Daily Learning Log For Science Grade 7

DAILY LEARNING
LOG FOR SCIENCE

GRADE 7
Republic of the Philippines, Department of Education, Region IV-A CALABARZON
CANDA NATIONAL HIGH SCHOOL – DAILY LEARNING LOG in GRADE 7: SCIENCE Teacher’s Name: JULGIRIN S. ABIAN
DAY 1 DAY 2 DAY 3 DAY 4/DAY 5
JUNE 16, 2014 JUNE 17, 2014 JUNE 18, 2014 JUNE 19/20, 2014
Lesson:Solutions Lesson: Common properties of Lesson:Solutions/concentration Lesson:Concentration of a solutions
Objective(s):Describe the solution Objective(s):Compare and contrast Objective(s): Express the
observable characteristics of Objective(s):Describe the properties the saturated and unsaturated solutions concentration of a solution by
solution at home/stores of solutions based on the observation Subject Matter:The evidence of percentage by volume and percentage
Subject Matter:Characteristics Subject Matter:Common properties saturation by mass
of solutions at home and stores of solution Reference(s):science module g-7 Subject Matter:Concentration
Reference(s): Reference(s):Chemistry textbook and Reference(s):grade – 7 science
Learning Module science-7 science g-7 module Material(s):sugar, water, stirring rod, module
Material(s):Common solutions Material(s):water, spoons, powder thermometer, measuring cups and Material(s):
present at home and stores; i.e oil, juice, cooking oil, vinegar, funnel, spoon, transparent bottle Calculator and reference book in
soy sauce, vinegar, alcohol, etc cheesecloth, filter paper, plastic bottle chemistry (phoenix)
Learning Task: Learning Task: Learning Task: Learning Task:
Activities:Doing Activity number Activities:Doing activity number 2 in Activities:Doing activity number 3 Activities: discussion,
1 = What solutions do you find in science g-7 module The Evidence that a Solution is demonstration of concentration of
your home/stores Analysis:analyzed the common concentrated solution
Analysis:Analyzed if the solutions properties of solutions present in the Analysis: Analyzed if the solution is Analysis: How many mL of ethyl
collected at home and stores is different materials saturated on unsaturated alcohol are present in a 50 mL bottle of
solution or not Abstraction:Presentation of the table Abstraction:Solution is saturated if it rubbing alcohol?
Abstraction:Describe the of the data for the sample solutions of contains greater amount of solute while Abstraction:When there is a large
characteristics and properties of a solids and liquids unsaturated if it is contains less amount amount of dissolve solute for a certain
solutions Application:Separation of the of solute volume of solvent, the solution is
Application:Presentation of the mixtures of the sample solutions Application:at 25 degrees Celsius, a concentrated.
data gathered of the different presented in the data saturated solution of a table salt has Application:A 1 peso coin has a
solutions only 36 grams dissolve in 100 ml of mass of 5.5 grams. How many grams
water of copper are in a one peso coin
containing 75% copper by mass?
Remarks: Remarks: Remarks: Remarks:
No. of learners within Mastery Level: No. of learners within Mastery Level: No. of learners within Mastery Level: No. of learners within Mastery Level:
Grade/Year/Section: Number: Grade/Year/Section: Number: Grade/Year/Section: Number: Grade/Year/Section: Number:

__________________ _________ __________________ _________ __________________ _________ __________________ _________
__________________ _________ __________________ _________ __________________ _________ __________________ _________
__________________ _________ __________________ _________ __________________ _________ __________________ _________
__________________ _________ __________________ _________ __________________ _________ __________________ _________
__________________ _________ __________________ _________ __________________ _________ __________________ _________
No. of Learners needing No. of Learners needing No. of Learners needing No. of Learners needing
enhancement/Remediation: enhancement/Remediation: enhancement/Remediation: enhancement/Remediation:

__________________ _________ __________________ _________ __________________ _________ __________________ _________
__________________ _________ __________________ _________ __________________ _________ __________________ _________
__________________ _________ __________________ _________ __________________ _________ __________________ _________
__________________ _________ __________________ _________ __________________ _________ __________________ _________
__________________ _________ __________________ _________ __________________ _________ __________________ _________
REMEDIAL:
Solution
Concentration
Dilute
Saturation of a solution
CANDA NATIONAL HIGH SCHOOL – DAILY LEARNING LOG in GRADE 7: SCIENCE

Teacher’s Name: JULGIRIN S. ABIAN
June 23, 2014 June 24, 2014 June 25, 2014 June 26/27, 2014
Lesson:Ways of expressing the Lesson:Concentration Lesson: Concentration Lesson: concentration
Solution Objective(s): Enumerate and Objective(s): Enumerate and
Objective(s):Differentiate discuss the factors affecting how Objective(s): Discuss The effect of discuss the factors affecting how fast
percentage by volume and fast a solid solute dissolves temperature in dissolving solid a solid solute dissolves. Discuss The
Percentage by mass Subject Matter: Concentration materials into water effect of temperature in dissolving
Subject Matter: Concentration of a solution Subject Matter:concentration of a solid materials into water
of a solution Reference(s): Chemistry solution Subject Matter: concentration of
Reference(s): Chemistry Phoenix textbook and grade 7 Reference(s): Chemistry Phoenix a solution
Phoenix textbook and grade 7 science module textbook and grade 7 science module Reference(s): Chemistry Phoenix
science module Material(s):sugar, cold water, Material(s): coffee, hot and cold textbook and grade 7 science
Material(s): Calculator salt, stirring rod, ice, hot water water module
Material(s):sugar, salt, ice, water
Activities: Seatwork’s/ Activities: Doing activity # 4- size Activities: Doing Activity # 5- How Activities: Doing Activity # 6 –
exercises matters fast does the coffee dissolve in hot Which dissolves faster in hot and in
Analysis: Analyzed the Analysis: Analyzed the water? In cold water? cold water: sugar or salt?
concentration of solution and dependent and independent Analysis: Identify which type of Analysis: Identify which type of
compute its percentage by volume variables of the different materials water can easily dissolve the coffee water can easily dissolve the coffee
and percentage by mass in dissolving with water Abstraction: Degree of Abstraction: Degree of
Abstraction:The labels of the Abstraction:Degree of Temperature have the great effect in Temperature have the great effect in
products sold often show the Temperature have the great effect dissolving solid materials into dissolving solid materials into
concentration of solutes expressed as in dissolving solid materials into
percent (%) by volume or mass
water Application:Sugar dissolves faster Application: Sugar dissolves
Application: Seatwork/ short
Application: Mixing coffee, sugar in hot than cold water, even salt, faster in hot than cold water, even
quiz regarding percentage by
and hot water during breakfast is sugar, and other powder materials. salt, sugar, and other powder
volume and mass
one of the concrete example of materials.
dissolving solid into solutions - Short quiz

__________________ _________ __________________ _________ __________________ _________ __________________ _________
__________________ _________ __________________ _________ __________________ _________ __________________ _________
__________________ _________ __________________ _________ __________________ _________ __________________ _________
__________________ _________ __________________ _________ __________________ _________ __________________ _________
__________________ _________ __________________ _________ __________________ _________ __________________ _________

__________________ _________ __________________ _________ __________________ _________ __________________ _________
__________________ _________ __________________ _________ __________________ _________ __________________ _________
__________________ _________ __________________ _________ __________________ _________ __________________ _________
__________________ _________ __________________ _________ __________________ _________ __________________ _________
__________________ _________ __________________ _________ __________________ _________ __________________ _________
REMEDIAL:
Solution
Concentration
Dilute
Saturation of a solution

June 30, 2014 July 1, 2014 July 2, 2014 July 3 & 4, 2014
Lesson:Substances and Mixture Lesson: Substances and Mixture Lesson:Substances and Mixture Lesson: Substances and Mixture
Objective(s):Classify the Objective(s): Differentiate Objective(s): Describe the change Objective(s): Describe properly
mixture if it is homogeneous and between sea water and distilled in temperature of a substance during the appearance of a substance and
heterogeneous mixture water boiling mixture while melting
Subject Matter: Mixture and Subject Matter: Mixture and Subject Matter: Mixture and ways Subject Matter: Mixture and
ways of separating it ways of separating it of separating it ways of separating it
Reference(s):Phoenix textbook Reference(s): Phoenix textbook Reference(s): Phoenix textbook in Reference(s): Phoenix textbook in
in Chemistry by: Estrella Mendoza in Chemistry by: Estrella Mendoza Chemistry by: Estrella Mendoza and Chemistry by: Estrella Mendoza and
and grade 7 Module and grade 7 Module grade 7 Module grade 7 Module
Material(s):Reference books Material(s): Science Laboratory Material(s): Science Laboratory Material(s): Science Laboratory
and module equipment’s and other materials equipment’s and other materials equipment’s and other materials
needed in activity 1-Module 2 needed in activity 2 PART A-Module needed in activity 2 PART B-Module
2 2
Activities: Lecture and Activities: Doing Activity 1- Sea Activities: Doing Activity 2 PART Activities: Doing Activity 2 PART
discussion about mixture and Water! See water and salts A- Looks may be Deceiving B- Looks may be Deceiving
substances Analysis: analyzed the difference Analysis:Analyzed the differences Analysis: Analyzed and Describe
Analysis:Analyzed what is the between substance and mixture between substance and mixture based on properly the appearance of a
how temperature changes during boiling
different between homogeneous Abstraction: Substance in this substance and mixture while melting
and heterogeneous mixture activity is the distilled water and sea Abstraction: The substance and Abstraction: The substance and
Abstraction:A homogeneous water is the solution mixture can be differentiate defends mixture can be differentiate defends
mixture is also known as a solution, while Application: Separate the upon the level of temperature upon upon the level of temperature upon
heterogeneous mixture is consists of two BOILING MELTING
mixture of water into the salt using
or more distinct regions
distillation and evaporation set-up Application:Answering the table Application:Answering The difference
Application: Enumerate the readings of the liquid samples during between two solids samples like benzoic
different mixtures found in your boiling at 30-sec interval acid and benzoic acid salt solution
home/kitchen and school canteen
__________________ __________________ _________ __________________ _________ __________________ _________
_________ __________________ _________ __________________ _________ __________________ _________
__________________ __________________ _________ __________________ _________ __________________ _________
_________
__________________
_________
__________________ __________ __________________ __________ __________________ __________ __________________ __________
__________________ __________ __________________ __________ __________________ __________ __________________ __________
__________________ __________ __________________ __________ __________________ __________ __________________ __________
REMEDIAL:

July 7, 2014 July 8, 2014 July 9, 2014 July 10 & 11, 2014
Lesson:Relating observation and Lesson: Distinguishing between Lesson: Elements & Compound Lesson: Elements & Compound
interpretation substance and mixture Objective(s):Distinguish between Objective(s): Distinguish between
Objective(s):Differentiate Objective(s): To distinguish between Elements and compounds Elements and compounds
observation to interpretation pure substances and mixtures
Subject Matter:Elements & Subject Matter:Elements &
Subject Matter:Substance and Subject Matter:Substance and Compound Compound
Mixture Mixture
Reference(s): Grade 7 science Reference(s): Grade 7 science
Reference(s):Grade 7 science Reference(s): Grade 7 science
module, Chemistry Phoenix textbook, module, Chemistry Phoenix textbook,
module, Chemistry Phoenix textbook, module, Chemistry Phoenix textbook, Laboratory Manual in Chemistry Laboratory Manual in Chemistry
Laboratory Manual in Chemistry Laboratory Manual in Chemistry
Material(s):Periodic table of Material(s):sulfur powder, iron
Material(s):2 identical bottles, Material(s):sulfur, salt, water acetone,
alum(Tawas), small ice cubes, water, starch, oil, alcohol, teas tubes, vials, Elements, Reference book filings, alcohol lamp, tanzan, magnet
transparent container alcohol lamp
Activities:Doing Activity # 7 = Activities:Doing Activity # 8 = Activities:Discussion, lecture the Activities:Doing Activity # 9 =
Relating Observation and interpretation Distinguishing between substance and mixture different elements and their corresponding Distinguishing between elements and
Analysis:Observation need eyes Analysis:Analyzed the differences group compound
to observe things while between substance and mixture based on how Analysis:. Give two substances (Present) Analysis:Enumerate 2 properties
temperature changes during boiling/melting and how will you identify which one is the
interpretation need brains of both the sulfur and the iron filings
Abstraction:The substance and mixture element? Which one is the compound? Abstraction:substances may be
Abstraction:observation and can be differentiate defends upon the level of Abstraction: Elements is a substance
interpretation are two main process to temperature upon MELTING and BOILING which cannot be divided into simpler substances further classified into two:
make an experimentation become Application:A liquid system is while compound is a substance that can be compounds and elements
successful
homogeneous. Can you classify the system as chemically decomposed into simpler elements
Application:How are elements
Application:Can a blind and deaf a substance or a mixture? Why or why not? Application:Give some example of different from compounds? How are
individual make observation? If so, how? substance and elements found in your kitchen
they similar?
__________________ __________________ _________ __________________ _________ __________________ _________
_________ __________________ _________ __________________ _________ __________________ _________
__________________ __________________ _________ __________________ _________ __________________ _________
_________
__________________
_________
__________________ __________ __________________ __________ __________________ __________ __________________ __________
__________________ __________ __________________ __________ __________________ __________ __________________ __________
__________________ __________ __________________ __________ __________________ __________ __________________ __________
EVALUATION: EVALUATION: EVALUATION: REMEDIAL:
Classify the ff: statements as Classify the ff: if it is a substance Classify the ff: if it is element or 1. Similarities and
observation or interpretation: or mixture: compound: differences of
1. Ice cubes is lighter than 1. Sea water 1. Aluminum observation and
water 2. Mineral water 2. Water interpretation to
2. The lighted candle 3. Alcohol 3. Salt conclusion
becomes shorter 4. Soft drinks 4. Mercury 2. Differentiate between
3. Ice floats in water 5. Fine apple juice 5. Carbohydrates
elements and
4. Liquid water changes to 6. Gasoline 6. Lead
gas as its boiling print 7. Vinegar 7. Potassium compounds
5. The level of alcohol in an 8. Soy sauce 8. Rust 3. Distinguish between
open bottle decrease after 9. Camote juice 9. Vetsin substance and mixture
a minute. 10. Wine 10. Sugar

July 14, 2014 July 15, 2014 July 16, 2014 July 17 & 18, 2014
Lesson:Elements & Compound Lesson: Lesson: Lesson:
Objective(s):Distinguish
Objective(s): Objective(s): Objective(s):
between Elements and
compounds
Subject Matter: Subject Matter: Subject Matter:
Subject Matter: :Elements &
Compound Reference(s): Reference(s): Reference(s):
Reference(s):Grade 7 science
module, Chemistry Phoenix Material(s): Material(s): Material(s):
textbook, Laboratory Manual in
Chemistry
Material(s):Periodic table of
elements and activity sheet
Activities:Doing Activity # 2 in Activities: Activities: Activities:
Module 2- The Periodic Table-Its
Analysis: Analysis: Analysis:
Element-Ary
Analysis:Analyzed that there are Abstraction: Abstraction: Abstraction:
many elements present in the
food you eat. Application: Application: Application:
Abstraction: There are a total
118 elements in the periodic table
and each are divided into group
number according the uses and
source
Application:Enumerate the
different elements and
compounds present home, at
school and in industry.

