MATATAG K to 10 School Pacita Ramos Mendoza Memorial NHS Grade Level 7-Thales/7-Newton

Curriculum Weekly
Lesson Log Name of Teacher Arlene L. Villanueva Learning Area Science
Teaching Dates Week 5 Quarter 1
and Time August 27- 29, 2024

SCIENCE (CHEMISTRY) / QUARTER 1 / GRADE 7

I. CURRICULUM CONTENT, STANDARDS, AND LESSON COMPETENCIES

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

Learning Competency
The learners follow the appropriate steps of a scientific investigation which include: (a) aim or problem, (b) materials
and equipment, (c) method or procedures, (d) results including data, and (e) conclusions

Learning Objectives
C. Learning At the end of the lesson, the learner shall be able to:
Competencies 1. identify the different types of variables;
and Objectives 2. make hypotheses based on the given scientific problem;
3. conduct an experiment to prove hypothesis;
4. determine the procedure in a given experiment;
5. define conclusion;
6. draw conclusions from given scientific scenarios;
7. define application; and
8. apply the scientific method in investigating certain scenarios.

Planning, following, and recording scientific investigations:

─ Steps in Scientific Method
─ Identifying problem
D. Content
─ Gathering Data
─ Hypothesis

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 ● Research Design
● Data Collection and Analysis
● Peer Review and Validation
E. Integration
● Ethical Considerations
● Application and Decision Making

II. LEARNING RESOURCES

● CLMD4A_Science G7.pdf Pivot Material

III. TEACHING AND LEARNING PROCEDURE NOTES TO TEACHERS

DAY 1(August 28, 2024)

*The teacher was unable to finish the remaining days in
Week 3.
*The teacher will discuss first the lesson not discussed in
Week 3
A. Activating Prior DAY 2 (August 29, 2024)
Knowledge 1. Short
Review
Based on the previous lesson about hypothesis and variables, the learners will
complete the table.

Complete the table below

Problem Hypothesis Independent Dependent Controlled

Which material can 1. The bubble gum You changed:
remove the bubble stain will be removed Household material
gum stain? if oil is used. to be applied on the
2. The bubble gum
stain will be removed 1 stain.
2
if water is used.
3. The bubble gum
stain will be removed
if ice is used.
Which kind of The same shampoo The effect of the kind
shampoo can make applied on the hair. of shampoo:
your hair shiny? Amount of shampoo How shiny the hair
3 applied on the hair. 4 become?
Time the shampoo is
applied on the hair.

2
B. Establishing 1. Lesson Purpose
Lesson Present and explain the lesson objectives to the learners.
Purpose a. Learners can identify the different types of variables.
b. Learners can make hypotheses based on the given scientific problem.

2. Unlocking Content Vocabulary

WORD HUNT.
One method for concentrating spelling studies on word patterns is to use “word
hunt”. Activities like word searches help students connect with books they have
already read and are frequently utilized in word studies. The students will search for
words encountered in yesterday’s discussion and they will give the definition of the
found words.

INDEPENDENT

VARIABLES

DEPENDENT

CONTROLLED

EFFECTS

Q1. What is a hypothesis?

Q2. What is the difference between independent and dependent variables?

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C. Developing 1. Explicitation Active recall of
and concepts and/or tasks
Deepening The learners will be asked to write the following terms in their notebook: covered in the previous
Understandin day must be noted to
g scientific problem investigation hypothesis problem transition to the lesson
data variable conclusion application continuation.

What do these terms mean?

The teacher will facilitate
The focus of today’s lesson will be on: the discussion by asking the
a. Identifying Variables learners to give their
a.1.Independent Variable Variable being controlled in the problem, insights first on the
a.2. Dependent Variable. Variable that changes in the experiment unfamiliar terms,
phrases, or sentences
cited/identified in an
b. Hypothesis operational manner.
b.1. Steps in Identifying
hypothesis b.1.1. Define the Present the focus of the
problem b.1.2. Determine day’s lesson.
variables.
Present the Scenario given

Sample Scenario: Expected Response:

The pechay plants growing in nitrogen-rich soils for two weeks develop larger Problem: Plant growth of
leaves than those in nitrogen-poor soils because nitrogen stimulates pechay plants
vegetative growth.
Variables:
What is the problem in the scenario?
What are the variables? Independent: Pechay,
Sunlight, water
Dependent: Type of Soil
b.2. Writing hypothesis used
b.2.1. Make an educated guess including variables to solve the
problem b.2.2. Phrase it as an if-then statement. …

If pechay plants are grown in nitrogen rich soils then it will develop
larger leaves that those planted in nitrogen -poor soils because nitrogen
stimulates vegetative growth.

