DAILY Log Sci 7. 2ndto3rd

School Sapian National High School Grade Level Grade 7
DAILY Teacher CHARLOUN QUINTIN S. AGUILAR Learning Area Science

LESSON LOG Teaching Dates and Time August 22-26, 2016 A.M=7:30-8:30/8:30- Quarter Second
9:30
P.M=1:00-2:00/2:00-3:00/4:00-
5:00
I. OBJECTIVES Monday Tuesday Wednesday Thursday Friday
A. Content Standards The Learners demonstrate an understanding of the parts and functions of the compound microscope
B. Performance Standards The learners should be employ appropriate techniques using the compound microscope to gather data about very small objects
C. Learning Checking of test papers and Identify parts of the Focus specimens using the INTRAMURAL 2016 INTRAMURAL 2016
Competencies/Objectives Item Analysis microscope and their compound microscope
Write the LC code for each. functions S7LT-11B-2
S7LT-IIa-1
II. CONTENT UNIT 2: LIVING THINGS AND THEIR ENVIRONMENT MODULE 1: PARTS AND FUNCTIONS
III. LEARNING RESOURCES
A. References
1. Teacher’s Guide pages Pages Pages Pages Pages Pages
2. Learner’s Materials Pages Pages Pages Pages Pages
pages
3. Textbook pages
4. Additional Materials from
Learning Resource (LR) portal
B. Other Learning Resources
IV. PROCEDURES Monday Tuesday Wednesday Thursday Friday

A. Reviewing previous lesson or Talk about how diseases from Recall important concepts on
presenting the new lesson. bacteria are formed and spread Parts and functions of a
in the environment microscope
B. Establishing a purpose for the Show pictures of bacteria in a Prepare materials for the
lesson. microscopic view. Ask the activity
students about the structure of
the picture.
C. Presenting Show picture of a compound Discuss/explain procedures .
examples/instances of the new microscope about the activity
lesson.
D. Discussing new concepts and Parts of the microscope Viewing of specimen
practicing new skills #1.
E. Discussing new concepts and Functions Identifying, illustrating, labeling
F. Developing mastery (Leads
to Formative Assessment 3).
G. Finding practical .
applications of concepts and
skills in daily living.
H. Making generalizations and What are the parts and What part of the microscope is
abstractions about the lesson. functions of a microscope? used in magnifying or focusing
the specimen?
How important to know the
magnification in using the
microscope?
I. Evaluating learning.
J. Additional activities for
application or remediation.
V. REMARKS
VI. REFLECTION
A. No. of learners who earned
80% in the evaluation.
B. No. of learners who require
additional activities for
remediation who scored below
80%
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 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.
LESSON LOG Teaching Dates and Time August 30-Sep. 2, 2016 A.M=7:30-8:30/8:30- Quarter Second
9:30
P.M=1:00-2:00/2:00-3:00/4:00-
5:00
A. Content Standards 1.The Learners demonstrate an understanding of the parts and functions of the compound microscope
2The Learners demonstrate an understanding of the different levels of biological organization
B. Performance Standards The learners should be able to employ appropriate techniques using the compound microscope to gather data about very small objects
C. Learning HOLIDAY Focus specimens using the Practical exams on the parts Describe the different of Describe the different of
Competencies/Objectives NATIONAL HEROES DAY compound microscope and functions of the biological organization from biological organization from
Write the LC code for each. S7LT-11B-2 microscope cell to biosphere cell to biosphere
S7LT-IIa-1/ S7LT-11B-2 S7LT-IIC-3 S7LT-IIC-3
II. CONTENT UNIT 2: LIVING THINGS AND THEIR ENVIRONMENT MODULE 1: PARTS AND FUNCTIONS – 11.,MICROSCOPY
- LEVELS OF BIOLOGICAL
ORG.
A. References
pages
3. Textbook pages