__________________ _________ __________________ _________ __________________ _________ __________________ _________
__________________ _________ __________________ _________ __________________ _________ __________________ _________
__________________ _________ __________________ _________ __________________ _________ __________________ _________
__________________ _________ __________________ _________ __________________ _________ __________________ _________

__________________ _________ __________________ _________ __________________ _________ __________________ _________
__________________ _________ __________________ _________ __________________ _________ __________________ _________
__________________ _________ __________________ _________ __________________ _________ __________________ _________
__________________ _________ __________________ _________ __________________ _________ __________________ _________
EVALUATION: REMEDIAL:
Give at least 10 important

elements and compounds
found in the nutrition facts
in the food you eat
everyday

July 21, 2014 July 22, 2014 July 23, 2014 July 24/25, 2014
Lesson:Elements and Lesson: Lesson:Elements essential to life Lesson: Elements essential to life
Compounds Objective(s): Discuss some Objective(s): Discuss some
Objective(s):Discuss some Objective(s): important elements and compounds important elements and compounds
important elements and in our body, in home and industry in our body, in home and industry
compounds in our body, in home Subject Matter: Essential Subject Matter: Essential
and industry Subject Matter:
elements and compounds elements and compounds
Subject Matter: Essential Reference(s): Grade 7 science Reference(s): Grade 7 science
elements and compounds Reference(s): module, Chemistry Phoenix textbook, module, Chemistry Phoenix textbook,
Reference(s): Grade 7 science Laboratory Manual in Chemistry Laboratory Manual in Chemistry
module, Chemistry Phoenix textbook, Material(s): Material(s): Periodic Table Of Material(s): Periodic Table Of
Laboratory Manual in Chemistry Elements Elements
Material(s):Periodic Table Of
Elements
Activities:Doing Activity # 3- Activities: Activities:Discussion- The micro Activities:Doing Activity # 4- The
The Matter on Labels and macro minerals elements which Iron-y of Food
Analysis:Analyzed the different Analysis: is essential to life Analysis:Recover Iron from the
elements listed in the nutrition Analysis:Analyzed that there are food product
facts of a food label instances that the Nutrition facts is Abstraction:Compound are made
Abstraction:
Abstraction:There are many incomplete up of elements, elements are the
elements are essential to our lives and Abstraction:Any ingredient added simplest form of matter and both
also there are elements which is rare and elements and compounds are
most of the time dangerous if you take in Application: to food should be safe to eat in terms
the elements itself. of quality and quantity. substances
Application:Name 3 elements Application:Enumerate some Application:How would you
present in the ingredients of the elements essential to life such as the recover the iron present in the food
cereal drink which are not listed in micro and macro minerals and give products by using a magnet?
the nutrition facts. their functions

__________________ _________ __________________ _________ __________________ _________ __________________ _________
__________________ _________ __________________ _________ __________________ _________ __________________ _________
__________________ _________ __________________ _________ __________________ _________ __________________ _________
__________________ _________ __________________ _________ __________________ _________ __________________ _________
__________________ _________ __________________ _________ __________________ _________ __________________ _________
__________________ _________ __________________ _________ __________________ _________ __________________ _________
__________________ _________ __________________ _________ __________________ _________ __________________ _________
__________________ _________ __________________ _________ __________________ _________ __________________ _________

July 28, 2014 July 29, 2014 July 30, 2014 July 31 & August 1, 2014
Lesson:Nutrition Facts Lesson: Acids and Base Lesson: Acids and Base
Objective(s):Enumerate and Objective(s): Investigate the Objective(s): Investigate the
discuss the nutrients contents of some NO CLASSES: properties of acidic and basic properties of acidic and basic
foods eat by the learners present in the mixtures using an indicator mixtures using an indicator
canteen
Subject Matter:Properties of Subject Matter:Properties of
Subject Matter:Elements and END OF RAMADAN
acids and base acids and base
Compounds
Reference(s): Grade 7 science Reference(s): Grade 7 science
Reference(s):Grade 7 science NATIONAL HOLIDAY module, Chemistry Phoenix textbook, module, Chemistry Phoenix textbook,
module, Chemistry Phoenix textbook, Laboratory Manual in Chemistry Laboratory Manual in Chemistry
Laboratory Manual in Chemistry
Material(s):Chemistry reference Material(s):Chemistry reference
Material(s):Nutrition Facts and
Ingredients of different foods indicated in book, calamansi, litmus paper book and grade 7 Module
the wrapper
Learning Task: Learning Task: Learning Task:
Activities:Discuss the important Activities:Discussion, the different Activities:Doing Activity # 1 in Module
Nutrients present in the food wrapper NO CLASSES: properties of acids and bases 4= How can you tell if the Mixture is Acidic
and how is it essential to our body Analysis:Analyzed that strong acids and or Basic
Analysis:Analyzed that there are END OF RAMADAN bases are very harmful because they can Analysis:Analyzed that there is dangers
some ingredients in the food which is not damage tissue by destroying protein in tasting and touching a solution in order to
indicated in the food level materials and drawing out water decide if it is acidic or basic.
NATIONAL HOLIDAY
Abstraction:Nutrition facts is a list Abstraction: All living organisms Abstraction:An indicatoris a dye
of the different nutrients provided by the make use of some useful acids and that changes into a different color
food products which their corresponding base depending on whether it is in acid or in base
% share on the daily recommended
Application:Enumerate the Application:Does water from the
dietary allowance
different acids and base present in different sources have the same
Application:Enumerate the different acidity? What is the effect of acids
elements/compounds that are listed I the your home and school canteen
nutrition facts of the food label you eat
and bases?
this morning
Remarks: NO CLASSES: Remarks: Remarks:
No. of learners within Mastery Level: No. of learners within Mastery Level: No. of learners within Mastery Level:
Grade/Year/Section: Number: END OF RAMADAN Grade/Year/Section: Number: Grade/Year/Section: Number:
__________________ _________ __________________ _________ __________________ _________
__________________ _________ __________________ _________ __________________ _________
__________________ _________
NATIONAL HOLIDAY __________________ _________ __________________ _________
__________________ _________ __________________ _________ __________________ _________
No. of Learners needing No. of Learners needing No. of Learners needing

enhancement/Remediation: NO CLASSES: enhancement/Remediation: enhancement/Remediation:
Grade/Year/Section: Number: Grade/Year/Section: Number: Grade/Year/Section: Number:
__________________ _________ END OF RAMADAN __________________ _________ __________________ _________
__________________ _________ __________________ _________ __________________ _________
__________________ _________ __________________ _________ __________________ _________
__________________ _________ NATIONAL HOLIDAY __________________ _________ __________________ _________
EVALUATION: EVALUATION: REMEDIATION:

What are the different elements Identify each property as that of an
and compounds present in the acid, base, or both:
following: NO CLASSES: = acids
1. Cereal Drink 1. Bitter taste
2. Chocolate Candy END OF RAMADAN 2. Sour taste
3. Soy Sauce 3. Electrolyte = bases
4. Sugo Nuts NATIONAL HOLIDAY 4. Indicator color change
5. Magic Flakes 5. Reacts with metal to =indicators
6. Refresh Juice form Hydrogen gas
7. Oishi Crackers
8. C2 Juice
9. Maxx Candy
10. Soft drinks

August 4, 2014 August 5, 2014 August 6, 2014 August 7/8, 2014
Lesson: Acids and Base Lesson: Acids and Base Lesson: Acids and Base Lesson: The pH scale
Objective(s):Investigate the Objective(s): Investigate the properties Objective(s):Enumerate some Objective(s):Analyzed if the solution is
properties of acidic and basic mixtures of acidic and basic mixtures using an indicator important acids and bases and their highly acidic or highly alkaline using the pH
using an indicator Subject Matter:Properties of acids and applications scale
Subject Matter:Properties of acids base Subject Matter:Outstanding uses ofSubject Matter:Concentration of
and base Reference(s): Grade 7 science module, acids and bases in relation to its properties Hydrogen ion= the “Power of Hydrogen”
Reference(s): Grade 7 science Chemistry Phoenix textbook, Laboratory Reference(s): Grade 7 science Reference(s): Grade 7 science
module, Chemistry Phoenix textbook, Manual in Chemistry module, Chemistry Phoenix textbook, module, Chemistry Phoenix textbook,
Laboratory Manual in Chemistry Material(s):camote leaves, carrots, violet Laboratory Manual in Chemistry Laboratory Manual in Chemistry
Material(s):Chemistry reference eggplant, hydrochloric acid, sodium OH, Material(s):G-7 module, chemistry Material(s): G-7 module, chemistry
book, calamansi, soap, litmus paper reference textbooks reference textbooks
Activities:Enumerate and discuss the Activities: Doing Activity #2 – Color my Activities: discussion: properties of Activities: Discussion: the pH
different sample of acids and bases and World acids and base, its uses and industrial scale
their uses Analysis:What color change do acids and applications
Analysis:Analyzed that if the solution is
Analysis:Analyzed that acids acids are base show in fruits and vegetables? Analysis:Analyzed that the acids have industrial less than 7.0, it is acidic while if it is higher
bitter in taste while bases are bitter taste Abstraction:Insect bites formic acids. application like petroleum industry, making lead storage
battery, fertilizer industry and etc…
than 7.0, the solution is basic
Abstraction: Blue litmus paper Some household materials commonly used at Abstraction: A more accurate and
Abstraction:Salicylic acid is a medical
change to red if it is acidic while red litmus home contains acids and base direct measure of pH is done with
product use for curing white spots on the
paper change to blue if it is base Application:What are the skin this produces a burning effect the use of a pH meter.
Application:Explain why rain is advantages and dis-advantages of Application: Vitamin C or ascorbic acid Application:Among the indicator
acidic? using these indicators over the is a major components of pure fruits juices materials, which substance is most acidic?
commercial indicators? like orange and pine apple Most basic? And slightly neutral?
__________________ _________ __________________ _________ __________________ _________ __________________ _________
__________________ _________ __________________ _________ __________________ _________ __________________ _________
__________________ _________ __________________ _________ __________________ _________ __________________ _________
__________________ _________ __________________ _________ __________________ _________ __________________ _________
__________________ _________ __________________ _________ __________________ _________ __________________ _________
__________________ _________ __________________ _________ __________________ _________ __________________ _________
__________________ _________ __________________ _________ __________________ _________ __________________ _________
__________________ _________ __________________ _________ __________________ _________ __________________ _________
Evaluation: Evaluation: Evaluation: Remediation:
Identify each property as that of an 1. Enumerate or give at least Explain the following:
- Properties of acid
acid, base, or both: five sample indicators for
acids and five sample 1. Why do you have to clean the - Properties of base
1. Bitter taste indicators for base surface of the magnesium - Important acids and base at
2. Sour taste 2. Discuss the advantages and ribbon?
home and industry
3. Electrolyte dis-advantages of each 2. What base is prepared for use
4. Indicator color change in production of soap? - Concentration of hydrogen
5. Reacts with metal to 3. What is the purpose of
ion (pH)
form Hydrogen gas warming the test tubes 5 to 7?

