DAILY Grade Level

School Sampaguita High School Grade 7 (1st Quarter)

LESSO & Quarter
N Teache Learning
Dave A. Carillo Matter
PLAN r Area
JUNIOR Dates Topic
HIGH & Time October 25-30, 2021 Diversity of Materials in
SCHOO (7:00 am – 3:00pm) the Environment Solution
L

I. OBJECTIVES
A. Content Standard The learners demonstrate understanding of:
some important properties of solution
B. Performance The learner is able to:
Standards prepare different concentrations of mixture according to
uses and availability of materials
C. Learning The learner demonstrates understanding of:
Competencies / “Investigate properties of unsaturated or saturated
Objectives (Write solutions”
the LC Code)
Specifically, at the end of the lesson, the students should be
able to:

a. define solutions including its properties and characteristics;

b. investigate the effect of the nature of solute and the solvent in a
solution;
c. conduct an experiment on saturation of solution and differentiate
saturated, unsaturated and supersaturated solutions.

Code: S7MT-Ic-2
II. CONTENT Earth and Space: Understanding Typhoons
III. LEARNING
RESOURCES
A. References Natural science page 11
1. Teacher’s Guide TM page
pages
2. Learners’ Learning module Grade 7 week 7: We’ve Got the Solution page 1-10
Materials pages
3. Textbook pages
4. Additional
Materials from
Learning
Resources Portals
B. Other Learning
Resources
Preliminaries:
1. Prayer
IV. PROCEDURES 2. Greetings
3. Checking of Attendance
4. Remind Classroom standard (Rules and regulation)
A. (ELICIT) A. Pre-Test

Activity Description:
This activity will be answered by the students through Google
Form or. their module answer sheet. This activity aims to test their
prior knowledge about the topic.

Directions: Encircle the letter of the correct answer.

1. Which of the following substances can be mixed to form a

 solution?
I. rock II. Water III. Salt IV. flour
A. I and II
B. II and III
C. III and IV
D. I and IV

2. Which of the following statements is TRUE about the

solution?

A. Solutions exist only in liquid form.

B. Solution is a mixture with two phases.
C. A solution is a type of mixture with a uniform composition.
D. The components of a solution can be distinguished easily
from one
E. another
.
3. Grocery stores have run out of rubbing alcohol during the
pandemic and people learned how to make their own
disinfectants at home. How are you going to make an
effective improvised solution if you want to sanitize things
using common household products?

A. Put a drop of bleach in a big pail of water.

B. Combine 50 ml bleach with 50 ml of water.
C. Use a ratio of nine parts water to one-part bleach.
D. Add 300 g of powdered soap in a 250 ml amount of water.

4. Which of the following is CORRECT about a solution when

the particles of a solute are larger?

A. The solution will be heavier.

B. The solute is slower to dissolve.
C. It is harder to dissolve the solute.
D. The larger solute incorporates faster solvent.

5. Which among the following pictures show a saturated

solution?

A. I only
B. II only
C. III only
D. Both II and III

Link for Google Form: https://forms.gle/SaeijYsxBSrbqgnv6

(This activity will be taken for 3 minutes during synchronous session,

while the google formed can be answer before the session starts)

B. Looking Back
 Classifying Matter: Mixture or Substance?

Direction: Take a look at the following pictures below. Identify each

example of matter and decide whether it is a mixture or substance by
writing in the correct column.

Substances Mixtures

B. Establishing a A. Cards of Wisdom?

purpose for the
lesson (ENGAGE)
C. Presenting
examples/
instances of the
new lesson
(ENGAGE)

https://wordwall.net/resource/23731109/cards-of-wisdom

Directions;
1. Deal a card from the deck then read the description and
arranged the jumble letter.

Activity Description:
This activity will be used in order to engage the students to
the terminologies that they will encounter throughout the discussion. In
addition, this activity serves as a springboard which allows the
learners to have a glimpse of the concept to be presented within the
session.
 B. Solution in everyday Living

D.Discussing new Let’s Evacuate!

concepts and
practicing new
skills #1
(EXPLORE)
E. Discussing
concepts and
practicing new
skills #2
(EXPLORE)

Directions: Solve the Trace Puzzle by picking which path will lead to
the shelter. After solving the puzzle answer the following guide
questions.

Activity Description:
This activity allows the learners to practice the principle of
tracing which will be used as the discussion proceeds. This will also
give them some glimpse about the concept of precautions and
evacuation.

Guide Questions:
1. What is the theme or idea of the trace puzzle?
2. Did you ever encounter or experience such activity? Share your
personal experience about it.
3. Why do you think it is important to have a plan?