A. Reviewing previous lesson or Recall important concepts on Recall important concepts on Recall concepts on parts of the Recall concepts on parts of the
presenting the new lesson. Parts and functions of a Parts and functions of a human body, and their human body, and their
microscope microscope functions functions
B. Establishing a purpose for the Prepare materials for the Prepare materials for the Show pictures about the lesson Show pictures about the lesson
lesson. activity activity
C. Presenting Discuss/explain procedures Discuss/explain procedures Discuss/explain procedures Discuss/explain procedures
examples/instances of the new about the activity about the activity about the activity about the activity
lesson.
D. Discussing new concepts and Viewing of specimen Viewing of specimen Explain on the function if each Explain on the function if each
practicing new skills #1. part of the organ system part of the organ system
E. Discussing new concepts and Identifying, illustrating, labeling Identifying, illustrating, labeling Identifying, illustrating, labeling Identifying, illustrating, labeling
G. Finding practical .
H. Making generalizations and What are the parts and What part of the microscope is Give the different organ system
abstractions about the lesson. functions of a microscope? used in magnifying or focusing , its examples and functions.
the specimen?
How important to know the
magnification in using the
microscope?
V. REMARKS
VI. REFLECTION
80%
did these work?
can help me solve?

LESSON LOG Teaching Dates and Time Sep. 5-9, 2016 A.M=7:30-8:30/8:30-9:30 Quarter Second
P.M=1:00-2:00/2:00-3:00/4:00-
5:00
A. Content Standards 1 The Learners demonstrate an understanding of the 2. Understanding of the difference between plant and animal cell
different levels of biological organization
B. Performance Standards
C. Learning Describe the different of Describe the different of Differentiate plant and Differentiate plant and Differentiate plant and
Competencies/Objectives biological organization from biological organization from animal cells according to animal cells according to animal cells according to
Write the LC code for each. cell to biosphere cell to biosphere presence or absence of presence or absence of presence or absence of
S7LT-IIC-3 S7LT-IIC-3 certain organelles certain organelles certain organelles
(5 organ systems) (5 organ systems) S7LT-IId-4 S7LT-IId-4 S7LT-IId-4
Functions & components Functions & components (parts & function) (labeling ,identifying parts) (comparing cell parts)
II. CONTENT UNIT 2: LIVING THINGS AND THEIR ENVIRONMENT MODULE 1: PARTS AND FUNCTIONS –
- LEVELS OF BIOLOGICAL ORG. Animal and plant cells
A. References
1. Teacher’s Guide pages Pages Pages Pages Pages
pages
3. Textbook pages

A. Reviewing previous lesson or Recall concepts on parts of the Recall concepts on parts of the Recall important concepts on Recall concepts on parts of the Recall important concepts on
presenting the new lesson. human body, and their human body, and their organisms form, grow, and human body, and their organisms form, grow, and
functions functions develop functions develop
B. Establishing a purpose for the Show pictures about the lesson Show pictures about the lesson Show pictures about the lesson Prepare materials for the Prepare materials for the
lesson. activity activity
C. Presenting Discuss/explain procedures Discuss/explain procedures Discuss/explain by showing Discuss/explain procedures Discuss/explain by showing
examples/instances of the new about the activity about the activity pictures of the cell about the activity pictures of the cell
lesson.
D. Discussing new concepts and Explain on the function if each Explain on the function if each Name parts and functions of Draw parts and functions of the Name parts and functions of
practicing new skills #1. part of the organ system part of the organ system the cell cell the cell
E. Discussing new concepts and Identifying, illustrating, labeling Identifying, illustrating, labeling Identifying, illustrating, labeling Identifying, illustrating, labeling Identifying, illustrating, labeling
G. Finding practical . .
H. Making generalizations and Give the different organ system What are the parts of the cell? . What are the parts of the cell? What are the parts of the cell?
abstractions about the lesson. , its examples and functions. Discuss each function of the Discuss each function of the Discuss each function of the
parts of the cell? parts of the cell? parts of the cell?
V. REMARKS
VI. REFLECTION
80%
did these work?
can help me solve?

P.M=1:00-2:00/2:00-3:00/4:00-
5:00
A. Content Standards 1. Understanding of the difference between plant and animal cell 2. Organisms that can only be seen through microscope,
many
Of which consist of only one cell
C. Learning Differentiate plant and Explain why the cell is Identify beneficial and Identify beneficial and
Competencies/Objectives NATIONAL HOLIDAY animal cells according to considered the basic harmful microorganisms harmful microorganisms
Write the LC code for each. “EDIL HADA” presence or absence of structural and functional S7LT-IIf-6 S7LT-IIf-6
certain organelles unit of all cell. (illustrating/ draw the (Hunt/collect for life forms
S7LT-IId-4 S7LT-IIe-5 observe life forms) found in school grounds)
(comparing cell parts) (Describing cells-Film
showing)
Animal and plant cells FUNGI, PROTIST AND BACTERIA
A. References
2. Learner’s Materials Pages Pages Pages Pages 103-107 Pages 107-109
pages
3. Textbook pages
B. Other Learning Resources Internet, encarta Internet, encarta Internet, encarta Internet, encarta