August 11, 2014 August 12, 2014 August 13, 2014 August 14/15, 2014
Lesson: Review Lesson: Review Lesson:First periodical Lesson: First periodical
Objective(s):To review the Objective(s): To review the examinations examinations
students about the topic students about the topic discussed Objective(s):To measure the level Objective(s): To measure the
discussed in First Quarter in First Quarter of understanding of the students level of understanding of the
Subject Matter:General Subject Matter:General regarding all the topics already students regarding all the topics
Chemistry Chemistry discussed during the First Quarter already discussed during the First
Reference(s):Chemistry Reference(s): Chemistry Subject Matter:General Quarter
Textbooks, Grade 7-module as Textbooks, Grade 7-module as Chemistry Subject Matter: General
sources of questions sources of questions Reference(s):Chemistry Chemistry
Material(s):Reference Books, Material(s): Reference Books, Textbooks, Grade 7-module as Reference(s): Chemistry
Module and test paper materials Module and test paper materials sources of questions Textbooks, Grade 7-module as
Material(s):Test papers sources of questions
Material(s): Test papers

Activities:The teacher give Activities:Pre-examinations for Activities: examination proper Activities: examination proper
sample questions to their students first grading period Analysis: Analyzed all the difficult Analysis: Analyzed all the topics
regarding the topicsabout Analysis:Analyzed all the difficult questions which are hard to already discussed during the first
chemistry questions which are hard to understand by the students quarter
Analysis:Analyzed all the topics understand by the students Abstraction:checking of test Abstraction:checking of test
already discussed during the first Abstraction:checking the test papers and review the difficulties papers and review the difficulties
quarter questions while reviewing the
difficult questions Application:review the difficulties Application:review the difficulties
Abstraction:checking the test Application:applications of the while checking the test papers while checking the test papers
questions while reviewing the test questions as guide to review for
difficult questions first grading examinations
Application:applications of the
test questions as guide to review
for first grading examinations


__________________ _________ __________________ _________ __________________ _________ __________________ _________
__________________ _________ __________________ _________ __________________ _________ __________________ _________
__________________ _________ __________________ _________ __________________ _________ __________________ _________
__________________ _________ __________________ _________ __________________ _________ __________________ _________
__________________ _________ __________________ _________ __________________ _________ __________________ _________

__________________ _________ __________________ _________ __________________ _________ __________________ _________
__________________ _________ __________________ _________ __________________ _________ __________________ _________
__________________ _________ __________________ _________ __________________ _________ __________________ _________
__________________ _________ __________________ _________ __________________ _________ __________________ _________
__________________ _________ __________________ _________ __________________ _________ __________________ _________

August 18, 2014 August 19, 2014 August 20, 2014 August 21-22, 2014
Lesson:Checking of test papers and Lesson:Preparations of item Analysis Lesson: Introduction of BIOLOGY
review the least mastered questions Objective(s):Review and Analyzed all Objective(s):To Introduce the
Objective(s):Review the difficult the items in First periodical Test with their students about the science of living things
questions resulting to least mastered Descriptive Equivalent and discuss the importance of studying it
QUEZON DAY
items Subject Matter: First quarter topics= Subject Matter:GENERAL
Subject Matter:First quarter GENERAL CHEMISTRY BIOLOGY
topics= GENERAL CHEMISTRY HOLIDAY Reference(s): Grade 7 Module and Reference(s):Grade 7, 2nd quarter
Reference(s):Grade 7 Module and chemistry reference books
module and Biology Reference books
chemistry reference books Material(s): First Periodical Test papers Material(s):Reference materials
Material(s):First Periodical Test
papers
Activities:Discussion about the Activities: Preparations of item Analysis Activities:Discuss the importance of
topics which is difficult to understand by QUEZON DAY Analysis: Analyzed all the items which is studying biology and the applications and
the students relations to everyday lives
least mastered by the students
Analysis:Analyzed all the items Abstraction: Computation of MEAN Analysis:Analyzed that our body from
which is least mastered by the students HOLIDAY head to foot are composed of many cells
and MPS and descriptive equivalent of each
Abstraction:Computation of MEAN items questions
that is important to our life
and MPS and descriptive equivalent of Application:Categorized the test items Abstraction:Cells is the basic
each items questions structural and functional unit of life
which is mastered, closely approaching
Application:Preparations of mastery, moving towards mastery, average, Application:Enumerate the different
Item Analysis low, very low, and absolutely no mastery types of cell in our body and explain the
importance of each


__________________ _________ __________________ _________ __________________ _________ __________________ _________
__________________ _________ __________________ _________ __________________ _________ __________________ _________
__________________ _________ __________________ _________ __________________ _________ __________________ _________
__________________ _________ __________________ _________ __________________ _________ __________________ _________
__________________ _________ __________________ _________ __________________ _________ __________________ _________

__________________ _________ __________________ _________ __________________ _________ __________________ _________
__________________ _________ __________________ _________ __________________ _________ __________________ _________
__________________ _________ __________________ _________ __________________ _________ __________________ _________
__________________ _________ __________________ _________ __________________ _________ __________________ _________
__________________ _________ __________________ _________ __________________ _________ __________________ _________
CANDA NATIONAL HIGH SCHOOL – DAILY LEARNING LOG in SCIENCE GRADE 7

August 25, 2014 August 26, 2014 August 27, 2014 August 28, 2014
Lesson: Cytology Lesson: Cells
Objective(s): Explain the study of Objective(s): Enumerate and
NATIONAL cell, tissues and organs discuss the different cells present in
2014
Subject Matter: Cells, tissues, our body and discuss how is it
organs, organ system important to our lives
HOLIDAY
Reference(s): Phoenix Biology Subject Matter: Cells
Textbook by: Carmelita C. Capco Reference(s): Phoenix Biology
Material(s): Organs system Textbook by: Carmelita C. Capco Teachers
models, Human Torso, Charts, Material(s): Organs system
Grade 7 Science Module models, Human Torso, Charts, Grade
7 Science Module
NATIONAL Learning Task: Learning Task:
Activities: Discussion about the Activities: Discussion about the
HEROES cells, tissues, organs and organs cells, tissues, organs and organs Convention
systems systems
Analysis: Analyzed that there Analysis: Analyzed that there are
DAY
have great relationships between millions of cells present in the body
cells, organs, tissue, organs system from head to foot.
in the development of the body Abstraction:Each cells have great
Abstraction: Cells is the basic functions in plants and animals even the
structural and functional units of life, human beings, i.e. the reproductive cells with
primary function for reproductions and
without cells, there was no life at all multiplications of a certain species even the
Application:How many cells are humans
present in a Human body and how Application: Give other types of
is it important in the development of cells and discuss the importance of it
lives in the human development.

__________________ _________ __________________ _________ __________________ _________ __________________ _________
__________________ _________ __________________ _________ __________________ _________ __________________ _________
__________________ _________ __________________ _________ __________________ _________ __________________ _________
__________________ _________ __________________ _________ __________________ _________ __________________ _________
__________________ _________ __________________ _________ __________________ _________ __________________ _________

__________________ _________ __________________ _________ __________________ _________ __________________ _________
__________________ _________ __________________ _________ __________________ _________ __________________ _________
__________________ _________ __________________ _________ __________________ _________ __________________ _________
__________________ _________ __________________ _________ __________________ _________ __________________ _________
__________________ _________ __________________ _________ __________________ _________ __________________ _________
REMEDIAL:
- Cells
- Tissues
- Organs
- Organs system
- Organized systems

September 1, 2014 September 2, 2014 September 3, 2014 September 4-5, 2014
Lesson: Organs and organs Lesson:The body Covering Lesson:Skeletal System Lesson:Muscular system
Systems Systems Objective(s): Explain the functions Objective(s): Explain the
Objective(s):Appreciate the value Objective(s):Explain the importance of bones in the human body importance of muscular system in
and importance of Internal organs in the of hair, nail, scalp, and skin for the Subject Matter:Skeletal System protecting the body internal organs
organs systems protection f outside body
Subject Matter:The Muscular
Subject Matter: Organs and Subject Matter:The body Covering Reference(s):Phoenix Biology system
Textbook by: Carmelita C. Capco
Organs Systems Systems/Integumentary System
Material(s):Organs system Reference(s): Phoenix Biology
Reference(s): Phoenix Biology Reference(s):Phoenix Biology
Textbook by: Carmelita C. Capco models, Human Torso, Charts, Grade Textbook by: Carmelita C. Capco
Textbook by: Carmelita C. Capco
Material(s):Organs system models, 7 Science Module Material(s): Organs system
Material(s):Organs system models, models, Human Torso, Charts,
Human Torso, Charts, Grade 7 Science Human Torso, Charts, Grade 7 Science
Module Module Grade 7 Science Module
Activities:Film viewing about the Activities: Activity # 2.1 = Making Activities: Discussions: the Activities:Doing Activity # 2.2 = Levels
different internal organs present in the Your Own Fingerprints Different Structures and Kinds of a of Organization in an organisms
body and the function of each
Analysis:Analyzed that the thumb bones Analysis: Analyzed the different
Analysis: Analyzed that people have marks of your classmates is Analysis: The skeletal system levels of organizations in organs
the ability to responds to the ever system most especially the function
changing conditions of the external
different from your thumb marks supports and protects the internal
environment and have interrelated work Abstraction:The integumentary organs of the body of muscular system
and coordination among the different systems form the body’s outer Abstraction:There are different Abstraction:The muscular system
organs systems. and the skeletal system enable
protections. It includes hair, nails, structures of the bones such as long
Abstraction:The interacting organs scalp and skin bones, short bone, and flat bones movement of the body. It also
make up the systems are interrelated with special functions in the protects some of the body organs
and work in coordination’s.
protection or framework of the body
Application:How is a tissue
Application:The human body is Application:Enumerate the different Application:Make a diagram on the
different from an organ, and the latter
from the organ system? protected by the several organs systems. sample of structures of bones found in your organizations of the cells, tissues, organs,
One of them is the integumentary system. body organs system and organized systems.


__________________ _________ __________________ _________ __________________ _________ __________________ _________
__________________ _________ __________________ _________ __________________ _________ __________________ _________
__________________ _________ __________________ _________ __________________ _________ __________________ _________
__________________ _________ __________________ _________ __________________ _________ __________________ _________
__________________ _________ __________________ _________ __________________ _________ __________________ _________

__________________ _________ __________________ _________ __________________ _________ __________________ _________
__________________ _________ __________________ _________ __________________ _________ __________________ _________
__________________ _________ __________________ _________ __________________ _________ __________________ _________
__________________ _________ __________________ _________ __________________ _________ __________________ _________
__________________ _________ __________________ _________ __________________ _________ __________________ _________
REMEDIAL:
- Integumentary systems
- Muscular systems
CANDA NATIONAL HIGH SCHOOL – DAILY LEARNING LOG in SCIENCE GRADE 7

Teacher’s Name: JULGIRIN Salumbides ABIAN
September 8, 2014 September 9, 2014 September 10, 2014 September 11-12, 2014
Lesson:Digestive system Lesson: Excretory System Lesson: Respiratory system Lesson: Circulatory system
Objective(s): Explain the Objective(s):Enumerate the Objective(s):Differentiate and Objective(s):Explain the importance of
importance of Digestive system in organs that involves in excretory explain between inhalation and the different organs involves in circulation
absorption of foods and nutrients system exhalation Subject Matter:The Transport of
Subject Matter:Energy Subject Matter:Waste Subject Matter: The pathways of nutrients, oxygen and wastes
producing and Distributing system Elimination System carbon dioxide and oxygen Reference(s):Phoenix Biology Textbook
Reference(s): Phoenix Biology Reference(s):Phoenix Biology Reference(s):Phoenix Biology by: Carmelita C. Capco
Textbook by: Carmelita C. Capco Textbook by: Carmelita C. Capco Textbook by: Carmelita C. Capco Material(s):Organs system models,
Material(s):Organs system Material(s):Organs system Material(s):Organs system Human Torso, Charts, Grade 7 Science
models, Human Torso, Charts, models, Human Torso, Charts, models, Human Torso, Charts, Grade Module
Grade 7 Science Module Grade 7 Science Module 7 Science Module
Activities:Discussion- the Activities:Discussions-organs Activities:Doing Activity # 2.2= Activities:Doing Activity # 2.3= Pulse
structures, substances and that involves in digestive system Lung Capacity and breathing rate
processes involved in digestion Analysis:Analyzed that the body Analysis:Analyzed that the size of Analysis:Circulatory system consists of
Analysis:Digestion take place produces three kinds of waste the balloon signifies the lung capacity heart, blood, and blood vessels
into two stages: mechanical and which it should eliminate, the solid, of the individual Abstraction:Circulatory system involves
chemical digestions liquid and gases Abstraction:Breathing is only one the pathway of blood through the heart
Abstraction:Digestion is the Abstraction:Excretion is the process involved in respiration Application:Enumerate the organs that
process by which food is changed process of eliminating the waste Application:Explain why lungs is involves in circulatory system
into a form that the body can use materials outside from the body important in respiratory processes
Application:What are the Application:Why is it importance to
organs that involves in digestive eliminate the wastes out of the body?
system
__________________ _________ __________________ _________ __________________ _________ __________________ _________
__________________ _________ __________________ _________ __________________ _________ __________________ _________
__________________ _________ __________________ _________ __________________ _________ __________________ _________
__________________ _________ __________________ _________ __________________ _________ __________________ _________
__________________ _________ __________________ _________ __________________ _________ __________________ _________
__________________ _________ __________________ _________ __________________ _________ __________________ _________
__________________ _________ __________________ _________ __________________ _________ __________________ _________
__________________ _________ __________________ _________ __________________ _________ __________________ _________
__________________ _________ __________________ _________ __________________ _________ __________________ _________
__________________ _________ __________________ _________ __________________ _________ __________________ _________

- Inhalation/exhalation
- Energy distributing system
- Chemical and mechanical
digestions
PAGBILAO GRANDE ISLAND NATIONAL HIGH SCHOOL – DAILY LEARNING LOG in GRADE 7: SCIENCE
Teacher’s Name: Mrs. Luisa N. Salumbides
September 15, 2014 September 16, 2014 September 17, 2014 September 18/19, 2014
Lesson:Nervous system Lesson:Endocrine System Lesson:Plant system Lesson:The Microscope
Objective(s):Discuss and Objective(s):Discuss and Objective(s):Enumerate and discuss Objective(s):Enumerate and Discuss the
enumerates the diff organs involves in enumerates the diff organs involves in the different structures involves in plant different types and parts of a microscope
nervous system endocrine system systems such as roots, stem leaves, flowers Subject Matter:Microscope
Subject Matter:Controlling and Subject Matter:Controlling and and fruits
Reference(s):Phoenix Biology Textbook by:
regulating system regulating system Subject Matter:The Plant Systems
Carmelita C. Capco, Grade 7 Science Module
Reference(s):Phoenix Biology Reference(s):Phoenix Biology Reference(s):Phoenix Biology Material(s):Different types of microscope
Textbook by: Carmelita C. Capco Textbook by: Carmelita C. Capco Textbook by: Carmelita C. Capco
available in the school science laboratory room
Material(s):Organs system models, Material(s):Organs system models, Material(s):Charts, computer, books
Human Torso, Charts, Grade 7 Science Human Torso, Charts, Grade 7 Science
Module Module
Activities:Discussion= the nervous Activities:Discussion= endocrine Activities:Discussion= the plant Activities:Discussion the different types and
system, neurons, the brain, the nervous systems, hormones, the regulation of systems, roots, stems, leaves, flowers and parts of the microscope
systems works endocrine system fruits Analysis:Analyzed that microscope are
Analysis:Analyzed that the nervous Analysis:Analyzed that the endocrine Analysis:Analyzed that like humans and composed of the different parts and each part have
systems is the body control systems from system are composed of the different animals, the plants are composed of the functions. It is use to see the small objects that
head to foot that receives the messages from glands and hormones that control the different organs for growth and development cannot be seen using our naked eye
the different parts of the body to the brain different target organs of the body Abstraction:roots, stems, leaves, Abstraction:The different types of microscope
Abstraction:nervous system is also Abstraction:endocrine system is the flowers and fruits are the major organs of the are compound microscope, simple microscope,
known as the body control system on body regulating system on which the plants electron microscope, light microscope, and
which the brain is the primary organ glands and hormones can be function to Application:Explain the functions of the binocular microscope
Application:Differentiate between the target organ of the body
different plant organs ? Application:Give example of specimens that
peripheral nervous system and central Application:Enumerate the different can be seen using a microscope
nervous system ? glands and hormones of the body ?
__________________ _________ __________________ _________ __________________ _________ __________________ _________
__________________ _________ __________________ _________ __________________ _________ __________________ _________
__________________ _________ __________________ _________ __________________ _________ __________________ _________
__________________ _________ __________________ _________ __________________ _________ __________________ _________
__________________ _________ __________________ _________ __________________ _________ __________________ _________
__________________ _________ __________________ _________ __________________ _________ __________________ _________
__________________ _________ __________________ _________ __________________ _________ __________________ _________
__________________ _________ __________________ _________ __________________ _________ __________________ _________
__________________ _________ __________________ _________ __________________ _________ __________________ _________
__________________ _________ __________________ _________ __________________ _________ __________________ _________
- Central Nervous System