(This activity will be taken for 5 minutes)

F. Developing Presentation of the Lesson through Online Discussion
mastery Factors that affect the movement of typhoon and how to trace it
(Leads to within the Philippine Area of Responsibility
Formative
Assessment 3)
(EXPLAIN)

Factors that affect the movement of typhoon: Land Masses and

Large Bodies of Water

Land Masses- weaken typhoons, causing them to dissipate if

the land mass is large. If a typhoon moves over land, this supply
of warm ocean water is cut off, and the typhoon dissipates.

Large bodies of water such as oceans, wherein the typhoons

originate, provide higher rainfall and strength. It helps the
typhoon to have a longer path since it acts as fuel to sustain the
typhoon.

What is Philippine Area of Responsibility?

 Philippine Area of Responsibility or PAR, is the smallest and

innermost monitoring domain, whose boundary is closest to the
Philippine Islands. The exact dimensions of this domain are the
area of the Western North Pacific bounded by imaginary lines
connecting the coordinates: 5°N 115°E, 15°N 115°E, 21°N 120°E,
25°N 135°E and 5°N 135°E. The eastern PAR boundary is
several hundred kilometers away from the nearest coastline in
the eastern part of the country and completely encloses the East
Philippine Sea. Tropical Cyclones inside the PAR warrants the
 issuance of Severe Weather Bulletin, the highest level of warning
information issued for tropical cyclones.

What is the importance of PAR?

Philippine Area of Responsibility enables the meteorologist to

monitor and analyze tropical cyclones that may affect us.

PAR enables the meteorologist to track the pathway of the

typhoon and helps us to prepare on facing such natural
calamity.

How do we trace the typhoon movement?

Typhoon Track Chart – It displays a map and utilize the
concept of plotting coordinates to track typhoon movements. This
gives data about the history as well as the predicted pathway of
a typhoon.

How do we use these typhoon tracking chart?

By plotting Coordinates
This is the application of what we learn on our early algebra
class. We will be using the latitude as the X-axis and the
longitude as the y-axis. Given the data of the different
coordinates we will plot it on the Typhoon tracking map. These
various coordinates are going to be the representation of the
position of the typhoon on a given time.

Tracing Coordinates
After plotting the given coordinates, we will connect these
various points or simply we will trace it to know the pathway or
the

Location of Eye of
Tropical Cyclone
Date
Latitude Longitud
e
Nov/ 9 133
06/20
13
Nov/ 11 129
07/20
13
Nov/ 13 126
07/20
13
Nov/ 13 122
08/20
13
Nov/ 15 119
08/20
13
Nov/ 17 116
09/20
13

PRECAUTIONARY MEASURES IN FACING TYPHOON

Precautions before the typhoon

Check and Fix- Help your family check and fix your house for
 any damage (especially the roofs and windows), so it can
withstand the strong winds.

Stocked up! - Stock up an adequate food supply such as rice,

canned goods, and foods that would last even without
refrigeration.

Clean up! - Help check and clean your community drainage

system and canals to prevent flood.

Be prepared to packed up! - Pack a bag with clothes,

batteries, flashlight, water, canned goods and other necessities,
in case you have to evacuate.

Precautions during the typhoon

Stay indoors - Postpone any plans of travels or errands. If you

happen to be outdoors when a typhoon comes, stay away from
electric posts and wires; never stand under a lone tree in an
open field to avoid being hit by lightning.

Avoid flood prone areas - Avoid staying or going to low-lying

and coastal areas that are prone to floods or storm surge.

Follow the Authorities - When local authorities advise you to

evacuate, do so. Move family pets and valuable to a safe place;
turn off gas valves, electricity and water, when safe to do so.

Be updated! - Monitor the weather reports. Check what is

happening around you.

Precautions after the typhoon

Check for damage - Check for any damage, including water

pipes, and help make necessary repairs as soon as possible.

Check the electronics - Have a knowledgeable person inspect

electrical wiring before using electrical appliances. It is usually
advisable not to use appliances immediately after a typhoon
especially if your house got flooded.

Clean up! - Clean and clear everything damaged by the

typhoon. This includes fallen branches of trees, garbage that
brought by the flood.

Stay away from flood waters! - They carry water-borne

diseases. Many people who have survived a storm but braved
flood waters actually have been hospitalized, not just for injuries
or diarrhea, but also to the deadly leptospirosis.

