GRADES 1 to 12 School PAMOSAINGAN NHS Grade Level Grade 7

DAILY LESSON Teacher MS. RUBY ROSE R. MAGSOLING Learning Area Science
LOG Teaching Dates and Time June 15, 2021 Quarter 4th Quarter

I. OBJECTIVES Objectives must be met over the week and connected to the curriculum standards. To meet the objectives, necessary procedures INDICATORS TO BE OBSERVED DURING
must be followed and if needed, additional lessons, exercises and remedial activities may be done for developing constant
knowledge and competencies. These are assessed using Formative Assessment strategies. Valuing objectives support the learning of THE DEMONSTRATION
content and competencies and enable children to find significance and joy in learning the lessons. Weekly objectives shall be
derived from the curriculum guides.
A. Content Standards Demonstrate an understanding of:
- the relation of geographical location of the Philippines to its environment
B. Performance Standards Analyze the advantage of the location of the Philippines in relation to the climate, weather, and
seasons.
C. Most Learning Demonstrate how places on Earth may be located using a coordinate system (S7ESIVa-1).
Competencies
KNOWLEDGE: distinguish quadrant notation from azimuthal notation.
SKILL: convert quadrant notation to azimuthal notation and vice versa.
ATTITUDE: recognize the importance of knowing the different directions by giving examples
II. CONTENT DO YOU HAVE A SENSE OF DIRECTION?
III. LEARNING List the materials to be used in different days. Varied sources of materials sustain children’s interest in the lesson and in learning.
Ensure that there is a mix of concrete and manipulative materials as well as paper – based materials. Hands – on learning promotes
RESOURCES concept development.
A. References
1. Teacher’s Guide pages
2. Learner’s Materials pages
3. Textbook pages Exploring Life through Science Series: The New Grade 7, pp. 185 – 188
4. Additional Materials from
Learning Resource (LR)
portal
B. Other Learning Resources projector, laptop, power point presentation, push pins, video clip, compass or cellphone, Indicator 3 (Select, develop, organize and use
quadrant and azimuthal notations board, cartolina/card board, coloring materials, pen, and appropriate teaching and learning resources
paper. including ICT, to address learning goals.)
These steps should be done across the week. Spread out the activities appropriately so that students will learn well. Always be
guided by demonstration of learning by the students which you can infer from formative assessment activities. Sustain learning
IV. PROCEDURES systematically by providing students with multiple ways to learn new things, practice their learning, question their learning
processes, and draw conclusions about what they learned in relation to their life experiences and previous knowledge. Indicate the
time allotment for each step.
A. Reviewing previous lesson (Integration of positive and non-violent discipline)
or presenting the new lesson  Presenting the classroom standards;
- Be kind, polite, and courteous to others.
- Keep your hands and feet to yourself.
- Be respectful of classmates, teachers, and property.
- Listen to the teacher and classmates, and follow directions.
- Work hard and always do your best.
 - Be safe.
- Raise your hand when you would like to speak in class, when leaving your seat or
if you need to leave the classroom for a reason.
- Be ready to take the consequences if you break the rules.
B. Establishing a purpose for  Ask the students the following questions:
the lesson - Have you seen the sun?
- In which part of the Earth the sun rises?
- In which part of the Earth the sun sets?
 Let the students watch a video clip about the cardinal directions.
 After watching the video, ask the students the following questions:
- What are the basic directions?
- Based on the video, what will be direction if you combine North and East? North
and West? South and East? South and West?
- What equipment is used by travelers/navigators to identify directions?
C. Presenting  Display a copy of classroom compass using a projector for the students to see.
examples/instances of the new
lesson
 Ask the students what the letters N, E, S, and W represent. Remind them that these
directions are called cardinal directions.
 Provide questions for the students to answer based on the shown classroom compass.