- Peripheral Nervous System
- Hormones
- Glands
- Plant System
- Microscope
- Cells
- Microorganism
PAGBILAO GRANDE ISLAND NATIONAL HIGH SCHOOL – DAILY LEARNING LOG in GRADE 7: SCIENCE
Teacher’s Name: Luisa N. Salumbides
September 22, 2014 September 23, 2014 September 24, 2014 September 25/26, 2014
Lesson:Plant system (Continuation Lesson:Factors Affecting the Plant Lesson: Lesson:The Microscope Lesson:Uses of Microscope
due to Typhoon Luis) Growth (Continuation due to Typhoon Luis) Objective(s):Enumerate and Discuss the Objective(s):Enumerate the different
Objective(s):Enumerate and Objective(s):Enumerate and Discuss different types of microscope uses, functions and parts of a Microscope
discuss the different structures involves in the Factors Affecting the Plant Growth Subject Matter:Microscope Subject Matter:Microscopes
plant systems such as roots, stem leaves, Subject Matter:Factors Affecting the Reference(s):Phoenix Biology Textbook Reference(s): Phoenix Biology
flowers and fruits
Plant Growth by: Carmelita C. Capco Textbook by: Carmelita C. Capco, Science
Subject Matter:The Plant Systems Reference(s):Phoenix Biology Material(s):Different types of microscope grade 7 Module
Reference(s):Phoenix Biology Textbook by: Carmelita C. Capco and grade 7 science module Material(s): Different types of
Textbook by: Carmelita C. Capco Material(s):Different types of microscope available in the science laboratory
Material(s):Charts, computer, books microscope
and grade 7 module

Activities:Discussion= the plant Activities:Discussion=factors affecting Activities:Discussion the different types and Activities:Identification of the different
systems, roots, stems, leaves, flowers the plant growth such as light, moisture, parts of the microscope parts of the microscope and discussion the
and fruits temperature, etc.. Analysis:Analyzed that microscope are uses of each parts
Analysis:Analyzed that like humans Analysis: Artificial body parts are now composed of the different parts and each part have Analysis:Analyzed that each part of the
and animals, the plants are composed of available as a result of advances in functions. It is use to see the small objects that cannot microscope have functions for the proper use
the different organs for growth and technology be seen using our naked eye of this equipment
development Abstraction: Plants needs enough Abstraction:The different types of microscope Abstraction:Microscope can be used to
Abstraction:roots, stems, leaves, sunlight and water, the right temperature and are compound microscope, simple microscope, see the different microorganisms that cannot
electron microscope, light microscope, and binocular
flowers and fruits are the major organs of good soil and sometimes fertilizer for its microscope
be seen using our naked eye
the plants growth and development
Application:Give example of specimens that Application:(1)Explain why microscope
Application: Explain the functions of Application:What are the different can be seen using a microscope is important in the science laboratories. (2)
the different plant organs? factors that can affect the plant growth? Give example of specimens that can be seen
using a microscope.
__________________ _________ __________________ _________ __________________ _________ __________________ _________
__________________ _________ __________________ _________ __________________ _________ __________________ _________
__________________ _________ __________________ _________ __________________ _________ __________________ _________
__________________ _________ __________________ _________ __________________ _________ __________________ _________
__________________ _________ __________________ _________ __________________ _________ __________________ _________
__________________ _________ __________________ _________ __________________ _________ __________________ _________
__________________ _________ __________________ _________ __________________ _________ __________________ _________
__________________ _________ __________________ _________ __________________ _________ __________________ _________
__________________ _________ __________________ _________ __________________ _________ __________________ _________
__________________ _________ __________________ _________ __________________ _________ __________________ _________
REMEDIAL:
- Plant System
- Roots
- stems
- leaves
- fruits
- Flowers
- Microscope
- Cells
- Microorganism
CANDA NATIONAL HIGH SCHOOL – DAILY LEARNING LOG in GRADE 7- SCIENCE Teacher’s Name: JULGIRIN S. ABIAN
September 29, 2014 September 30, 2014 October 1, 2014 October 2&3, 2014
Lesson:The Microscope (Continuation Lesson:Uses of Microscope Lesson:The light Microscope
due to science camp and other activities) Objective(s):Enumerate the different uses, Objective(s):Discuss the uses of a Light
Objective(s):Enumerate and Discuss functions and parts of a Microscope SCHEDULE OF CLUSTER 4 Microscope and enumerates each parts
the different types of microscope Subject Matter: Microscopes SCIENCE QUIZ BEE AT Subject Matter:How to use the Light
Subject Matter:Microscope Reference(s): Phoenix Biology Textbook MARIANO MACASAET Microscope
Reference(s):Phoenix Biology by: Carmelita C. Capco, Science grade 7 Module NATIONAL HIGH SCHOOL IN Reference(s): Phoenix Biology Textbook
Textbook by: Carmelita C. Capco Material(s): Different types of microscope CANDELARIA, QUEZON
by: Carmelita C. Capco, Science grade 7
Material(s):Different types of available in the science laboratory and grade 7
Module
microscope and grade 7 science module module Material(s):Light Microscope
Activities:Discussion the different Activities: Identification of the different parts SCHEDULE OF CLUSTER 4 Activities:Doing Activity # 2.4 = How to
types and parts of the microscope of the microscope and discussion the uses of SCIENCE QUIZ BEE AT use a Light Microscope
Analysis:Analyzed that microscope are each parts
MARIANO MACASAET Analysis:Analyzed the parts of a Light
composed of the different parts and each part Analysis:Analyzed that each part of the Microscope which is absent in the parts of a
have functions. It is use to see the small objects microscope have functions for the proper use of NATIONAL HIGH SCHOOL IN Simple or Compound Microscope
that cannot be seen using our naked eye this equipment CANDELARIA, QUEZON Abstraction:Light Microscope uses
Abstraction:The different types of Abstraction:Microscope can be used to diffused light from the sun or artificial light to
microscope are compound microscope, simple see the different microorganisms that cannot be illuminate the object to be observed
microscope, electron microscope, light &
microscope, and binocular microscope
seen using our naked eye Application:What are the parts of a Light
Application:Give example of specimens Application:(1)Explain why microscope is Microscope and how does each part function?
that can be seen using a microscope important in the science laboratories. (2) Give CELEBRATION OF WORLD’S
example of specimens that can be seen using a
microscope. TEACHER’S DAY


__________________ _________ __________________ _________ __________________ _________ __________________ _________
__________________ _________ __________________ _________ __________________ _________ __________________ _________
__________________ _________ __________________ _________ __________________ _________ __________________ _________
__________________ _________ __________________ _________ __________________ _________ __________________ _________
__________________ _________ __________________ _________ __________________ _________ __________________ _________

__________________ _________ __________________ _________ __________________ _________ __________________ _________
__________________ _________ __________________ _________ __________________ _________ __________________ _________
__________________ _________ __________________ _________ __________________ _________ __________________ _________
__________________ _________ __________________ _________ __________________ _________ __________________ _________
__________________ _________ __________________ _________ __________________ _________ __________________ _________
REMEDIATION:
October 6, 2014 October 7, 2014 October 8, 2014 October 9/10, 2014
Lesson:Uses of Microscope Lesson:Microorganisms Lesson:Living things look like
Objective(s):Enumerate the different uses, Objective(s):Enumerate the different types of under microscope
types, functions, and parts of a Microscope microorganisms such as fungi, virus, bacteria, Objective(s):Observe the living
NATIONAL HOLIDAY Subject Matter: Microscopes nematodes, protozoa and discuss how things under microscope
microorganisms can affect to the human lives
Reference(s): Phoenix Biology Textbook Subject Matter:Microscopic
Subject Matter:Microorganisms things forms and structures under
END OF RAMADAN by: Carmelita C. Capco, Science grade 7 Module
Material(s): Different types of microscope Reference(s): Phoenix Biology Textbook by: microscope
Carmelita C. Capco,
available in the science laboratory Reference(s): Phoenix Biology
Material(s): Computer or laptop Textbook by: Carmelita C. Capco, Science
(electronic materials) grade 7 Module
Material(s):Microscopes, sample
specimen, clean water, dropper slides and
cover slips, needle
Activities: Identification of the different parts Activities:Discussion= different types of Activities:Doing Activity # 3= What do
NATIONAL HOLIDAY of the microscope and discussion the uses of microorganisms these living things look like under the
each parts microscope?
Analysis:Analyzed that Some microbes
Analysis:Analyzed that each part of the are harmful. Some microbes are helpful Analysis:Analyzed that the living things
END OF RAMADAN microscope have functions for the proper use of under the microscope can see a forms and
this equipment Abstraction:Microorganisms are minute structures which is easily identify
Abstraction:Microscope can be used to structures and forms that cannot be seen Abstraction:You can see most of the
see the different microorganisms that cannot be using our naked eye tiny things only if you put them under a
seen using our naked eye Application: What are the type(s) of microscope. These tiny life forms are called
Application:(1)Explain why microscope is microorganisms which is directly affect to microscopic life or microorganisms
important in the science laboratories. (2) Give the human health Application:Describe the
example of specimens that can be seen using a structures and forms of the living
microscope. things under microscope under LPO
and HPO
Remarks: Remarks: Remarks:
NATIONAL HOLIDAY Grade/Year/Section: Number: Grade/Year/Section: Number: Grade/Year/Section: Number:
__________________ _________ __________________ _________ __________________ _________
__________________ _________ __________________ _________ __________________ _________
END OF RAMADAN __________________ _________ __________________ _________ __________________ _________
__________________ _________ __________________ _________ __________________ _________
__________________ _________ __________________ _________ __________________ _________
enhancement/Remediation: enhancement/Remediation: enhancement/Remediation:
NATIONAL HOLIDAY __________________ _________ __________________ _________ __________________ _________
__________________ _________ __________________ _________ __________________ _________
__________________ _________ __________________ _________ __________________ _________
END OF RAMADAN __________________ _________ __________________ _________ __________________ _________
__________________ _________ __________________ _________ __________________ _________
REMEDIATION:
- Microscopic
organisms
- Specimens
- Microorganisms forms
and structures

October 13, 2014 October 14, 2014 October 15, 2014 October 16-17, 2014
Lesson:Reproduction Lesson: Environmental Science Lesson:Second Periodical
Examination Review
Objective(s):Differentiate and discuss Objective(s):To know and understand Objective(s):To review the Knowledge Schedule of SECOND
between the sexual and asexual reproduction the basic units of ecology/ecosystems that can ability of the Students of all the topics discuss
Subject Matter:Multiplication of affects the life of the living organisms in Second Quarter
species and organisms Subject Matter:Ecology Subject Matter:Periodical Test Review PERIODICAL
Reference(s):Grade 7 Science Module Reference(s):Grade 7 Science Module Reference(s):Grade 7 science module
and Biology Reference Textbook by: and Biology Reference Textbook by: Carmelita Material(s):Grade 7 science module,
Carmelita Capco Capco
microscope, test paper materials
EXAMINATION
Material(s):Reference Book, Module Material(s):Reference Book, Module
Activities:Discussion= sexual and Activities:Discussion about the basic unit Activities:The students can answering the Schedule of SECOND
asexual reproduction of ecology review questions coming from the second
Analysis:Analyzed that there are many Analysis:All living organisms such as quarter topics
differences between the sexual and asexual plants and animals eve the human beings have Analysis:Analyzed all the difficult topics PERIODICAL
reproduction in terms of types of multiplication interrelationships to the environment on which encountered by the students
Abstraction:Sexual reproduction they can live Abstraction:Answering the review test
involves sex cells or the gametes while the Abstraction:Biosphere such as terrestrial questionnaires EXAMINATION
asexual reproduction does not involves sex and aquatic are the place of earth on which Application:Review test proper
cells living organisms are live
Application:Enumerate the farming Application:What are the different
practices of the farmers with the application of organisms are able to live in the grassland,
asexual reproduction in their plants fresh water, dessert, forest?