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How are you going to improve the hypothesis statement in the table earlier? Expected Responses:
Hint: Use the If..then statement… 1. If oil is used, then the
bubble gum will be
1. The bubble gum stain will be removed if oil is used. removed.
2. The bubble gum stain will be removed if water is used. 2. If water is used, then the
3. The bubble gum stain will be removed if ice is used. bubble gum stain will be
removed.
3. If ice is used, then the
bubble gum will be
removed.
2. Worked Examples can be found in LAS 1.

The learners will be grouped into 4. Each group will have a respective station. In each The teacher will observe
station, there will be a text that the learners will read, and based on the situations, the learners’ answers and
they
will formulate the hypothesis and identify independent and dependent variables.
Each will ask the learners to
group will be given 5 min per station, then has to move to the next station. volunteer their answers,
giving positive
feedback.
STATION 1
Manuel is a farmer. He noticed that there are mice that were pests on their rice crops.
Their harvest of rice crops decreases. The supply of rice affected their town. Which
resulted, to a high price of rice. He uses three steps. First, he mixed 20g bait
phosphorus
material into the soil; second, he places a scarecrow on the farm and lastly, he
planted
peppermint in between the rice crops.

STATION 2
Mary’s mother is a “plantita”. During the Pandemic, she planted tomatoes. Because
of
lack of space, some tomatoes were planted in the garden soil, while others were on
the
small pots. She observed that her plant growth and its fruits differ, although she
planted
them simultaneously. The tomatoes planted on the garden receives enough amount
of
sunlight. The tomatoes planted on the pots were placed inside on their house. Both
were
watered and were given same amount of fertilizers.
STATION 3
During the Brigada Eskwela, teacher Mara is cleaning her room. She mops the floor
and
cleans the board and chairs. While cleaning, she noticed bubble gum stains on the
wall.
She wanted to remove the stain before she repainted the wall. She tried to use oil,
water
and ice to remove the bubble gum stain.

5
 STATION 4
Joseph loves to eat. One of his favorite food is a sandwich. He makes it with peanut
butter, jams, ham, and even portions of margarine. His mother bought two packs of
bread. As he was about to prepare his sandwich, he saw molds on the sides of the
bread. He ran to his mom and told her about the molds. His mom told him to put a
slice of bread inside an air-tight container, the other slice to put in a paper bag and
the remaining slices, he left in the bread plastics.

2. Lesson Activity
Present to the students the expected output. The learners will be asked to read and
answer the following questions:

Q1. Based on the situations, what are the formulated hypotheses?

Q2. What are the variables in situation 1? How about in situation 2? In situation 3? In
situation 4?
Q3. How will you formulate your hypothesis?
Q4. Construct your hypotheses and variables based on this given situation:
“The COVID-19 pandemic affected several countries around the world. One of the
the nation most severely impacted by the epidemic is the Philippines”.

D. Making Learners’ Takeaways

Generalizations The teacher will highlight and focus the lesson to the learners on hypothesis and
variables.

The learners will complete the phrases. They will write their answers in their science or
activity notebooks.

Three things I learned ……

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

A. Evaluating 1. Formative Assessment

Learning Written Work.
The learners will be given a set of questions that will serve as a
formative
assessment to evaluate their learning outcomes for the day’s lesson objective
and
competency.

I. Read the questions carefully, write your answer on a sheet of paper.

Answer Key:
1. C
2. A
3. A
4. D
5. C

1. Which is the independent variable?

A. the amount of water C. the times of stirring
B. the amount of sugar D. the temperature of water

2. Which is the dependent variable?

C. the number of granules
A. the dissolving time of sugar left
B. the heating time of water D. the temperature of water

3. Which are the controlled variables?

I. water temperature III. amount of sugar V. stirring time
II. amount of water IV. dissolving time of sugar

A. I, II, III, IV C. II, III, V

B. II, II, IV D. I, III, IV
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 4. Mary wants to know at which temperature does the salt dissolve faster in
water.
What is the dependent variable in the situation?
A. the level of water C. the source of water
B. the type of water D. the temperature of water

5. How can a scientist know if his/her hypothesis is effective or not?

A. rely on wild guess
B. observe from others
C. test hypothesis thru testing
D. conclude based on gathered info from others

2. Homework
The teacher can give other examples of situations and the learners will
formulate
their own hypothesis of the problem and identify the given variables.