A. Reviewing previous lesson or Recall important concepts on Practical test on the parts of Ask students about things or Recall important concepts on
presenting the new lesson. organisms form, grow, and the cell organisms that grow around organisms form, grow, and
develop the campus develop
B. Establishing a purpose for Prepare materials for the Prepare materials for the film Show pictures of things that Prepare materials for the
the lesson. activity showing can be found around activity
C. Presenting Discuss/explain by showing Discuss/explain by showing Discuss/explain procedures Discuss/explain about the
examples/instances of the new pictures of the cell pictures of the cell about the activity picture shown
lesson.
D. Discussing new concepts and Name parts and functions of Film showing 1 Perform activity 4 Let the student do the activity
practicing new skills #1. the cell on bacteria, protist and fungi
E. Discussing new concepts and Identifying, illustrating, labeling Film showing 2 Identifying, illustrating, labeling Identifying, illustrating, labeling
F. Developing mastery (Leads Discuss the answers in the Answer and discuss the guide Discuss the answers in the Discuss the answers in the
to Formative Assessment 3). exercise given questions exercise given exercise given
G. Finding practical Cite the applications of growth Cite the applications of growth Cite the applications of growth Cite the applications of growth
applications of concepts and and development of organism and development of organism and development of some and development of some
skills in daily living. bacteria,protists and fungi bacteria,protists and fungi
H. Making generalizations and What are the parts of the cell? What are the parts of the cell? What are the plant organism What are bacteria, protist and
abstractions about the lesson. Discuss each function of the Discuss each function of the you gathered? Which one is fungi? Examples of each.
parts of the cell? parts of the cell? harmful? Beneficial?
I. Evaluating learning. Give short test about the cell Give short test about the cell Give short test about the Give short test about the
parts parts activity activity
V. REMARKS
VI. REFLECTION
80%
did these work?
can help me solve?

P.M=1:00-2:00/2:00-3:00/4:00-
5:00
A. Content Standards 2. Organisms that can only be seen through microscope, many of which consist of only one cell
C. Learning Identify beneficial and Identify beneficial and Identify beneficial and Identify beneficial and Identify beneficial and
Competencies/Objectives harmful microorganisms harmful microorganisms harmful microorganisms harmful microorganisms harmful microorganisms
Write the LC code for each. S7LT-IIf-6 S7LT-IIf-6 S7LT-IIf-6 S7LT-IIf-6 S7LT-IIf-6
(illustrating/ draw the (Hunt/collect for life forms (Presentation of gathered (Identifying and discussing (Video presentation on the
observe life forms) found in school grounds) specimen of plants and all about Fungi, Protists and different wildest and worst
other organisms) bacteria) plant organisms that exist
on earth))
FUNGI, PROTIST AND BACTERIA
A. References
pages
3. Textbook pages

