DLL Q1 W1 LC1 Fair Test

FIRST QUARTER
MATTER
MODULE 1 –
Diversity of materials in the Environment
Content :
Doing scientific investigations

Ways of acquiring knowledge and solving
problems
DAILY School MBASHS Grade Level SEVEN (VII)
LESSON LOG Teacher ROWENA S. NADAO Learning Area SCIENCE 7
Teaching Dates Quarter FIRST- FORCE, MOTION
and Time AND ENERGY
DAY:
SECTIONS:
I. OBJECTIVES
A. Content Standards The learners demonstrate an understanding of:
1. scientific ways of acquiring knowledge and solving problems
B. Performance Standards The learners shall be able to:
1. perform in groups in guided investigations involving
communitybased problems using locally available materials
C. Learning Competencies/ LC:
Objectives 1. Describe the components of a scientific investigation; S7MT-Ia-b1
Write the LC code for each 1.1 Recognize that the design of an investigation should show fair
testing
SPECIFIC OBJECTIVES:
 Describe what a fair test is
 Identify basic component of a fair test
 Recognize the importance of being fair in scientific investigations
II. CONTENT Doing scientific investigation: Fair Test
III. LEARNING
RESOURCES
A. References
1. Teacher’s Guide pages Science G7 Teaching Guide p.
2. Learner’s Material Science G7Learning Module p.
pages
3. Textbook pages
4. Additional Materials https://www.sciencebuddies.org/; https://youtu.be/oURO9hlyTZg

from Learning Resource (LR) www.youtube.com; eachstarter.com/au/teaching-resource/what-is-a-fair-test-middle-
portal years-powerpoint/
B. Other Learning Resources Language Across the Curriculum & CLIL in English as an Additional Language ...
C. Materials Reading passage, Video, Worksheet

IV. PROCEDURES
A. Reviewing previous lesson ELICIT
or presenting the new lesson A. Video Presentation: A Fair Test Song
B. Time Allotment: 3:09
Sequence
1. Listen to Fair Test song. Ask students to pay particular attention to the
hook, which lays out the steps on how to carry out a fair test investigation
2. Review the steps as a class. When the song is complete you can click on
lyrics to learn more.
Question:
In science, we do ____________ to find out the answers to the questions
B. Establishing a purpose for ENGAGE
the lesson
Video Presentation: A Fair Test Tutorial
C. Presenting Time Allotment: 1minute and 42 sec.
examples/instances of the
Ask:
new lesson What makes a good experiment?
Enumerate the different components of a good experiment.
D. Discussing new concepts Activity

and practicing new skills #1 A FAIR TEST STORY
E. Discussing new concepts and Think-Fair-Share
practicing new skills #2 Procedure:
1. Students will work in pair.
2. Let them read the story.
3. Ask them to complete the table below.
4. Presentation of output after the table has been completed.
Reading Passage:
On the day of the experiment, Ms. Rivera is ready.
“Today,” she tells her class, “I’d like to tell you about an experiment I conducted. I
wanted to find out if a tomato plant grows more indoors or outdoors. I bought two
tomato plants. One was a little bigger, but that’s okay, right? I put the bigger plant
outside and kept the smaller one indoors. Whenever they got dry, I watered them.
The bigger one got dry faster, so I watered it more often. At the end of two
weeks, the outdoor plant has grown much wider. The indoor plant has grown
taller. As a matter of fact, it’s growing toward the window. What can I learn from
this experiment?”
Ms. Rivera’s students have a lot to say! Some think the outdoor plant grew more;
some say the indoor plant wins. Then one small voice pipes up, “How can we
figure out which one won? You didn’t say how much each plant grew. Didn’t you
measure them?” The other students nod in agreement.
“And what about the water?” asks another student. “You weren’t watering them
the same.”
She want students to be more flexible in understanding scientific processes. The

most important term seems to be “fair test.” She considers how to convey this to
her students. So she ask these three important guide questions:
What are we going What will you keep

What are we going to measure? the same?
to change?
F. Developing mastery EXPLAIN
(Leads to Formative Assessment 3) Key Questions:
1. What is a Fair Test?
Answer: A fair test is a controlled investigation carried out to
answer a scientific question.
2. What do we learned about fair test?
Answer: In a fair test two or more things are compared. In
order for a test to be fair or scientifically sound,students are
required to ensure only one thing (this is called a variable)
is changed.
G. Finding practical applications ELABORATE

of concepts and skills in daily Big Ideas:
living
H. Making generalizations and It is important for an experiment to be a fair test. You conduct a fair test
abstractions about the lesson by making sure that you change one factor at a time while keeping all
other conditions the same.
The students will gradually develop their skills and level of independence
in planning and carrying out fair tests.
 The considerations that go into making a fair test are Comparing
outcomes - it's generally important to have something to
compare them to. In experiments, whatever you are comparing
your test results to is sometimes called the control group or
control treatment.
 Controlling variables - that is, try to keep everything about the
test comparisons the same, except for the variables you're
interested in.
 Avoiding bias
 Distinguishing chance from real differences
I. Evaluating learning EVALUATE