A. Activating Prior DAY 3 (August 30,. 2024)

Knowledge
1. Short Review

Based on the previous lesson, create a Venn diagram to compare the types of
variables. The students will write their answers on their notebook.

Q1. What are the types of variables?

____________________________________________________________________________
____________________________________________________________________________
Q2. What is the difference between independent and dependent
variable?
____________________________________________________________________________
____________________________________________________________________________

B. Establishing
Lesson 1. Lesson Purpose
Purpose Present and explain the lesson objectives to the learners.
a. Learners can conduct an experiment to prove a hypothesis.
b. Learners can determine the procedure in each experiment.

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 2. Unlocking Content Vocabulary
The learners will watch a short video that shows science experiments. (5 minutes)
WATCH THIS YOUTUBE VIDEO
https://www.youtube.com/watch?v=Ywhavrd_3uA

Q1. What was the video all about?

Q2. How did the girl in the video discover the answer behind things that float in
water and things that don’t?

C. Developing and 1. Explicitation

Deepening
The learners will be grouped into 4. Each group will have a respective station.
Understanding They will record the data result based on the illustrations.

The focus of today’s lesson will be on:

a. Experimentation follow follows theby gathering and analyzing data of its
behavior.
b. Data Recording

Scenario below are found in LAS 3.

STATION 1 (Figure A)
Manuel is a farmer. He noticed that there were mice that were pests on their rice
crops. Their harvest of rice crops decreases. The supply of rice affected their town.
Which resulted in a high price of rice. He uses three steps. First, he mixed 20g bait
phosphorus material into the soil; second, he placed a scarecrow on the farm and
lastly, he planted peppermint in between the rice crops.

STATION 2 (Figure B)
Mary’s mother is a “plantita”. During the Pandemic, she planted tomatoes. Because of
lack of space, some tomatoes were planted in the garden soil, while others were in
small pots. She observed that her plant growth and its fruits differ, although she
planted them simultaneously. The tomatoes planted in the garden receive enough
sunlight. The tomatoes planted on the pots were placed inside their house. Both were
watered and were given the same amount of fertilizers.

9
 Figure A Figure B

STATION 3 (Figure C)
During the Brigada Eskwela, teacher Mara is cleaning her room. She mops the floor and
cleans the board and chairs. While cleaning, she noticed bubble gum stains on the wall.
She wanted to remove the stain before she repainted the wall. She tried to use oil,
water, and ice to remove the bubble gum stain.

STATION 4 (Figure D)
Joseph loves to eat. One of his favorite foods is a sandwich. He makes it with peanut
butter, jams, ham, and even portions of margarine. His mother bought two packs of
bread. As he was about to prepare his sandwich, he saw molds on the sides of the
bread. He ran to his mom and told her about the molds. His mom told him to put a slice
of bread inside an air-tight container, the other slice to put in a paper bag and the
remaining slices, he left in the bread plastics.

Figure C Figure D

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 2. Worked Example
The learners will be asked to share their formulated scientific problems
within their group. Then, they will choose two problems per station.

Q1. How many experiments were accomplished on each station?

Q2. Can you describe the procedure of the experiment on the first station? How
about the 2nd? 3rd? and 4th station?

The teacher will observe the learners’ answers and will ask the learners to
volunteer their answers, giving positive feedback.

3. Lesson Activity
Q3. Which of the experiments in the first station worked? How did you say so?
How about the 2nd station? 3rd station? 4th station?
Q4. How will you say that the experiment worked well?

The teacher will observe the learners’ answers and will ask the learners to
volunteer their answers, giving positive feedback.

D. Making Learners’ Takeaways

Generalizations
The teacher will highlight and focus the lesson to the learners on how to conduct
an experiment.

The learners will complete the phrases. They will write their answer in their
science or activity notebooks.

Three things I learned ……

Two things I wonder…..

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

A. Evaluating Learning1. Formative Assessment

Performance Task.
The learners will be evaluated based on the experiment they conducted on
each station.

2. Homework
The teacher can give other examples of situations with simple experiment
that learners can do at home

A. Activating Prior DAY 4 (August 30, 2024)

Knowledge
Short Review

MIX AND MATCH

Based on the previous lesson, match the following experiments done on the
stations. The learners will write their answer on their notebook.
Tomato Bubblegum
Mice Ice Peppermint Sunlight
Plant
SET A Stain SET B

Q1. What is the fourth step of the scientific method?

Q2. What will be the next step?

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B. Establishing Lesson 1. Lesson Purpose
Purpose Present and explain the lesson objectives to the learners.
a. Learners can define what is a conclusion.
b. Learners can draw conclusions from a given scientific scenario.

