).
● Aim/Problem Introduce Key Terms: Introduce
The question you want to answer through your experiment. the essential vocabulary terms
students will encounter
● Materials & Equipment
throughout the lesson. Use
The tools and supplies you need to conduct your experiment. clear and concise language with
● Method/Procedure student-friendly definitions.
The detailed plan outlining exactly what you will do, step-by-step, to test
your question (like a recipe for an experiment!).

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 ● Data Have students create their own
The information you collect during your experiment (observations, definitions in their own words
measurements). or draw pictures to represent
the terms.
● Results
The findings of your experiment, presented using tables, charts, or graphs.
● Conclusion
Your explanation of what your results mean and how they answer your initial
question.

C. Developing and Active recall of concepts and/or

Deepening Week 4 - Day 1 tasks covered in the previous
Understanding day must be noted to transition
Steps of a Scientific Investigation to the lesson continuation.

1. Explicitation Begin by eliciting students'

ideas about the scientific
process. Use the picture
below as prompt.

● "What do you think scientists do when they want to learn something

new?" or "How do scientists figure out the answers to their questions?"
Encourage students to share their thoughts and ideas, emphasizing
that there is no right or wrong answer at this stage.

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Here's a breakdown of each step in a scientific investigation with a more detailed On a presentation slide, present
explanation: the steps of a scientific
investigation. Before beginning
a. Aim or Problem: to reveal what happens in each
● This is the heart of your investigation. It's the question you want to step, ask students about what
answer through your experiment. each step first.
● A good aim is:
o Clear and Specific: It should be a focused question about what
you want to investigate. Don't try to answer too many things at
once.
o Answerable through an Experiment: The question should be
something you can test by collecting data.
o Measurable: You should be able to measure or observe
something to find an answer.

b. Materials and Equipment:

● This is the list of tools and supplies you need to conduct your experiment.
● Consider these points:
o Adequacy: You should have everything needed to carry out your
procedures effectively.
o Safety: Choose materials that are safe to use and handle.
o Availability: Ensure the materials are readily available or easily
obtainable.

c. Method or Procedures:
● This is the detailed step-by-step plan for conducting your experiment. It
outlines exactly what you will do to test your aim.
● A good method should be:
o Clear and Concise: Write specific instructions that are easy to
understand and follow, even by someone else.
o Sequential: List the steps in the order they will be performed.
o Repeatable: The method should be written in a way that allows
others to repeat your experiment and get similar results.

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 d. Results including Data:
● This section documents the findings of your experiment. It includes all
the information you collected during the investigation.
● Data can be presented in various ways:
o Observations: Detailed descriptions of what you saw, smelled,
heard, etc., during the experiment.
o Measurements: Quantitative data collected using tools like rulers,
thermometers, or scales.
o Tables and Charts: Organized presentations of your data for easier
analysis.
o Graphs: Visual representations of your data to identify trends or
relationships.

e. Conclusions:
● This is where you interpret your results and answer your initial question
(aim).
● A good conclusion should be:
o Based on Evidence: It should be derived directly from the data you
collected during the experiment.
o Explanatory: Explain what your findings mean in relation to your
aim.
o Supports or Rejects: State whether your data supports or rejects
your initial hypothesis (if one was formulated).

2. Worked Example
Let students accomplish LAS 1 on Following the Steps of a Scientific
Investigation found on Quarter 1 Week 3 Worksheet.

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Week 4 - Day 2

1. Recall

● Briefly review the key steps of a scientific investigation from the previous
lesson (Aim/Problem, Materials & Equipment, Method/Procedures, Results
& Data, Conclusions). You can use pictures or videos (optional) to jog
students' memories.
● Ask students to share examples of each step from their own understanding.

2. Explicitation

Introduce the concept of the "Method" in a scientific investigation. Explain

that the method is like a recipe - it tells you exactly what to do, step-by-
step, to answer your question (aim).

● Highlight the importance of a clear and concise method. It should be

easy to understand and follow, even for someone else who wasn't
involved in designing the experiment.

3. Introducing Hypothesis and Variables (10 minutes):

● Before diving into the worked example, introduce the concept of a

hypothesis. Explain that a hypothesis is an educated guess or a prediction
about the outcome of an experiment based on your observations and prior
knowledge.
● Example: "Hypothesis: Plants placed in a sunny location will grow taller
than plants placed in the shade."
● Now, introduce the concept of variables in an experiment. Explain that
variables are factors that can change in an experiment. Here are the three
main types of variables:
o Independent Variable: This is the factor you deliberately change or
manipulate in your experiment to see its effect on something else. (In
our example, the independent variable is the amount of sunlight)

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 o Dependent Variable: This is the factor that you measure or observe
in response to the changes made in the independent variable. (In our
example, the dependent variable is plant growth)
o Controlled Variables: These are factors that you keep the same
throughout the experiment to ensure a fair test. (In our example, we
want to control the amount of water both plants receive, pot size, etc.)