__________________ _________ __________________ _________ __________________ _________ __________________ _________
__________________ _________ __________________ _________ __________________ _________ __________________ _________
__________________ _________ __________________ _________ __________________ _________ __________________ _________
__________________ _________ __________________ _________ __________________ _________ __________________ _________
__________________ _________ __________________ _________ __________________ _________ __________________ _________
__________________ _________ __________________ _________ __________________ _________ __________________ _________
__________________ _________ __________________ _________ __________________ _________ __________________ _________
__________________ _________ __________________ _________ __________________ _________ __________________ _________
__________________ _________ __________________ _________ __________________ _________ __________________ _________
__________________ _________ __________________ _________ __________________ _________ __________________ _________
REMEDIATION:

SEMESTRAL BREAK OF STUDENTS
OCTOBER 20 to 24, 2014
REMARKS:
- COMPUTATION OF GRADES
- COMPLETION OF ALL SCHOOL FORMS
- COMPLETION OF CLASS RECORDS, MEAN, MPS, GRAPHICAL FORM AND ITEM ANALYSIS
- ATTENDING THE IN-SERVICE TRAINING AT CANDA NHS
October 27, 2014 October 28, 2014 October 29, 2014 October 30 & 31, 2014
Lesson:Checking of test papers and Lesson:Preparations of item Analysis Lesson: Introduction of PHYSICS Lesson:MOTION
review the least mastered questions Objective(s):Review and Analyzed all Objective(s):To Introduce the students Objective(s): Enumerate and
Objective(s):Review the difficult the items in First periodical Test with their about the science of MATTER AND ENERGY discuss in a simple way of Newton’s
questions resulting to least mastered items Descriptive Equivalent and discuss the importance of studying it Laws of Motion
Subject Matter:First quarter topics= Subject Matter: Second quarter Subject Matter:GENERAL Subject Matter:
GENERAL CHEMISTRY topics= GENERAL BIOLOGY PHYSICS Motion/movement
Reference(s):Grade 7 Module and Reference(s): Grade 7 Module and Reference(s):Grade 7, 3 quarter
rd
Reference(s): Grade 7, 3rd quarter
BIOLOGY reference books
BIOLOGY reference books module and PHYSICS Reference books module and PHYSICS Reference books
Material(s):Second Periodical Test Material(s): First Periodical Test papers Material(s):Reference materials Material(s): Reference materials
papers
Activities: Discussion about the topics Activities: Preparations of item Analysis Activities:Discuss the importance of Activities: Discussion= Newton’s
which is difficult to understand by the Analysis: Analyzed all the items which is matter and energy and the applications and Laws of Motion
students relations to everyday lives
least mastered by the students Analysis: Analyzed that each Laws
Analysis:Analyzed all the items which Abstraction: Computation of MEAN and Analysis: Analyzed that the matter of Motion have importance
is least mastered by the students
MPS and descriptive equivalent of each items and energy can be help our students to application in our daily lives and
Abstraction:Computation of MEAN questions understand and cope with the changes application of each in the physical
and MPS and descriptive equivalent of Application:Categorized the test items in their physical world world
each items questions
which is mastered, closely approaching Abstraction: Physics is the branch Abstraction: Newton’s Laws of
Application:Preparations of Item mastery, moving towards mastery, average, of physical science that deals with the
Analysis low, very low, and absolutely no mastery Motion are Inertia, acceleration, and
study of matter and energy, their Interaction
relationships and transformations
Application: Application of
Application:Give the relationship of Newton’s Laws of motion in simple
matter and energy and cite some situations where frictions is involved
example of the application of each in
our daily lives
__________________ _________ __________________ _________ __________________ _________ __________________ _________
__________________ _________ __________________ _________ __________________ _________ __________________ _________
__________________ _________ __________________ _________ __________________ _________ __________________ _________
__________________ _________ __________________ _________ __________________ _________ __________________ _________
__________________ _________ __________________ _________ __________________ _________ __________________ _________
__________________ _________ __________________ _________ __________________ _________ __________________ _________
__________________ _________ __________________ _________ __________________ _________ __________________ _________
__________________ _________ __________________ _________ __________________ _________ __________________ _________
__________________ _________ __________________ _________ __________________ _________ __________________ _________
__________________ _________ __________________ _________ __________________ _________ __________________ _________
REMEDIATION:
November 3, 2014 November 4, 2014 November 5, 2014 November 6/7, 2014
Lesson:Mathematical Concepts in Lesson:MOTION Lesson: MOTION, Continuations
Physics Objective(s):Enumerate and Objective(s):Enumerate and
Objective(s):Enumerate and discuss discuss in a simple way of Newton’s discuss in a simple way of Newton’s
some mathematical concepts in physics and Laws of Motion Laws of Motion
the application in physics concepts
Subject Matter: Subject Matter: Motion/movement
Subject Matter: Mathematical Motion/movement Reference(s): Grade 7, 3rd quarter
Concepts in Physics
Reference(s):Grade 7, 3rd quarter module and PHYSICS Reference
Reference(s):Physics Phoenix QUEZON’S HOLIDAY module and PHYSICS Reference books
Reference textbook books Material(s): Reference materials,
Material(s):Scientific Calculator Material(s): Reference materials
HERMANO Scientific Calculator
Activities:Discussion and exercises of Activities: Discussion= Newton’s Activities:Exercises= computations
some mathematical concepts in physics
PULI
Laws of Motion & problem solving involving motions
Analysis:Analyzed that each Analysis:Analyzed that each Laws of Analysis:Analyzed the relationship
mathematical concepts have important DAY Motion have importance application in our between the distanced traveled,
applications in physics concepts and it can daily lives and application of each in the
also be apply in everyday life situations
weight/mass, and time elapsed
physical world
Abstraction:Some mathematical Abstraction:Newton’s Laws of Motion
Abstraction:Newton’s Laws of Motion
concepts in physics are: scientific notations, are Inertia, acceleration, and Interaction
are Inertia, acceleration, and Interaction
exponents, significant digits, rounding off Application: Application of Newton’s
numbers, and formula re-arrangement
Application:Application of Newton’s
Laws of motion in simple situations where
Laws of motion in simple situations where
Application:What is the value of n frictions is involved
frictions is involved
in the formula : n= m/o
__________________ _________ __________________ _________ __________________ _________
__________________ _________ QUEZON’S HOLIDAY __________________ _________ __________________ _________
__________________ _________ __________________ _________ __________________ _________
__________________ _________ __________________ _________ __________________ _________
HERMANO
enhancement/Remediation: enhancement/Remediation: enhancement/Remediation:
Grade/Year/Section: Number: PULI Grade/Year/Section: Number: Grade/Year/Section: Number:
__________________ _________ __________________ _________ __________________ _________
__________________ _________ __________________ _________ __________________ _________
__________________ _________ DAY __________________ _________ __________________ _________
__________________ _________ __________________ _________ __________________ _________
EVALUATIONS: EVALUATIONS: REMEDIATION:
- Mathematical concepts in
physics
- Motion
- Velocity
- Acceleration
- Force
- Velocity
- Work
Lesson:DESCRIBING MOTION Lesson:Distance VS. Lesson: Nature of waves Lesson: Nature of waves
Objective(s): Discuss and Displacement Objective(s): Explain how waves (CONTINUATION)
differentiate speed, velocity, & Objective(s):Differentiate between are produced Objective(s): Explain how waves
acceleration motion and displacement and explain the Subject Matter: Waves are produced
application of each in everyday situations
Subject Matter:Motion Reference(s): Grade 7, 3rd quarter Subject Matter: Waves
Subject Matter:Motion/movement
Reference(s): Grade 7, 3rd module and PHYSICS Reference Reference(s): Grade 7, 3rd
quarter module and PHYSICS Reference(s): Grade 7, 3rd books quarter module and PHYSICS
quarter module and PHYSICS
Reference books Material(s): Reference materials, Reference books
Reference books
Material(s): Reference materials, metallic and plastic waves, strings Material(s): Reference materials,
Scientific Calculator Material(s): Reference materials, metallic and plastic waves, strings
Scientific Calculator
Activities: Discussion= speed, Activities:Discussion= vectors and Activities:Discussion= how waves Activities: Demonstration=parts of
velocity, acceleration scalar quantities are produced and discuss the the wave
Analysis:Motion is a continuous Analysis:Analyzed that symbols or different types of waves Analysis: Analyzed the different
change of position with respect to diagrams are written language, which are Analysis:Analyzed the different types of waves such as simple
used in everyday communication and it will
a certain reference point be apply in scalars and vectors quantities types of waves such as simple harmonic wave, electromagnetic and
Abstraction:Speed is a rate at Abstraction:Vector quantities are
harmonic wave, electromagnetic and mechanical wave
which an object moves, velocity is displacement, velocity and force while
mechanical wave Abstraction:waves are composed of
a rate of change of displacement scalar quantities are distance, speed and Abstraction: waves are composed the different parts such as crest, trough,
and acceleration is a rate of mass of the different parts such as crest, wavelength, compression and expansion,
and midpoint of the wave
change of velocity Application:Differentiate scalar trough, wavelength, compression and
Application: In your own words,
Application:In a straight-line and vector quantities and show a expansion, and midpoint of the wave
motion, how is distance related to motion diagram that represents of it Application:Enumerate the explain the ff: waves, elastic,
compression, expansion, wave
different types of mechanical waves
length
__________________ _________ __________________ _________ __________________ _________ __________________ _________
__________________ _________ __________________ _________ __________________ _________ __________________ _________
__________________ _________ __________________ _________ __________________ _________ __________________ _________
__________________ _________ __________________ _________ __________________ _________ __________________ _________
__________________ _________ __________________ _________ __________________ _________ __________________ _________
__________________ _________ __________________ _________ __________________ _________ __________________ _________
__________________ _________ __________________ _________ __________________ _________ __________________ _________
__________________ _________ __________________ _________ __________________ _________ __________________ _________
EVALUATION: EVALUATION: EVALUATION: Remediation:
- Scalar quantity
- Vector quantity
- Distance
- Displacement
- wave
Lesson: Waves around you Lesson: Waves around you Lesson: Waves around you
Objective(s):Observed and draw Objective(s):Identify the quantities Objective(s):Differentiate between
different types of waves and describe used in describing periodic waves SCHEDULE OF mechanical and electromagnetic wave
how they are produced Subject Matter: Waves 2014 Subject Matter: mechanical and
Subject Matter:Waves Reference(s): Grade 7, 3rd quarter electromagnetic wave
Reference(s): Grade 7, 3rd quarter module and PHYSICS Reference Reference(s): Grade 7, 3rd quarter
module and PHYSICS Reference books NATIONAL module and PHYSICS Reference
books Material(s): Reference materials, books
Material(s): Reference materials, metallic and plastic waves, strings CAREER Material(s): Reference materials,
metallic and plastic waves, strings metallic and plastic waves, strings
Activities: Doing Laboratory Activity Activities: Doing Laboratory Activity ASSESSMENT Activities: Doing Laboratory Activity
# 3.1= “Let’s Make Wave” # 3.2= “Anatomy of a Wave” # 3.3= “Mechanical VS.
Analysis: Analyzed and describe the Analysis:Analyzed of How would Electromagnetic Wave
personal hand wave that they generate you describe waves EXAMINATION Analysis:Analyzed that when you
water waves on the lake Abstraction:Thee highest point of created a wave, they required a
Abstraction:Introduction of the the wave and the lowest point of the medium for a wave propagation. They
different types of waves distinguished wave are called crest and trough are called mechanical wave.
according to the direction of vibrations respectively. The amplitude is the NCAE 2014 Abstraction:Electromagnetic wave-are
of particles to the direction in which the maximum displacement of a vibrating waves that no need a medium to traveled it
waves travel particle on either side of its normal while mechanical wave- are waves that needs
a material medium through which it can travel
Application:What is the source of position when the wave passes as it transfers energy
the wave pulse? How would you Application:Describe how would you Application:How do waves
generate water waves on the lake? measure the frequency of the wave?
propagate?
__________________ _________ __________________ _________ __________________ _________
__________________ _________ __________________ _________ __________________ _________
__________________ _________ __________________ _________ __________________ _________
__________________ _________ __________________ _________ __________________ _________
No. of Learners needing No. of Learners needing SCHEDULE OF No. of Learners needing
enhancement/Remediation:
Grade/Year/Section: Number:
2014 enhancement/Remediation:
__________________ _________ __________________ _________ __________________ _________
__________________ _________ __________________ _________ __________________ _________
__________________
__________________
_________
_________
__________________
__________________
_________
_________
NATIONAL __________________
__________________
_________
_________
CAREER
Remediation:
ASSESSMENT
- mechanical wave
- electromagnetic wave
EXAMINATION - simple harmonic wave
- water/ocean waves
- parts of a simple wave
NCAE 2014
Lesson:Sound Lesson:Sound Lesson:Sound Lesson:Sound
Objective(s):Discuss the nature Objective(s):Explain how sound Objective(s):Demonstrate how Objective(s):Create musical
of the sound waves waves are produced and how they sound is produced instruments using different
Subject Matter:Nature of the are travel through media Subject Matter: Nature of the indigenous products
sounds Subject Matter: Nature of the sounds Subject Matter: Nature of the
Reference(s): Grade 7, 3rd sounds Reference(s): Grade 7, 3rd quarter sounds
quarter module and PHYSICS Reference(s): Grade 7, 3rd module and PHYSICS Reference Reference(s): Grade 7, 3rd
Reference books quarter module and PHYSICS books quarter module and PHYSICS
Material(s):Reference materials Reference books Material(s): Reference materials, Reference books
Material(s): Reference materials, sounding box, wooden rod, ruler, Material(s): Reference materials, diff.
box, ruler, rubber band , extra guitar indigenous materials like, sticks,
cardboard, pair of scissors bottles or glassware,
Activities:Discussion= Nature Activities:Activity # 3.4= “My own Activities:Activity # 3.5=”Properties Activities:Activity # 3.6=”Big time Gig!”
of the sounds sound Box” and characteristics of sounds” Analysis:Analyzed that utilization of the
Analysis:Analyzed that we can Analysis:Analyzed that the sound Analysis:Analyzed that different different indigenous materials can help the
communicate each other’s have different characteristics and it materials produced different sound musicians/students to compose tunes and
present in a gig
through sounds can produced the different intensities
Abstraction:Different indigenous
Abstraction: Solids are the characteristics of the sounds Abstraction:Sound intensity is
materials such as sticks, bottles, or
best transmitter of sounds, Abstraction:Sound waves are measured by various instruments like glassware etc. Available in your locality can
followed by liquids, then by gas produced by longitudinal vibrations the oscilloscope produced different characteristics of the
Application:Can sound waves of molecules in gases and other Application:How materials can sounds
travel in solids and liquids or in a media affect the characteristics of the Application:What are indigenous
gas? Explain Application:How does sound sounds? materials present in your home that can
produced sound?
propagate?
__________________ _________ __________________ _________ __________________ _________ __________________ _________
__________________ _________ __________________ _________ __________________ _________ __________________ _________
__________________ _________ __________________ _________ __________________ _________ __________________ _________
__________________ _________ __________________ _________ __________________ _________ __________________ _________
__________________ _________ __________________ _________ __________________ _________ __________________ _________
__________________ _________ __________________ _________ __________________ _________ __________________ _________
__________________ _________ __________________ _________ __________________ _________ __________________ _________
__________________ _________ __________________ _________ __________________ _________ __________________ _________
Remediation:
December 1, 2014 December 2, 2014 December 3, 2014 December 4/5, 2014
Lesson:LIGHT Lesson:LIGHT Lesson:LIGHT Lesson: LIGHT
Objective(s):Trace the history Objective(s):Enumerate the Objective(s): Describe the Objective(s):Make a color
of the controversy over the nature possible sources of light electromagnetic spectrum spectrum wheel, explain the
of Light Subject Matter:Sources of Light Subject Matter:Electromagnetic characteristics of thee color light,
Subject Matter:Nature of Light Reference(s): Grade 7, 3rd Spectrum observe how primary colors combine
Reference(s): Grade 7, 3rd Reference(s): Grade 7, 3rd quarter to form other colors
quarter module and PHYSICS
quarter module and PHYSICS Reference books module and PHYSICS Reference Subject Matter:Colors of Light
Reference books Material(s):Small lamp, candle, and books Reference(s): Grade 7, 3rd
Material(s):Module and reference langiskandila Material(s):Spectrum wheel/color quarter module and PHYSICS
books wheel, cardboard/illustration board, Reference books
glue/paste, button fastener Material(s):color wheel, crystal prism
Activities:Discussion- The Activities:Activity # 3.7= Light Activities:Activity # 3.8= My Activities:Activity # 3.9= The
nature of Light Sources: LangisKandila or Lampara Spectrum Wheel colors of LIGHT
Analysis:Analyzed that your Analysis:Analyzed that we can Analysis:Analyzed that we cannot Analysis:Analyzed that the primary
senses of sight is a result of the create improvise materials as a advised to stay under the sun after colors can combine to form other
action of light upon the source of light available in our 9:00 AM because UV rays are highly colors
mechanism of the eye surroundings energetic than other spectral regions Abstraction:Dispersion is a
Abstraction:light wave is a form Abstraction:Sun is the cheapest on its left phenomenon in which a prisms
of electromagnetic wave and the natural source of light Abstraction:We can explore the separates white lights into its
According to James Clerk Maxwell Application:What are the characteristics of light such as frequency, components colors
energy and wavelength
Application:Can you imagine common sources of light and how Application:Which Colors
the kind of world a blind person do these common sources Application:What are the registered the highest frequency?
has? Explain. produced Light? frequencies and energies of the Shortest wavelength?
visible spectrum?
__________________ _________ __________________ _________ __________________ _________ __________________ _________
__________________ _________ __________________ _________ __________________ _________ __________________ _________
__________________ _________ __________________ _________ __________________ _________ __________________ _________
__________________ _________ __________________ _________ __________________ _________ __________________ _________
__________________ _________ __________________ _________ __________________ _________ __________________ _________
__________________ _________ __________________ _________ __________________ _________ __________________ _________
__________________ _________ __________________ _________ __________________ _________ __________________ _________
__________________ _________ __________________ _________ __________________ _________ __________________ _________
- Light
- Color wheel
- Electromagnetic
spectrum
- Dispersion
- Color spectrum
- Nature and sources of
light
Lesson:HEAT Lesson: HEAT Lesson: HEAT Lesson: HEAT
Objective(s):Explain and define Objective(s):Enumerate the Objective(s):Differentiate the Objective(s):Explain the
the nature of heat different sources of heat effect of heat and cold relationships of heat to temperature
Subject Matter:Nature of Heat Subject Matter:Sources of Heat Subject Matter:Hot VS. Cold Subject Matter:Heat and
Reference(s): Grade 7, 3rd Reference(s): Grade 7, 3rd Reference(s): Grade 7, 3rd quarter Temperature
quarter module and PHYSICS quarter module and PHYSICS module and PHYSICS Reference Reference(s): Grade 7, 3rd
Reference books Reference books books quarter module and PHYSICS
Material(s):Reference books Material(s):Reference books/ Material(s):Reference books, Hot Reference books
physics text book water and cold water Material(s):Ice, cold water,
hot/boiling water, thermometer,
beaker
Activities:Discussion=Nature Activities:Discussion= The Activities:Activity # 2= Which feels Activities:Activity # 3- Warm me
and Definition of Heat natural and artificial sources of heat Colder? up, cool me down
Analysis:Analyzed that heat is Analysis:Sun is the cheapest and Analysis:Analyzed the relationships Analysis:Analyzed the condition of
the primary concern of man-how the ultimate sources of heat of the heat conductivities based on the heat transfer to take place and
to conserve its natural resources Abstraction:We have natural and the relative coldness place and trace the direction in
Abstraction:Heat is the quantity artificial sources of heat Abstraction:High temperature which heat is transfer
of the thermal energy absorbed or Application:What are the means hot, low temperature means Abstraction:Thermometer is used
given off by ab object different sources of heat available cold to measure the degree of hotness
Application:What is heat all in your community? Application: Do all objects equally and coldness of the materials
about? conduct, absorb, or emit heat? Application:How is heat
Explain. transferred between objects and
places?
__________________ _________ __________________ _________ __________________ _________ __________________ _________
__________________ _________ __________________ _________ __________________ _________ __________________ _________
__________________ _________ __________________ _________ __________________ _________ __________________ _________
__________________ _________ __________________ _________ __________________ _________ __________________ _________
__________________ _________ __________________ _________ __________________ _________ __________________ _________
__________________ _________ __________________ _________ __________________ _________ __________________ _________
__________________ _________ __________________ _________ __________________ _________ __________________ _________
__________________ _________ __________________ _________ __________________ _________ __________________ _________
- Heat
- Cold
- Warm
- Temperature
- Sunlight
- Thermometer
- Thermodynamics
Lesson:ELECTRICITY Lesson: ELECTRICITY Lesson: ELECTRICITY Lesson: ELECTRICITY
Objective(s):Discuss the Objective(s):Discuss and explain Objective(s):Identify the Objective(s):Explain to the
definition, origins, and the Nature of the different charges of electricity appropriate arrangements of wire, students of how to make an
Electricity Subject Matter:Positive and bulb and battery which successfully improvise battery
Subject Matter:Nature of Negative Charges of Electricity light a bulb Subject Matter:Battery making
Electricity Reference(s): Grade 7, 3rd quarter Subject Matter:Energy transfer in Reference(s): Grade 7, 3rd quarter
Reference(s): Grade 7, 3 rd
module and PHYSICS Reference a circuit module and PHYSICS Reference
quarter module and PHYSICS books Reference(s): Grade 7, 3rd quarter books, you tube
Reference books Material(s):Different Types of module and PHYSICS Reference Material(s):laptop, coins, salt, cola,
Material(s):Reference books in batteries books aluminum foil
physics Material(s):1.5 Volt battery, wires,
1.5 watt bulb/LED
Activities:Discussion- early Activities:Activity= Charged Activities:Activity= Let there be a Activities:Video Presentation in
discovery of electricity Interaction Light you tube
Analysis:Analyzed that electricity have Analysis:Analyzed that the charges of Analysis:Analyzed that light is one Analysis:Analyzed that you can
important role for the development of electricity are always opposite of the form of energy make your own battery using coins,
human activities Abstraction:Positive charge of Abstraction:Light/bulb are always acidic fruits and colas
Abstraction:Electricity is electricity- protons and the negative charge of used at home, school and have Abstraction:Lemon, potato and
discovered in 600 B.C. by Greek electricity-electron
important role infor the development coins can create charges of electrons
philosopher and scientist-THALES Application:What do you think is of human activities and they can produced electricity
Application:Can You imagine a the charge acquired by the balloon Application:What was necessary to Application:What are other materials
modern home without electric lights and after rubbing it against your hair? can be used as a source of electricity?
appliances? How? make the light bulb?
__________________ _________ __________________ _________ __________________ _________ __________________ _________
__________________ _________ __________________ _________ __________________ _________ __________________ _________
__________________ _________ __________________ _________ __________________ _________ __________________ _________
__________________ _________ __________________ _________ __________________ _________ __________________ _________
__________________ _________ __________________ _________ __________________ _________ __________________ _________
__________________ _________ __________________ _________ __________________ _________ __________________ _________
__________________ _________ __________________ _________ __________________ _________ __________________ _________
__________________ _________ __________________ _________ __________________ _________ __________________ _________
- Electricity
- Electric charges
- Light bulbs
- Static electricity
- Batteries
January 5, 2015 January 6, 2015 January 7, 2015 January 8/9, 2015
Lesson:DESCRIBING MOTION Lesson:LIGHT Lesson:Third Quarter Examination
Objective(s): Discuss and Objective(s):Trace the history of Review Objective(s):Measures the
differentiate speed, velocity, & the controversy over the nature of Objective(s):Measures the knowledge knowledge and ability of the students
acceleration Light and ability of the students regarding the topics regarding the topics already discussed
already discussed in the whole third quarter in the whole third quarter such as
Subject Matter:Motion- Third Subject Matter:Nature of Light- such as motion, wave, sound, heat light, and
Quarter Examination Review Third Quarter Examination Review electricity. motion, wave, sound, heat light, and
Reference(s): Grade 7, 3 quarter Reference(s): Grade 7, 3rd quarter electricity.
Subject Matter:GENERAL
rd
module and PHYSICS Reference module and PHYSICS Reference PHYSICS