A. Reviewing previous lesson or Ask students about things or Recall important concepts on Recall important concepts on Talk about the activity on the Recall about the existence and
presenting the new lesson. organisms that grow around organisms form, grow, and organisms form, grow, and the different organisms they growth of bacteria, fungi and
the campus develop develop gathered protists
B. Establishing a purpose for Show pictures of things that Prepare materials for the Prepare materials for the Cite instances of some common Show pictures of
the lesson. can be found around activity activity problems exist o foods and micoorganisms that can be
health conditions found around
C. Presenting Discuss/explain procedures Discuss/explain about the Discuss/explain about the Discuss/explain by showing Discuss/explain procedures
examples/instances of the new about the activity picture shown picture shown pictures of bacteria, fungi and about the activity
lesson. protists
D. Discussing new concepts and Perform activity 4 Let the student do the activity Let the student do the activity Discuss about bacteria, fungi Video presentation on the
practicing new skills #1. on bacteria, protist and fungi on bacteria, protist and fungi and protists and its types different unusual/wildest plant
organisms exist
E. Discussing new concepts and Identifying, illustrating, labeling Identifying, illustrating, labeling Identifying, illustrating, labeling Film showing 1 Identifying, illustrating, labeling
F. Developing mastery (Leads Discuss the answers in the Discuss the answers in the Discuss the answers in the Answer and discuss the guide Discuss the answers in the
to Formative Assessment 3). exercise given exercise given exercise given questions exercise given
G. Finding practical Cite the applications of growth Cite the applications of growth Cite the applications of growth Cite the applications of growth Cite the applications on the
applications of concepts and and development of some and development of some and development of some and development of bacteria, concepts seen in the video
skills in daily living. bacteria,protists and fungi bacteria,protists and fungi bacteria,protists and fungi fungi and protists presentation
H. Making generalizations and What are the plant organism What are bacteria, protist and What are bacteria, protist and What are the types of bacteria, What have you learned in the
abstractions about the lesson. you gathered? Which one is fungi? Examples of each. fungi? Examples of each. fungi and protists? Explain their video presentation? Which one
harmful? Beneficial? role and uses as is harmful? Beneficial?
microorganisms
I. Evaluating learning. Give short test about the Give short test about the Give short test about the Give short test about the Give short test about the
activity activity activity microorganisms activity
V. REMARKS
VI. REFLECTION
80%
did these work?
can help me solve?

P.M=1:00-2:00/2:00-3:00/4:00-
5:00
A. Content Standards 6. identify beneficial and harmful microorganisms
7. differentiate asexual from sexual reproduction
C. Learning Identify beneficial and Identify beneficial and Identify beneficial and Differentiate asexual from Differentiate asexual from
Competencies/Objectives harmful microorganisms harmful microorganisms harmful microorganisms sexual reproduction sexual reproduction
Write the LC code for each. S7LT-IIf-6 S7LT-IIf-6 S7LT-IIf-6 S7LT-IIg-7 S7LT-IIg-7
(Identifying and discussing (Video presentation on the (Video presentation on the (Discuss Asexual (Discuss sexual
all about Fungi, Protists and different wildest and worst different Fungi & Protists) reproduction and its Types) reproduction)
bacteria) plant organisms that exist on
earth))
II. CONTENT UNIT 2: LIVING THINGS AND THEIR ENVIRONMENT MODULE 2: HERIDITY –INHERITANCE AND
VARIATION
FUNGI, PROTIST AND BACTERIA / asexual from sexual reproduction
A. References
pages
3. Textbook pages

A. Reviewing previous lesson or Talk about the activity on the Recall about the existence and Talk about the activity on the Recall important concepts on Talk about the activity thy
presenting the new lesson. the different organisms they growth of bacteria, fungi and the different organisms they organisms reproduce performed last day
gathered protists gathered
B. Establishing a purpose for Cite instances of some common Show pictures of Cite instances of some common Prepare materials for the Cite instances of some plants
the lesson. problems exist o foods and micoorganisms that can be problems exist o foods and activity grow sexually
health conditions found around health conditions
C. Presenting Discuss/explain by showing Discuss/explain procedures Discuss/explain by showing Discuss/explain about the Discuss/explain by showing
examples/instances of the new pictures of bacteria, fungi and about the activity pictures of fungi and protists picture shown pictures of plants that
lesson. protists reproduce sexually
D. Discussing new concepts and Discuss about bacteria, fungi Video presentation on the Discuss about fungi and protists Let the student do the activity Discuss about sexual
practicing new skills #1. and protists and its types different unusual/wildest plant and its types on asexual reproduction and its reproduction
organisms exist types
E. Discussing new concepts and Film showing 1 Identifying, illustrating, labeling Film showing 1 Discuss the answers in the Answer and discuss the guide
practicing new skills #2. exercise given questions
F. Developing mastery (Leads Answer and discuss the guide Discuss the answers in the Answer and discuss the guide Cite the applications of growth Cite the applications of growth
to Formative Assessment 3). questions exercise given questions and development of some and development of plants that
plant organisms grow sexual reproduction
G. Finding practical Cite the applications of growth Cite the applications on the Cite the applications of growth What is asexual reproduction? What is sexual reproduction?
applications of concepts and and development of bacteria, concepts seen in the video and development of fungi and Give examples of each. What What are the parts of the
skills in daily living. fungi and protists presentation protists are the types of asexual flower?
reproduction
H. Making generalizations and What are the types of bacteria, What have you learned in the What are the types of fungi and Give short test about the Give short test about the the
abstractions about the lesson. fungi and protists? Explain their video presentation? Which one protists? Explain their role and activity parts of the flower
role and uses as is harmful? Beneficial? uses as microorganisms
microorganisms
microorganisms activity microorganisms microorganisms activity
V. REMARKS
VI. REFLECTION
80%
did these work?
can help me solve?