Worked Example
Present a scenario: You've noticed that some brands of paper towels seem to
be more absorbent than others. You wonder, "Do different brands of paper Ask them to supply entries
towels absorb the same amount of water?" for the following items.
Sample answers are
Hypothesis: provided. Process their
responses.
Independent Variable:
Sample Response:
Dependent Variable:
Hypothesis: Brand A paper towel
Controlled Variables: will absorb more water than Brand
B paper towel.

Independent Variable: Brand of
paper towel (Brand A vs. Brand B)
Method:
Dependent Variable: Amount of
● Step 1:
water absorbed (measured in
● Step 2:
milliliters)
● Step 3:
● Step 4:
● Step 5: Controlled Variables:

Results: ● Size of paper towel pieces (use

the same size for both brands)

● Amount of water used in each

trial

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3. Lesson Activity ● Type of container used to hold
Let students Accomplish LAS 2 on Science Quarter 1 Week 4 Worksheet the water

Method:

● Step 1: Gather two identical

glasses or containers, two
different brands of paper towel
(Brand A and Brand B), a ruler, a
marker, and a measuring cup.

● Step 2: Mark a line at 10 ml on

each glass or container
(controlled variable).

● Step 3: Pour 10 ml of water into

one of the containers (controlled
variable).

● Step 4: Tear off two same-sized

pieces of paper towel from Brand
A (independent variable). Fold
them together if needed for
absorbency.

● Step 5: Place the Brand A paper

towels in the water for 5 seconds.
Then, carefully remove the paper
towels and squeeze out any
excess water back into the
container for 10 seconds.

● Step 6: Measure the remaining

water level in the container using
the ruler. Record the amount of
water absorbed by Brand A
(dependent variable) in milliliters.
Repeat steps 3-6 using two same-

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 sized pieces of Brand B paper
towel (independent variable).

● Step 7: Repeat steps 3-6 two

more times for each brand of
paper towel (total of 3 trials per
brand) to ensure accuracy.
Calculate the average amount of
water absorbed by each brand.

Results: Imagine you conducted

this experiment and found that
Brand A paper towels absorbed an
average of 8 ml of water, while
Brand B paper

Week 4 - Day 3

Let students present their work. Some will present LAS while other the output for Provide feedback when
extended practice. necessary.

D. Making Week 4 - Day 4

Generalizations You can pose open-ended
1. Learners’ Takeaways questions or prompts that
encourage them to think about
* Today we learned about designing scientific investigations. What surprised you the concepts covered and their
the most about this process? understanding of designing
* Think about the scientific investigation you designed today. What was the most scientific investigations.
challenging part, and how did you overcome it?
* Why is it important to have a clear and detailed method (procedure) when
designing an experiment?

2. Reflection on Learning
Think about the scientific investigation you designed today. What was the most
challenging part, and how did you overcome it?

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 Why is it important to have a clear and concise method (procedure) when
designing an experiment?

IV. EVALUATING LEARNING: FORMATIVE ASSESSMENT AND TEACHER’S REFLECTION NOTES TO TEACHERS

A. Evaluating
Learning 1. Formative Assessment

Instructions:

1. Exit Ticket: Provide students with an exit ticket with the

following prompts:
o Write down a scientific question you are curious about.
o What materials would you need to investigate this question?
o Describe two or three steps you would take to test your question.
o
2. Group Discussion: Divide students into small groups and have them share
their chosen scientific questions and their initial ideas for procedures.
Encourage them to discuss the following:
o Is the question clear and answerable through an experiment?
o Are the materials listed appropriate and sufficient for the
investigation?
o Do the proposed steps provide a clear and sequential plan for
testing the question?
o
3. Variable Identification: After students have had a chance to refine their
procedures, ask them to consider the variables in their investigation. Have
them identify:
o The independent variable (the factor they will change)
o The dependent variable (the factor they will measure or observe)
o At least two controlled variables (factors they will keep the same)

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 Throughout the lesson, observe students' participation in discussions and their
written work. Look for the following:

● Can students identify the key steps of a scientific investigation?

● Can students apply their understanding of the steps to design a simple
investigation?
● Can students correctly identify the independent, dependent, and
controlled variables in their investigation?

B. Teacher’s Note observations on

Remarks any of the following Effective Practices Problems Encountered
areas:

strategies explored

materials used

learner engagement/
interaction

others

C. Teacher’s Reflection guide or prompt can be on:

Reflection ▪ principles behind the teaching
What principles and beliefs informed my lesson?
Why did I teach the lesson the way I did?

▪ students
What roles did my students play in my lesson?
What did my students learn? How did they
learn?

▪ ways forward
What could I have done differently?
What can I explore in the next lesson?
Prepared by: BENJIE C. NERI
Sub-Teacher1
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