Let the student, answer and post their answer about things that they have
learned, Or things that they found about the topic.
Create Post
X
What’s on you mind, _________________________?
How do you feel about todays lesson:
J. Additional activities for EXTEND

application or remediation Gregory’s complaints about the unfair running race to demonstrate the elements
of a fair test.
Ask students if they can think of other ideas for addressing Gregory’s complaints.
Paraphrase:
Gregory thought that the contest to determine the best runner wasn’t a fair test.
What kind of things could you do in a race to make sure that it fairly determined a
winner?
V. REMARKS
VI. REFLECTION
A. No. of learners who earned
80% on the formative
assessment
B. No of learners who require
additional activities for
remediation
C. Did the remedial lessons work?
No. of learners who caught up
with the lesson
D. No. of learners who continue
to require remediation.
E. Which of my teaching
strategies worked well? Why did
this work?
F. What difficulties did I
encounter which my principal or
supervisor can help me solve?
G. What innovation or localized
materials did I use/discover which
I wish to share with other
teachers?
DATE: CHECKED BY:
What’s New???
What is a fair test?
Let us start with an explanation….
A test is fair when only one thing causes a change
A fair test can be done in three ways…

1. Change only one thing
2. Measure something
3. Keep everything else the same
Elements of a Fair Test:
CONTROLLING variables: Making sure the only thing that changes in your test is what you plan on
measuring.
MULTIPLE trials: Making sure that you don’t base your thinking on too few events.
OBJECTIVE measurement: Making sure that you measure using a system that others can use in the
same way.
Teacher’s Note:
Things to remember when carrying out a fair test.
 Only change one variable at a time, while keeping all other conditions the same.
 Record and present your results in a way that makes it easy for you and other to understand the
findings
What is it?....
Use the three steps to design a fair test for this investigation.
Do different types of ball bounce the same number of times when they are dopped?
Step 1: Change only one thing

What is the one thing that will be changed?
The type of ball
Step 2: Measure something

What will be measured?
How many times each ball bounces.
Step 3: Keep everything else the same

What thing will have to keep the same?
Height of the ball is dropped from
How the ball is dropped
Where the ball is dropped
The surface that is land on
Thoughts to ponder:
 Is the experiment fair? Or not fair? Explain your answer briefly.

_____________________________________________________________________________
_____________________________________________________________________________
_____________________________________________________________________________
_____________________________________________________________________________
What’s more ?....
Designing a Fair Test
Let’s try designing a fair test….
Think of a question based on the image that interest you most or wanted to test….
Do different types of ice cream melt faster than the others?
Step 1: Change only one thing
What would be the one thing we would change to test the quaestion stated above?
Think of an answer quietly to yourself, then make a pair and tell to your partner.
Share your answer with the class.
Expected answer: type of ice cream
Step 2: Measure something

___________________________________________________________________
___________________________________________________________________
Step 3: Keep everything else the same

_________________________________________________________________
_________________________________________________________________
What’s New????
Activity
A FAIR TEST STORY
Think-Fair-Share
Reading Passage:
On the day of the experiment, Ms. Rivera is ready.
“Today,” she tells her class, “I’d like to tell you about an experiment I conducted. I wanted to find out if a tomato plant
grows more indoors or outdoors. I bought two tomato plants. One was a little bigger, but that’s okay, right? I put the
bigger plant outside and kept the smaller one indoors. Whenever they got dry, I watered them. The bigger one got dry
faster, so I watered it more often. At the end of two weeks, the outdoor plant has grown much wider. The indoor plant
has grown taller. As a matter of fact, it’s growing toward the window. What can I learn from this experiment?”
Ms. Rivera’s students have a lot to say! Some think the outdoor plant grew more; some say the indoor plant wins. Then
one small voice pipes up, “How can we figure out which one won? You didn’t say how much each plant grew. Didn’t
you measure them?” The other students nod in agreement.
“And what about the water?” asks another student. “You weren’t watering them the same.”
She want students to be more flexible in understanding scientific processes. The most important term seems to be “fair
test.” She considers how to convey this to her students. So she ask these three important guide questions:
What are we going to change? What are we going to What will you keep the same?
measure?

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FIRST QUARTER

Doing scientific investigations

4. Additional Materials https://www.sciencebuddies.org/; https://youtu.be/oURO9hlyTZg

C. Materials Reading passage, Video, Worksheet

D. Discussing new concepts Activity

On the day of the experiment, Ms. Rivera is ready.

She want students to be more flexible in understanding scientific processes. The

What are we going What will you keep

G. Finding practical applications ELABORATE

I. Evaluating learning EVALUATE

What’s on you mind, _________________________?

How do you feel about todays lesson:

J. Additional activities for EXTEND

A fair test can be done in three ways…

Elements of a Fair Test:

Step 1: Change only one thing

Step 2: Measure something

Step 3: Keep everything else the same

 Is the experiment fair? Or not fair? Explain your answer briefly.

Do different types of ice cream melt faster than the others?

Step 1: Change only one thing

Step 2: Measure something

Step 3: Keep everything else the same

On the day of the experiment, Ms. Rivera is ready.

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