D. Discussing new concepts (Integration of numeracy skills and across subject areas like Math – conversion) Indicator 1 (Apply knowledge of content within
and practicing new skills #1  Present the lesson. Compare and contrast quadrant notation from azimuthal notation. and across curriculum.)
 Divide the students into groups with 5 – 6 members each. Let the students perform an
activity converting the following quadrant notations into azimuthal notations or vice
versa.
1. 30 ◦
2. 180 ◦
3. S 30 ◦ W
4. S 45 ◦ E
5. 270 ◦
E. Discussing new concepts (Integration of HOTS, literacy skills, and across subject areas like English – expressing
and practicing new skills #2 ideas using descriptive words, phrases, and sentences)
 Call on some students to answer the question: How do quadrant and azimuthal
notations differ?
F. Developing mastery (Integration of HOTS)
(Leads to Formative  Let the students to share their own ideas by asking the following questions:
Assessment 3)
a. Why does one need to know the basic directions?
b. If you are lost while traveling and you don’t have a compass, how can you arrive in
your destination?
G. Finding practical (Integration of Differentiated/Tiered Activity and Across Subject Areas like MAPEH, Indicator 2 (Plan and deliver teaching
applications of concepts and English, and ICT) strategies that are responsive to the special
skills in daily living  Allow the students to cite some daily situations where the knowledge about the basic educational needs of learners in difficult
and intermediate directions are useful/important. circumstances, including: geographic isolation,
Direction: Cite one practical application showing the importance of cardinal directions chronic illness, displacement due to armed
in your life. You can present your output in the form of a: conflict, urban resettlement or disasters, child
a. vlog e. role play abuse and child labor practices
b. song/jingle f. poster
c. poem d. comic strip Indicator 3 (Select, develop, organize and use
d. short story appropriate teaching and learning resources
e. including ICT, to address learning goals.)
 assess students’ output using the following rubric.
Excellent (50pts.) Fair (40 pts.) Poor (30 pts.)
Organization Presentation was organized Presentation was organized. Presentation lacked
and was easy to follow. Transitions between members organization. Presentation
Transitions between group were jumpy or awkward.  lacked order and was difficult
members were well planned to follow. Poor transitions
and executed cleanly.  between group member's
individual parts.
Teamwork The group worked well with The group communicated The group did not work well
each other and the relatively well with a few together. There were obvious
presentation was shared lapses in the presentation; some miscommunications and lapses
equally among the group students dominated the in the presentation. Little
members.  presentation and others did not collaboration occurred. 
participate much.
Content The group demonstrated full Group members had only a Group members had little
knowledge of the content superficial understanding of understanding of the content
and it was thoroughly content. Several mistakes were addressed in the presentation. 
addressed with explanation made during the presentation. 
and elaboration. NO content
mistakes were made. 

 In terms of the submission of their respective output, students can send it through chat,
text, or email. They can also post it in their social media accounts for others to see it.
- “You can just tag me in your post or mention me in the comment section so that it
will be easy for me to access your output.”
H. Making generalizations and  The teacher will summarize the lesson by presenting acronyms or mnemonic devices to
abstractions about the lesson the students for easy retention.
 Mnemonic device for Cardinal Directions:
 Never (North)
 Eat (East)
 Salty (South)
 Watermelon (West)

I. Evaluating learning  Provide students a teacher – made test compose of 5 items only.
 Direction: Identify which of the following shows the correct conversion of a quadrant
notation into an azimuthal notation or vice versa.

1. What is the azimuthal notation of S 45◦ E?

a. 130◦ b. 135◦ c. 140◦ d. 145◦
2. What is the quadrant notation of 180◦?
a. N b. E c. S d. W
3. What will be the azimuthal notation of N 1◦ W?
a. 49◦ b. 159◦ c. 259◦ d. 359◦
4. What will be the quadrant notation of 225◦?
a. N 45◦ E b. N 45◦ W c. S 45◦ E d. S 45◦ W
5. What will be the azimuthal notation of N?
a. 0◦ b. 90◦ c. 180◦ d. 360◦

J. Additional activities for (Integration of numeracy skills and across subject areas like Math – conversion) Indicator 1 (Apply knowledge of content within
application or remediation  Ask the students to convert the following into quadrant notations or azimuthal notations. and across curriculum.)
1. E
2. 120◦
3. S 60◦ W
4. N 30◦ W
5. 45◦

V. REMARKS

VI. REFLECTION Reflect on your teaching and assess yourself as a teacher. Think about your students’ progress this week. What works? What else needs to be done to help the students learn? Identify what
help your instructional supervisors can provide for you so when you meet them, you can ask them relevant questions.

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 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
these works?
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?

Prepared by: Noted: Approved:

RUBY ROSE R. MAGSOLING DOUGLAS E. INCIERTO DANTE S. DACERA
Subject Teacher Master Teacher I School Principal II