G.Finding practical Typhoon That Got Away

applications of
concepts and
skills in daily
living
(ELABORATE)

Directions: A grid map of the Philippine Area of Responsibility will be

 presented to the students along a set of data and coordinates of the
path of typhoons. Plot the coordinates in the typhoon tracking map and
trace its pathway.

Activity Description:
This activity will allow the learners to appreciate the
importance of precautionary measures on encountering disaster such
as typhoon. These will also help the students to practice the target skill
tracing the typhoons and as well as the effect of the land masses and
large bodies of water to tropical cyclones.

Guide Questions:
1. Based on the data presented how does the bodies of water and
land masses affect a typhoon?
2. Is it important to know the history and the prediction of the track
of the typhoon? How do you say so?
3. Cite some precautions you do before, during and after the
typhoon and share how did these precautions helps you on
experiencing such natural disaster?

(This activity will be taken for 5 minutes)

H.Evaluating Quizizz
learning
(EVALUATE) Directions: Answer the following set of multiple-choice questions and
True or False in order to check the mastery of the most essential
competencies discussed in today’s session by joining to the online
portal Quizizz. The link of the portal and the code that is needed will be
presented and sent to the chat box during our meeting via google meet.

Activity Description:
This activity will be used in order to check the mastery of the
learners regarding the topic discussed for today’s session.

(This activity will be taken for 5 minutes).

Questions
1.Which of the following factors strengthen a moving typhoon?
a. Large Bodies of Water
b. Mountain Ranges
c. Landmasses
d. Tall buildings

2.Tropical Cyclones that cross land masses strengthen further

a. True
b. False

3. If you happen to be outdoors when a typhoon comes, stand under

a lone tree in an open field to avoid being hit by lightning
a. True
b. False

4. What does PAR stand for?

a. Philippine Atmospheric Responsibility
b. PAGASA Atmospheric Responsibility
c. PAGASA Area of Responsibility
 d. Philippine Area of Responsibility

5. Which of the following gives data about the history as well as the
predicted pathway of a typhoon?
a. Weather Board
b. Typhoon Tracking Chart
c. Trace Board
d. Philippine Area of Responsibility

6.Which of the following describes the position of the typhoon on the

image?

a. The typhoon is in the North-East of the Philippine Area of

Responsibility
b. The typhoon is in the North-West of the Philippine Area of
Responsibility
c. The typhoon is in the North of the Philippine Area of Responsibility
d. The typhoon is outside of the Philippine Area of Responsibility

7. Typhoon Tracking is important since it able us to predict the

typhoon path and to be prepared for its effects.
a. True
b. False

8. Which of the following are the exact coordinates of the Philippine

Area of Responsibility?
a. 5°N 115°E, 15°N 115°E, 21°N 120°E
b. 5°N 120°E, 15°N 115°E, 21°N 120°E, 25°N 130°E and 5°N 135°E
c. 5°N 115°E, 15°N 115°E, 21°N 120°E, 25°N 135°E and 5°N
135°E
d. 5°N 115°E, 15°N 115°E, 21°N 115°E, 25°N 120°E and 5°N 130°E

9. In which time of facing a natural disaster such as typhoon you

must help check and clean your community drainage system and
canals to prevent a flood?
a. Before a typhoon strikes
b. During a typhoon strikes
c. After a typhoon strikes
d. You don't need to clean your drainage

10. TRUE or FALSE, Monitor the weather reports by watching the

news and be updated on what's happening in your surroundings to
add for your security during typhoon
a. True
b. False
J. Additional Analysis paper
activities for
application or
remediation Directions: Create a 3-5-minute vlog demonstrating on how should we
(EXTEND) prepare before, during, and after a typhoon strike. Upon doing the
safety precautions, briefly explain on how these precautions are
significance when experiencing such natural disaster.

You will be graded according to the following criteria:

 Content- 40
Presentation of ideas- 35
Creativity- 25

Activity Description:
This activity will be used in order to check the mastery of the
learners regarding the topic discussed for today’s session and its
application in real life situation. Moreover, these will also help the
students to demonstrate what they learn about the safety precautions
before, during, and after a typhoon.

V. REMARKS
VI. REFLECTION
A. No. of learners
who earned 80%
in the evaluation.
B. No. of learners
who require
additional
activities for
remediation
C. Did the remedial
lessons work? No.
of learners who
have caught up
with the lesson.
D.No. of learners
who continue to
require
remediation.
E. Which of my
teaching
strategies worked
well? Why did it
work?
F. What difficulties
did I encounter
which my
principal or
supervisor can
help me solve?
G.What innovation
or localized
materials did I
used/discover
which I wish to
share with other
learners?

Prepared by:

DAVE A. CARILLO