books books Reference(s):Grade 7, 3rd quarter
Material(s): Reference materials,
Scientific Calculator
Material(s):Module and reference books module and PHYSICS Reference
books
SCHEDULE OF
Material(s):Test paper
questionnaire
THIRD
Learning Task:
Activities: Discussion= speed,
Learning Task:
Activities:Discussion- The nature of
Learning Task:
Activities:Review Test
PERIODICAL
velocity, acceleration
Analysis:Motion is a continuous
Light
Analysis:Analyzed that your senses of
Analysis:Analyzed
questions and topics in physics
the EXAMINATION
difficult
change of position with respect to a sight is a result of the action of light upon the Abstraction:Review inmotion,
certain reference point mechanism of the eye
wave, sound, heat light, and
Abstraction:Speed is a rate at which Abstraction:light wave is a form of electricity
electromagnetic wave According to
an object moves, velocity is a rate of change Application:Answering the review
of displacement and acceleration is a rate of James Clerk Maxwell
test questionnaires
change of velocity Application:Can you imagine the
Application:In a straight-line motion, kind of world a blind person has?
how is distance related to motion Explain.
__________________
__________________
__________________
_________
_________
_________
__________________
__________________
__________________
_________
_________
_________
__________________
__________________
__________________
_________
_________
_________
SCHEDULE OF
__________________ _________ __________________ _________ __________________ _________
THIRD
No. of Learners needing
PERIODICAL
Grade/Year/Section:
__________________
Number:
_________
Grade/Year/Section:
__________________
Number:
_________
Grade/Year/Section:
__________________
Number:
_________ EXAMINATION
__________________ _________ __________________ _________ __________________ _________
__________________ _________ __________________ _________ __________________ _________
__________________ _________ __________________ _________ __________________ _________