2. Unlocking Content Vocabulary

The learners will be asked to observe the pictures.

Q1. What is the similarity among the three quotations?

Q2. Do you have any idea about the conclusion?

C. Developing and 1. Explicitation

Deepening The learners will watch the short video about experimentation and observation.
Understanding The students will take down notes important details about writing conclusions.

https://www.youtube.com/watch?v=Z_S1pkkN81s
The teacher will facilitate the discussion by asking the learners to give their
insights
first on the unfamiliar terms, phrases, or sentences cited/identified in an
operational manner. Then, the teacher will provide additional
information/knowledge on those cited/identified terms, phrases, and sentences.
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 2. Worked Example
You will refer to the different Stations found in Day 3 under Explicitation.

3. Lesson Activity
Q3. How can you draw conclusions?

Q4. What is the importance of conclusion in science?

The teacher will observe the learners’ answers and will ask the learners to
volunteer
their answers, giving positive feedback.

D. Making Learners’ Takeaways

Generalizations The teacher will highlight and focus the lesson to the learners on how to write
conclusions. (8 minutes)

The learners will complete the phrases. They will write their answer in their
science or activity notebooks.

Three things I learned. . . . .

Two things I wonder. . . .
One question I still have . . . .

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

A. Evaluating 1. Formative Assessment

Learning
Written Work.

The learners will be given a set of questions that will serve as a summative
assessment to evaluate their learning outcomes for the day’s lesson objective
and
competency.

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Complete the table below.

DATA
PROBLEM HYPOTHESIS VARIABLES GATHERED/ CONCLUSION
RESULTS
Are there more Hypothesis No. Dependent 200 cases of
people infected 1. Variable: infected people
with Covid 19 More people were More or less were under GCQ
under General infected with people were in Area A.
Community Covid 19 under infected.
Quarantine or in GCQ than 150 cases of
Modified MECQ? Independent infected people
Enhanced Variable: were under
Community Hypothesis No. GCQ and MECQ MECQ in Area A.
Quarantine 2
(MECQ)? Less people were Constant No reported cases
infected with Variable: for three days
Covid 19 under Specific area under GCQ but
GCQ than under GCQ and with several
MECQ? MECQ under cases under
study MECQ.

It was found out

that there are
more cases of
infected people
with Covid 19 in
Area A with 200
cases under
GCQ.

There were about

50 cases less of
people infected
with Covid 19
under MECQ in
Area A.

2. Homework
The teacher can give other examples of situations and the learners will draw
conclusion/s based on the given situation/s.

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A. Activating Prior
Knowledge
Short Review
Based on the previous lesson, the learners will recall the conclusions
they
formulated on each station and write it on the respective box.

Q1. What is a conclusion?

Q2. What is the importance of conclusion in a scientific method?
B. Establishing
Lesson 1. Lesson Purpose
Purpose Present and explain the lesson objectives to the learners.
a. Learners can define what is application.
b. Learners can apply the scientific method in investigating certain scenario.

2. Unlocking Content Vocabulary

Based on the previous lesson about the steps in scientific investigation, the
students will fill in the concept map posted by the teacher below.

Q1. What are the 6 steps in conducting the scientific method?

________________________________________________________________________________
________________________________________________________________________________

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 Q2. Where does the scientific method
start/begin?
________________________________________________________________________________
________________________________________________________________________________

Q3. Can we proceed to the next step without taking the other step? Example: can
we proceed to the conclusion without formulating hypothesis? Why or why not?
________________________________________________________________________________
________________________________________________________________________________

C. Developing and 1. Explicitation

Deepening The learners will watch the short video about pandemic. They will write down
Understandin
g important details discussed in the video using this link:
https://www.youtube.com/watch?v=spJo_FJZ84U

The teacher will facilitate the discussion by asking the learners to give their
insights first on the unfamiliar terms, phrases, or sentences cited/identified in
an operational manner. Then, the teacher will provide additional
information/knowledge on those cited/identified terms, phrases, and sentences.

2. Worked
Example Group
Activity:
The learners will go to their respective groups and complete the scientific table
given by the teacher.