January 12, 2015 January 13, 2015 January 14, 2015 January 15,16, 2015
Lesson:Checking of test papers and Lesson:Preparations of item Analysis Lesson: Introduction of EARTH Lesson:Lesson: Introduction of
review the least mastered questions Objective(s):Review and Analyzed SCIENCE EARTH SCIENCE
Objective(s):Review the difficult all the items in THIRD periodical Test with Objective(s):To Introduce the students Objective(s):To Introduce the
questions resulting to least mastered their Descriptive Equivalent about the earth science and the scope of it students about the earth science and the
items Subject Matter: THIRD quarter Subject Matter:GEOLOGY scope of it
Subject Matter:Third quarter topics= GENERAL PHYSICS Subject Matter:GEOLOGY
Reference(s):Grade 7, 4rth quarter
topics= GENERAL PHYSICS Reference(s): Grade 7 Module and module and integrated science Reference Reference(s):Grade 7, 4rth quarter
Reference(s):Grade 7 Module and PHYSICS reference books books module and integrated science Reference
PHYSICS reference books Material(s): THIRD Periodical Test Material(s):Reference materials, books
Material(s):THIRD Periodical Test papers electronics materials Material(s):Reference materials,
papers electronics materials
Activities: Discussion about the Activities: Preparations of item Activities:Discuss the scope of earth Activities:Discussion=structures
topics which is difficult to understand by Analysis science and compositions of the earth
the students Analysis: Analyzed all the items which Analysis: Analyzed that our planet Analysis:It is important to analyzed
Analysis:Analyzed all the items is least mastered by the students earth is the only planet in the solar and know what are the materials
which is least mastered by the students Abstraction: Computation of MEAN system where the life is possible present in the inner layers of the
Abstraction:Computation of MEAN and MPS and descriptive equivalent of Abstraction: Earth is composed of earth
and MPS and descriptive equivalent of each items questions
the different parts such as terrestrial Abstraction:Earth are compose of
each items questions Application:Categorized the test and aquatic
Application:Preparations of items which is mastered, closely
inner core, mantle and crust
Item Analysis approaching mastery, moving towards Application:Enumerate the living Application:Explain why many of
mastery, average, low, very low, and organisms which is living in terrestrial the active volcanoes are erupted
absolutely no mastery and aquatic parts of the earth
__________________ _________ __________________ _________ __________________ _________ __________________ _________
__________________ _________ __________________ _________ __________________ _________ __________________ _________
__________________ _________ __________________ _________ __________________ _________ __________________ _________
__________________ _________ __________________ _________ __________________ _________ __________________ _________
__________________ _________ __________________ _________ __________________ _________ __________________ _________
__________________ _________ __________________ _________ __________________ _________ __________________ _________
__________________ _________ __________________ _________ __________________ _________ __________________ _________
__________________ _________ __________________ _________ __________________ _________ __________________ _________
January 19, 2015 January 20, 2015 January 21, 2015 January 22,23, 2015
Lesson: The Philippine Lesson: The Philippine Lesson: The Philippine Environment Lesson: The Philippine Environment
Environment Environment Objective(s): To be able to describe Objective(s): Identify the water
Objective(s): Describe and Objective(s): To be able to the location of the Philippines with resources and biodiversity in the
identify the location of the describe the location of the respect to the surrounding landmasses Philippines and explain the role of
Philippines in the world Philippines using the longitude and and bodies of water environment in the protection of it
Subject Matter: Latitude and latitude Subject Matter: Landmasses and Subject Matter: water resources
Longitude Subject Matter: Northern bodies of water in the world and biodiversity in the Philippines
Reference(s): Science Grade 7 hemisphere and southern Reference(s): Science Grade 7 Reference(s): Science Grade 7
Module and Integrated Science hemisphere Module and Integrated Science Module and Integrated Science
Reference Books Reference(s): Science Grade 7 Reference Books Reference Books
Material(s): Reference Books, Module and Integrated Science Material(s): Reference Books, Globe, Material(s): Reference Books,
Globe, World Map Reference Books World Map, Protractor Globe, World Map, Protractor
Material(s): Reference Books,
Globe, World Map, Protractor
Activities: Discussion= Latitude Activities: Activity # 4.1=Where Activities: Activity # 4.2=Where in the Activities: Discussion= water resources
and Longitude in the world is the Philippines? world is the Philippines? (Part II) and biodiversity in the Philippines
Analysis: Analyzed that the Analysis: Analyzed the location of the Analysis: Land masses in the world is Analysis: Analyzed that the Philippines
Philippine environment is made up Philippines if it is in a northern hemisphere 25% in the total area of the world and boasts of many different kind of natural water
forms, such as bays, rivers, lakes, falls, gulfs,
of a lot of things such as a bodies of or in the southern hemisphere 75% of it is water and swamps.
water, small and large parcel of land Abstraction: Northern hemisphere is Abstraction: Philippines is an
part of the world between the north pole Abstraction: We are lucky in the
etc… archipelago because is surrounded by Philippines because we have thing like air,
and the equator, while southern
Abstraction: The earth is divides hemisphere is the part of the world the large bodies of water water, plants, animals, soil, rocks, minerals,
into two major parts such as the between the equator and the south pole Application: Where is the Philippines crude oil, and other fossil fuels.
northern hemisphere and the Application: Where in the world in the map? Why is the Philippines Application: Enumerate and give
southern hemisphere is the Philippines? called an archipelago? examples of biodiversity and
Application: What is the exact watershed in the Philippines
location of the Philippines in the
world?
__________________ _________ __________________ _________ __________________ _________ __________________ _________
__________________ _________ __________________ _________ __________________ _________ __________________ _________
__________________ _________ __________________ _________ __________________ _________ __________________ _________
__________________ _________ __________________ _________ __________________ _________ __________________ _________
__________________ _________ __________________ _________ __________________ _________ __________________ _________
__________________ _________ __________________ _________ __________________ _________ __________________ _________
__________________ _________ __________________ _________ __________________ _________ __________________ _________
__________________ _________ __________________ _________ __________________ _________ __________________ _________

- Longitude
- Latitude
- Northern Hemisphere
- Southern Hemisphere
- Watershed and
biodiversity in the
Philippines
January 26, 2015 January 27, 2015 January 28, 2015 January 29/30, 2015
Lesson: Lesson: Rocks and Lesson: Rocks and Mineral Lesson: Energy Resources Lesson: Conserving and Protecting
Mineral Resources Resources Objective(s): Identify and locate Natural Sources
Objective(s): Identify and locate Objective(s): Enumerate the the energy resources in the country Objective(s): Enumerate and
the metallic minerals in the minerals presents in the Philippines Subject Matter: Energy Explain how to conserve and Protect
Philippines Subject Matter: The Mineral Resources (Natural and Artificial our Natural Sources
Subject Matter: The Mineral deposits in the Philippines Sources of Energy) Subject Matter: Conservation
deposits in the Philippines Reference(s): Science Grade 7 Reference(s): Science Grade 7 and Protection of Natural Resources
Reference(s): Science Grade 7 Module and Integrated Science Module and Integrated Science Reference(s): Science Grade 7
Module and Integrated Science Reference Books, Reference Books, Module and Integrated Science
Reference Books, Material(s): Reference Books, Globe, Material(s): Reference Books, Reference Books,
Material(s): Reference Books, Bond Paper, Philippine Map, samples of laptop, charts, Flash cards Material(s): Reference Books,
Globe, Bond Paper, Philippine Map rocks and minerals available in science laptop, charts, Flash cards
laboratory room

Activities: Doing Activity # 5= Activities: Discussion= Rocks and Activities: Discussion= The energy Activities: Discussion and Video
Where are the minerals Deposits in Minerals resources such as natural and man- Presentation about the Ways how to protect
and conserve our natural resources
the Philippines Analysis: Analyzed the import ants made sources
Analysis: Analyzed that the minerals can and uses of minerals and rocks for Analysis: Analyzed that the solar energy Analysis: Conserving and protecting
be classified into two types the metallic and human or energy came from the sun is the ultimate our natural resources is our major and
non-metallic Abstraction: The mining industry and the cheapest source of heat and energy important responsibility of the people today
Abstraction: The mining of rocks for has raised level of economy in some Abstraction: The natural sources of for the benefits of the future generations
their metal content has been considered one regions in the Philippines energy are solar, wind, water, coal while the Abstraction: There are two types
of the most important factors of human artificial sources of energy are the energy of natural resources on Earth- the
progress Application: Identify the four coming from the power plant made by human renewable and non-renewable
Application: Enumerate the metals which are most abundant Application: What are the other
across in the Philippines Application: As a student explain
minerals abundant in the Philippines sources of energy? Enumerate and discuss
how you conserve our natural
each.
resources
__________________ _________ __________________ _________ __________________ _________ __________________ _________
__________________ _________ __________________ _________ __________________ _________ __________________ _________
__________________ _________ __________________ _________ __________________ _________ __________________ _________
__________________ _________ __________________ _________ __________________ _________ __________________ _________
__________________ _________ __________________ _________ __________________ _________ __________________ _________
__________________ _________ __________________ _________ __________________ _________ __________________ _________
__________________ _________ __________________ _________ __________________ _________ __________________ _________
__________________ _________ __________________ _________ __________________ _________ __________________ _________
- Rocks
- Minerals
- Metal
- Non-metals
- Energy
- Renewable
- Non-renewable
- Natural/artificial sources
of energy
February 2, 2015 February 3, 2015 February 4, 2015 February 5/6, 2015
Lesson: Lesson: Rocks and Lesson: Rocks and Mineral Lesson: Energy Resources Lesson: Conserving and Protecting
Mineral Resources Resources Objective(s): Identify and locate Natural Sources
Objective(s): Identify and locate Objective(s): Enumerate the the energy resources in the country Objective(s): Enumerate and
the metallic minerals in the minerals presents in the Philippines Subject Matter: Energy Explain how to conserve and Protect
Philippines Subject Matter: The Mineral Resources (Natural and Artificial our Natural Sources
Subject Matter: The Mineral deposits in the Philippines Sources of Energy) Subject Matter: Conservation
deposits in the Philippines Reference(s): Science Grade 7 Reference(s): Science Grade 7 and Protection of Natural Resources
Reference(s): Science Grade 7 Module and Integrated Science Module and Integrated Science Reference(s): Science Grade 7
Module and Integrated Science Reference Books, Reference Books, Module and Integrated Science
Reference Books, Material(s): Reference Books, Globe, Material(s): Reference Books, Reference Books,
Material(s): Reference Books, Bond Paper, Philippine Map, samples of laptop, charts, Flash cards Material(s): Reference Books,
Globe, Bond Paper, Philippine Map rocks and minerals available in science laptop, charts, Flash cards
laboratory room
Activities: Doing Activity # 5= Activities: Discussion= Rocks and Activities: Discussion= The energy Activities: Discussion and Video
Where are the minerals Deposits in Minerals resources such as natural and man- Presentation about the Ways how to protect
and conserve our natural resources
the Philippines Analysis: Analyzed the import ants made sources
Analysis: Analyzed that the minerals can and uses of minerals and rocks for Analysis: Analyzed that the solar energy Analysis: Conserving and protecting
be classified into two types the metallic and our natural resources is our major and
human or energy came from the sun is the ultimate
important responsibility of the people today
non-metallic and the cheapest source of heat and energy
Abstraction: The mining industry for the benefits of the future generations
Abstraction: The mining of rocks for Abstraction: The natural sources of
has raised level of economy in some Abstraction: There are two types
their metal content has been considered one energy are solar, wind, water, coal while the
of the most important factors of human regions in the Philippines artificial sources of energy are the energy of natural resources on Earth- the
progress Application: Identify the four coming from the power plant made by human renewable and non-renewable
Application: Enumerate the metals which are most abundant Application: What are the other Application: As a student explain
minerals abundant in the Philippines across in the Philippines sources of energy? Enumerate and discuss how you conserve our natural
each. resources
__________________ _________ __________________ _________ __________________ _________ __________________ _________
__________________ _________ __________________ _________ __________________ _________ __________________ _________
__________________ _________ __________________ _________ __________________ _________ __________________ _________
__________________ _________ __________________ _________ __________________ _________ __________________ _________
__________________ _________ __________________ _________ __________________ _________ __________________ _________
__________________ _________ __________________ _________ __________________ _________ __________________ _________
__________________ _________ __________________ _________ __________________ _________ __________________ _________
__________________ _________ __________________ _________ __________________ _________ __________________ _________
- Rocks
- Minerals
- Metal
- Non-metals
- Energy
- Renewable
- Non-renewable
- Natural/artificial sources
of energy
Lesson: The Natural resources in Lesson: Conserving and protecting Lesson: Protecting resources in your Lesson: Solar energy and the
the world Natural Resources own way Atmosphere
Objective(s): Explain and Objective(s): Enumerate the Objective(s): Enumerate and explain Objective(s): Enumerate and
appreciate the importance of different ways of conserving and how to protect our natural resources discuss the different layers of the
natural resources in every living protecting natural resources will be done by students atmosphere
organisms even human being Subject Matter: Natural resources Subject Matter: Natural resources in Subject Matter: Solar energy and
Subject Matter: Natural in the world the world the Atmosphere
Resources Reference(s): Science Grade 7 Reference(s): Science Grade 7 Reference(s): Science Grade 7
Reference(s): Science Grade 7 module module module
module Material(s): science reference Material(s): science reference books, Material(s): science reference
Material(s): , science reference books, laptop, laptop, books, laptop,
books, laptop,
Activities: Video presentation Activities: Video and power point Activities: Discussion=lecture about Activities: Discussion-layers of the
about natural resources presentation about natural resources the role of the students in protecting our Atmosphere and doing Activity # 1-
Analysis: Analyzed that our foods and doing activity # 6= How do people natural resources What is the basis for dividing earth’s
we eat everyday are came from destroy natural resources? Analysis: Analyzed that protecting our atmosphere into layers?
natural resources Analysis: Analyzed that our natural natural resources in your own way can Analysis: The atmosphere is the
Abstraction: There are two types resources are partially destroyed by help in conserving it and it will be envelope of air that surrounds the
of natural resources in earth- people. benefited by our future generation in the earth where all weather events
renewable and nonrenewable Abstraction: There are a lot of future happen
Application: Explain the human activities that can destroy our Abstraction: As a high school student, Abstraction: The layers of the
natural resources; such of these are you can protect and conserve our natural atmosphere are troposphere,
differences between the renewable
too much quarrying and mining, resources by participating in school and stratosphere, mesosphere,
and non-renewable natural barangay activities such as coastal clean-up,
resources and give specific kaingin system, burning of plastics tree planting, segregation of our waste, etc… thermosphere and exosphere
examples of each and garbage, etc…
Application: Make your own plan in Application: Describe the features
Application: As a student, explain protecting our natural resources of each of the five layers of the
how would you conserve our natural atmosphere
resources
__________________ _________ __________________ _________ __________________ _________ __________________ _________
__________________ _________ __________________ _________ __________________ _________ __________________ _________
__________________ _________ __________________ _________ __________________ _________ __________________ _________
__________________ _________ __________________ _________ __________________ _________ __________________ _________
__________________ _________ __________________ _________ __________________ _________ __________________ _________
__________________ _________ __________________ _________ __________________ _________ __________________ _________
__________________ _________ __________________ _________ __________________ _________ __________________ _________
__________________ _________ __________________ _________ __________________ _________ __________________ _________
Give the effects to natural
Evaluate the following if it is resources of the following Evaluate if the following - Ways of conserving and
renewable or non-renewable type activities: activities are applicable for you as a
of natural resources: students to protect our Natural protecting natural
1. Too much mining Resources: resources
2. Cutting of trees 1. Planting of trees
1. Cans
2. Plastics
3. Kaingin system 2. Segregation of biodegradable - Protecting resources in
4. Burning of garbage and and non-biodegradable
3. Animal waste your own way
plastics materials/waste
4. Coal
5. Application of chemical 3. Coastal cleaning - The layers of the
5. Oil
fertilizers 4. Using compost materials as
fertilizers atmosphere
Possible Answers: 5. Preventing the illegal cutting
Explain/justify your answer - Renewable and non-
1. Erosion and landslides of trees
2. Flooding 6. Preventing turning of rice renewable natural
3. Flooding fields into
4. Destruction of ozone resources
residential/subdivision
layers
5. The soil become acidic Explain/justify your answer

Lesson: Protecting resources in Lesson: Solar energy and the Lesson: The Green House Effect Lesson: The Atmosphere
your own way Atmosphere Objective(s): Enumerate and Objective(s): Enumerate and
Objective(s): Enumerate and explain Objective(s): Enumerate and discuss discuss the effects of Green House discuss
how to protect our natural resources will be the different layers of the atmosphere and the Global Warming Subject Matter: Common
done by students
Subject Matter: Solar energy and Subject Matter: Green House Atmospheric Phenomena
Subject Matter: Natural the Atmosphere Effect Reference(s): Science Grade 7
resources in the world
Reference(s): Science Grade 7 Reference(s): Science Grade 7 module and integrated science
Reference(s): Science Grade 7 module module reference books
module
Material(s): science reference books, Material(s): science reference Material(s): science reference
Material(s): science reference laptop, books, laptop, books, laptop,
books, laptop,