DATA GATHERED/
PROBLEM HYPOTHESIS VARIABLES CONCLUSION
RESULTS
Are there more Hypothesis No. 1. Dependent 200 cases of infected
people infected More people Variable: people were under
with Covid 19 were infected More or less GCQ in Area A.
under General with Covid 19 people were
Community under GCQ than infected 150 cases of infected
Quarantine or in MECQ? people were under
Modified Independent MECQ in Area A.
Enhanced Hypothesis No. 2 Variable:
Community Less people were GCQ and No reported cases
Quarantine infected with MECQ for three days under
(MECQ)? Covid 19 under GCQ but with
GCQ than several cases under
MECQ? MECQ.
17
 Constant It was found out
Variable: that there are more
Specific cases of infected
area people with Covid 19
under GCQ in Area A with 200
and MECQ cases under GCQ.
under study
There were about 50
cases less of people
infected with Covid
19 under MECQ in
Area A.

Researchable Results and

Hypothesis Variables Data Gathered Conclusion
Proble
m Discussion
Hypothesis No.
Sample: 1. Dependent 200 cases of It was found Itherefore
Are there more More people were Variable: infected people out that there conclude that
peopl
e infected infected with More or less were under GCQ were more under GCQ,
with Covid 19 Covid 19 under people were in Area A. cases of more people
infecte infecte
under General GCQ than MECQ. d d were infected
Community 150 cases of people with with Covid
Hypothesis No.
Quarantine (GCQ) 2. Independen infected people Covid 19 in 19.
or Modified Less people were t Variable: were under Area A with
Enhanced infected with GCQ and MECQ in Area A. 200 cases
Community Covid 19 under MECQ under GCQ.
Quarantine GCQ than MECQ No reported
(MECQ)? Constant cases for three There were
Variable: days under GCQ about 50
Specific area but with several cases less of
under GCQ cases under people
infecte
and MECQ MECQ. d with The teacher will observe
under study. Covid 19 learners’ answers and will ask
under MECQ the learners to volunteer their
in Area A.
answers, giving positive
feedback.
The learners will be asked to read out and answer the following questions:

Q1. Based on your table what are your variables?

Q2. What is your hypothesis on the problem?

Q3. What will be your controlled variable?

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 3. Lesson Activity The teacher will observe
learners’ answers and will ask
the learners to volunteer
Q4. How will you gather data? their
answers, giving positive
Q5. Based on the scenario, what is your conclusion? Why? feedback.

Q6. Cite other applications of scientific method in real life situations.

D. Making Learners’ Takeaways

Generalizations The teacher will highlight and focus on the lesson to the learners about following
the steps of scientific problems. (8 minutes)
The learners will complete the phrases. They will write their answer in their
science
notebook.
To measure the learners’ knowledge based on the activity, the learners will
make
your reflection by completing the following phrases:

“At first I thought . . . “ and

“Now I think . . .”

IV. EVALUATING LEARNING: FORMATIVE ASSESSMENT AND TEACHER’S REFLECTION NOTES TO TEACHERS
A. Evaluating
Learning 1. Formative Assessment

Choose the letter of the correct answer. The learners will write their answers in
their science or activity
notebook.

1. What skill does a scientist show when he/she listens to the sounds that whales
make?
A. Making a hypothesis C. Interpreting data
B. Making observations D. Drawing conclusion
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2. Which question would be the best high-level Scientific question?
A. How many giraffes live in Africa?
B. Who made the first microscope?
C. How long ago did dinosaurs live on Earth?
D. Does the amount of salt in water affect the temperature at which it boils?

3. What do you call the series of steps designed to help you solve problems and
answer questions?
A. Experiment C. Observation
B. Hypothesis D. Scientific Method

4.In science, an educated guess is called a/an _______________.

A. Conclusion C. Observation
B. Hypothesis D. Question

5.When you decide whether the data supports the original hypothesis, you
are ________________.
A. Asking questions C. Making observations
B. Drawing conclusions D. Forming a hypothesis

6.When a scientist shares her findings with other scientists, she is _________.
A. Experimenting C. Making a hypothesis
B. Analyzing data D. Communicating Results

7.The final part or a summary of reasonable inferences is/an __________.

A. Conclusion C. Question
B. Hypothesis D. Controlled experiment

8.Anything that can change in an experiment is called_________.

A. Experiment C. Hypothesis
B. Conclusion D. Variable

9.All good experiments should be _____________.

A. Explainable C. Testable
B. Questionable D. Thoughtful

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 10. Which of the following does not belong to the group?
A. Conclusion C. Hypothesis
B. Experiment D. Plagiary

2. Homework
The teacher can give other examples

D. Teacher’s Note observations on

Remarks any of the following Effective Practices Problems Encountered
areas:

strategies explored

materials used

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 learner
engagement/
interaction

Others

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

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

ARLENE L. VILLANUEVA MARGARITA H. DELEN

Teacher III School Head

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