Activities: Discussion=lecture about Activities: Discussion-layers of the Activities: Video and Power Point Activities: Doing Activity # 3 =
the role of the students in protecting our Atmosphere and doing Activity # 1- Presentation What happens when air is heated?
natural resources What is the basis for dividing earth’s Analysis: Analyzed that in Analysis: Analyzed that destruction of
Analysis: Analyzed that protecting our atmosphere into layers? temperate countries, a green house our natural resources can make our
natural resources in your own way can help
Analysis: The atmosphere is the is used to grow seedlings in the late atmosphere become warm
in conserving it and it will be benefited by
our future generation in the future envelope of air that surrounds the earth winter and early spring later, planted Abstraction: Carbon dioxide
Abstraction: As a high school where all weather events happen in the open field when the weather is comes from the burning of fossil fuel
student, you can protect and conserve our Abstraction: The layers of the warmer. such as coal, crude oil and natural
natural resources by participating in school atmosphere are troposphere, Abstraction: Global warming and gas. Cutting down of trees can also
and barangay activities such as coastal stratosphere, mesosphere, the green house can greatly affects release carbon dioxide
clean-up, tree planting, segregation of our
thermosphere and exosphere in the atmosphere of the earth. It Application: Explain what happens
waste, etc…
Application: Describe the features of can cause destruction of some in the atmosphere when the air is
Application: Make your own plan in heated. What are the Possible
protecting our natural resources each of the five layers of the structures in the earth due to climate
atmosphere change phenomena happens?
Application: Explain if the green
house retain or release heat
__________________ _________ __________________ _________ __________________ _________ __________________ _________
__________________ _________ __________________ _________ __________________ _________ __________________ _________
__________________ _________ __________________ _________ __________________ _________ __________________ _________
__________________ _________ __________________ _________ __________________ _________ __________________ _________
__________________ _________ __________________ _________ __________________ _________ __________________ _________
__________________ _________ __________________ _________ __________________ _________ __________________ _________
__________________ _________ __________________ _________ __________________ _________ __________________ _________
__________________ _________ __________________ _________ __________________ _________ __________________ _________

Evaluate if the following Explain and briefly discuss
activities are applicable for you as Give the distance of the the effects of global warming and - Common Atmospheric
a students to protect our Natural following layers of the atmosphere greenhouse effect in the
phenomena
Resources: and corresponding temperature in following:
1. Planting of trees - Green House Effects
Degree Celsius:
2. Segregation of 1, In Agricultural area - Conservations and
biodegradable and non- 1. Troposphere 2, Forest Protection of our Natural
biodegradable 2. Stratosphere 3.Mounbtain Resources
materials/waste 3. Mesosphere 4.Desesrt - Layers of the Atmosphere
3. Coastal cleaning 4. Thermosphere 5.Rivers/lakes
4. Using compost materials 5. Exosphere
as fertilizers
5. Preventing the illegal
cutting of trees
6. Preventing turning of rice
fields into
residential/subdivision
Explain/justify your answer
Lesson: Seasons and eclipse Lesson: Seasons and eclipse
Objective(s): Discuss and Objective(s): Explain how and why
enumerate the different seasons in the eclipse happen
world and in the Philippines, explain Subject Matter: Eclipse
why season is change Reference(s): Science Grade 7
NATIONAL SCHEDULE OF
Subject Matter: Seasons in the
world
module, Integrated science reference
books
HOLIDAY SEMI-FINALS
Reference(s): Science Grade 7 Material(s): science reference books, EXAMINATIONS
module, Integrated science reference laptop
books
Material(s): science reference Objective(s):
books, laptop
EDSA Measures the
Knowledge and understanding of the
Learning Task: Learning Task: REVOLUTION
students about the topics already
discuss in the fourth quarter
Activities: Video presentation and Activities: Video presentation and
Discussion= seasons in the world Discussion= Solar eclipse and lunar eclipse ANIVERSARY
Analysis: Analyzed that the seasons of Analysis: Analyzed the phenomena
the world change depending of the months happen during the solar and lunar
and it can influence the activities of every eclipse and the effects of it in the earth
living organisms
Abstraction: Solar eclipse occurs
Abstraction: the four seasons are
summer, autumn (fall), winter and spring when the moon comes directly between
Application: What are the two seasons the sun and the earth while the lunar
happen only in the Philippines and what eclipse happen when Earth gets directly
month this season happen between the Sun and the Moon. Earth
casts a shadow on the Moon.
Application: Explain why shadow and
eclipse happen
Remarks: Remarks:
No. of learners within Mastery Level: No. of learners within Mastery Level:
Grade/Year/Section: Number: Grade/Year/Section: Number:
__________________ _________ __________________ _________
__________________ _________ __________________ _________
__________________
__________________
_________
_________
__________________
__________________
_________
_________
NATIONAL SCHEDULE OF
HOLIDAY SEMI-FINALS
Grade/Year/Section:
__________________
Number:
_________
Grade/Year/Section:
__________________
Number:
_________
EXAMINATIONS
__________________ _________ __________________ _________
__________________ _________ __________________ _________
Objective(s): Measures the
__________________
Evaluation:
_________ __________________
Evaluation:
_________
EDSA Knowledge and understanding of the
REVOLUTION students about the topics already
discuss in the fourth quarter
ANIVERSARY
March 2, 2015 March 3, 2015 March 4, 2015 March 5/6, 2015
Lesson: Seasons and eclipse Lesson: Seasons and eclipse Lesson: Seasons and eclipse
(continuation) (CONTINUATION) Objective(s): Discuss and
Objective(s): Discuss and Objective(s): Explain how and enumerate the different seasons in
enumerate the different seasons in the why eclipse happen the world and in the Philippines,
world and in the Philippines, explain why
season is change
Subject Matter: Eclipse explain why season is change
Reference(s): Science Grade 7 Subject Matter: Seasons in the
Subject Matter: Seasons in
the world module, Integrated science world March 5, 2015
reference books Reference(s): Science Grade 7
Reference(s): Science Grade 7
module, Integrated science reference Material(s): science reference module, Integrated science reference
books, laptop books
books
Material(s): science reference SCHEDULE OF
Material(s): science reference
books, laptop
books, laptop
2015 NATIONAL
Activities: Video presentation
and Discussion= seasons in the world
Activities: Video presentation and
Discussion= Solar eclipse and lunar Discussion=
ACHIEVEMENT
Activities: Video presentation and
seasons in the world
eclipse
Analysis: Analyzed that the seasons Analysis: Analyzed the phenomena Analysis: Analyzed that the seasons of
of the world change depending of the happen during the solar and lunar eclipse the world change depending of the months TEST
months and it can influence the activities and the effects of it in the earth and it can influence the activities of every
of every living organisms Abstraction: Solar eclipse occurs living organisms
Abstraction: the four seasons are when the moon comes directly between Abstraction: the four seasons are
summer, autumn (fall), winter and spring the sun and the earth while the lunar summer, autumn (fall), winter and spring
Application: What are the two Application: What are the two seasons
eclipse happen when Earth gets directly
between the Sun and the Moon. Earth
seasons happen only in the Philippines happen only in the Philippines and what
casts a shadow on the Moon.
and what month this season
happen Application: Explain why shadow month this season happen
and eclipse happen
No. of learners within Mastery Level: No. of learners within Mastery Level: No. of learners within Mastery Level: March 5, 2015
__________________ _________ __________________ _________ __________________ _________
__________________ _________ __________________ _________ __________________ _________
__________________
__________________
_________
_________
__________________
__________________
_________
_________
__________________
__________________
_________
_________
SCHEDULE OF
2015 NATIONAL
Grade/Year/Section:
__________________
Number:
_________
Grade/Year/Section:
__________________
Number:
_________
Grade/Year/Section:
__________________
Number:
_________ ACHIEVEMENT
__________________ _________ __________________ _________ __________________ _________
__________________
__________________
_________
_________
__________________
__________________
_________
_________
__________________
__________________
_________
_________
TEST

Daily Learning Log For Science Grade 7

Uploaded by

Document Information

Original Description:

Original Title

Copyright

Available Formats

Share this document

Share or Embed Document

Sharing Options

Did you find this document useful?

Is this content inappropriate?

Copyright:

Available Formats

Daily Learning Log For Science Grade 7

Uploaded by

Copyright:

Available Formats

DAILY LEARNING

LOG FOR SCIENCE

Grade/Year/Section: Number: Grade/Year/Section: Number: Grade/Year/Section: Number: Grade/Year/Section: Number:

Grade/Year/Section: Number: Grade/Year/Section: Number: Grade/Year/Section: Number: Grade/Year/Section: Number:

Republic of the Philippines, Department of Education, Region IV-A CALABARZON

CANDA NATIONAL HIGH SCHOOL – DAILY LEARNING LOG in GRADE 7: SCIENCE

Grade/Year/Section: Number: Grade/Year/Section: Number: Grade/Year/Section: Number: Grade/Year/Section: Number:

Grade/Year/Section: Number: Grade/Year/Section: Number: Grade/Year/Section: Number: Grade/Year/Section: Number:

Republic of the Philippines, Department of Education, Region IV-A CALABARZON

CANDA NATIONAL HIGH SCHOOL – DAILY LEARNING LOG in GRADE 7: SCIENCE

Republic of the Philippines, Department of Education, Region IV-A CALABARZON

CANDA NATIONAL HIGH SCHOOL – DAILY LEARNING LOG in GRADE 7: SCIENCE

EVALUATION: EVALUATION: EVALUATION: REMEDIAL:

CANDA NATIONAL HIGH SCHOOL – DAILY LEARNING LOG in GRADE 7: SCIENCE

Grade/Year/Section: Number: Grade/Year/Section: Number: Grade/Year/Section: Number: Grade/Year/Section: Number:

Grade/Year/Section: Number: Grade/Year/Section: Number: Grade/Year/Section: Number: Grade/Year/Section: Number:

Give at least 10 important

CANDA NATIONAL HIGH SCHOOL – DAILY LEARNING LOG in GRADE 7: SCIENCE

Remarks: Remarks: Remarks: Remarks:

CANDA NATIONAL HIGH SCHOOL – DAILY LEARNING LOG in GRADE 7: SCIENCE

No. of Learners needing No. of Learners needing No. of Learners needing

EVALUATION: EVALUATION: REMEDIATION:

Republic of the Philippines, Department of Education, Region IV-A CALABARZON

CANDA NATIONAL HIGH SCHOOL – DAILY LEARNING LOG in GRADE 7: SCIENCE

Evaluation: Evaluation: Evaluation: Remediation:

Republic of the Philippines, Department of Education, Region IV-A CALABARZON

CANDA NATIONAL HIGH SCHOOL – DAILY LEARNING LOG in GRADE 7: SCIENCE

Learning Task: Learning Task: Learning Task: Learning Task:

Remarks: Remarks: Remarks: Remarks:

Grade/Year/Section: Number: Grade/Year/Section: Number: Grade/Year/Section: Number: Grade/Year/Section: Number:

Grade/Year/Section: Number: Grade/Year/Section: Number: Grade/Year/Section: Number: Grade/Year/Section: Number:

Republic of the Philippines, Department of Education, Region IV-A CALABARZON

CANDA NATIONAL HIGH SCHOOL – DAILY LEARNING LOG in GRADE 7: SCIENCE

Remarks: Remarks: Remarks: Remarks:

Grade/Year/Section: Number: Grade/Year/Section: Number: Grade/Year/Section: Number: Grade/Year/Section: Number:

Grade/Year/Section: Number: Grade/Year/Section: Number: Grade/Year/Section: Number: Grade/Year/Section: Number:

CANDA NATIONAL HIGH SCHOOL – DAILY LEARNING LOG in SCIENCE GRADE 7

Grade/Year/Section: Number: Grade/Year/Section: Number: Grade/Year/Section: Number: Grade/Year/Section: Number:

Grade/Year/Section: Number: Grade/Year/Section: Number: Grade/Year/Section: Number: Grade/Year/Section: Number:

Republic of the Philippines, Department of Education, Region IV-A CALABARZON

CANDA NATIONAL HIGH SCHOOL – DAILY LEARNING LOG in GRADE 7: SCIENCE

Remarks: Remarks: Remarks: Remarks:

Grade/Year/Section: Number: Grade/Year/Section: Number: Grade/Year/Section: Number: Grade/Year/Section: Number:

Grade/Year/Section: Number: Grade/Year/Section: Number: Grade/Year/Section: Number: Grade/Year/Section: Number:

Republic of the Philippines, Department of Education, Region IV-A CALABARZON

CANDA NATIONAL HIGH SCHOOL – DAILY LEARNING LOG in SCIENCE GRADE 7

EVALUATION: EVALUATION: EVALUATION: REMEDIAL:

Republic of the Philippines, Department of Education, Region IV-A CALABARZON

EVALUATION: EVALUATION: EVALUATION: REMEDIAL:

- Central Nervous System

Republic of the Philippines, Department of Education, Region IV-A CALABARZON

Learning Task: Learning Task: Learning Task: Learning Task:

Republic of the Philippines, Department of Education, Region IV-A CALABARZON

Remarks: Remarks: Remarks: Remarks:

Grade/Year/Section: Number: Grade/Year/Section: Number: Grade/Year/Section: Number: Grade/Year/Section: Number:

Grade/Year/Section: Number: Grade/Year/Section: Number: Grade/Year/Section: Number: Grade/Year/Section: Number:

Republic of the Philippines, Department of Education, Region IV-A CALABARZON

Republic of the Philippines, Department of Education, Region IV-A CALABARZON

CANDA NATIONAL HIGH SCHOOL – DAILY LEARNING LOG in GRADE 7: SCIENCE

Remarks: Remarks: Remarks: Remarks:

Republic of the Philippines, Department of Education, Region IV-A CALABARZON

CANDA NATIONAL HIGH SCHOOL – DAILY LEARNING LOG in GRADE 7: SCIENCE