P.M=1:00-2:00/2:00-3:00/4:00-
5:00
A. Content Standards Reproduction being both asexual or sexual
C. Learning Differentiate asexual from Differentiate asexual from Differentiate asexual from Differentiate asexual from SCIENCE MONTH
Competencies/Objectives sexual reproduction sexual reproduction sexual reproduction sexual reproduction in terms CELEBRATION 2017
Write the LC code for each. S7LT-IIg-7 S7LT-IIg-7 S7LT-IIg-7 of number of individuals
(Discuss Asexual (Discuss sexual (Comparison of asexual involved
reproduction and its Types) reproduction) and sexual reproduction) S7LT-IIg-7
(Activity on flower)
II. CONTENT UNIT 2: LIVING THINGS AND THEIR ENVIRONMENT MODULE 2: Heredity: Inheritance and Variation –
ASEXUAL AND SEXUAL REPRODUCTION
A. References
pages
3. Textbook pages

A. Reviewing previous lesson or Recall important concepts on Talk about the activity thy Talk about the activity on the Recall important concepts on
presenting the new lesson. organisms reproduce performed last day the different organisms they organisms reproduce
gathered
B. Establishing a purpose for Prepare materials for the Cite instances of some plants Cite instances of some common Prepare materials for the
the lesson. activity grow sexually problems exist o foods and activity
health conditions
C. Presenting Discuss/explain about the Discuss/explain by showing Discuss/explain by showing Discuss/explain about the
examples/instances of the new picture shown pictures of plants that pictures of fungi and protists picture shown
lesson. reproduce sexually
D. Discussing new concepts and Let the student do the activity Discuss about sexual Discuss about fungi and protists Let the student do the activity
practicing new skills #1. on asexual reproduction and its reproduction and its types on asexual reproduction and its
types types
E. Discussing new concepts and Discuss the answers in the Answer and discuss the guide Film showing 1 Identifying, illustrating, labeling
practicing new skills #2. exercise given questions
F. Developing mastery (Leads Cite the applications of growth Cite the applications of growth Answer and discuss the guide Discuss the answers in the
to Formative Assessment 3). and development of some plant and development of plants that questions exercise given
organisms grow sexual reproduction
G. Finding practical What is asexual reproduction? What is sexual reproduction? Cite the applications of growth Cite the applications of growth
applications of concepts and Give examples of each. What What are the parts of the and development of fungi and and development of some plant
skills in daily living. are the types of asexual flower? protists organisms
reproduction
H. Making generalizations and Give short test about the Give short test about the the What are the types of fungi and What is asexual reproduction?
abstractions about the lesson. activity parts of the flower protists? Explain their role and Give examples of each. What
uses as microorganisms are the types of asexual
reproduction
I. Evaluating learning. Give short test about the Give short test about the Give short test about the Give short test about the
microorganisms activity microorganisms activity
J. Additional activities for Give other examples of asexual Give other examples of sexual What differ asexual Gather different kinds of flower
application or remediation. reproduction reproduction reproduction from sexual and identify its parts
reproduction
V. REMARKS
VI. REFLECTION
80%
did these work?
can help me solve?

DAILY Teacher CELSA I. LOZADA Learning Area Science
LESSON LOG Teaching Dates and Time Oct. 2-6, 2017 A.M=7:30-8:30/8:30-9:30 Quarter Second
P.M=1:00-2:00/2:00-3:00/4:00-
5:00
I. OBJECTIVES Monday Tuesday Wednesday Thursday I. OBJECTIVES
A. Content Standards Reproduction being both asexual or sexual
C. Learning Differentiate asexual from SCIENCE FAIR 2017 SCHOOL FIESTA 2017AND
Competencies/Objectives sexual reproduction
Write the LC code for each. similarities of offspring to NAT GR. 7 DIVISION SIP CONTEST WORLD’S ALUMNI DAY
parents TEACHERS DAY
S7LT-IIg-7 AT HIPONA NHS GOLDEN ANNIVERSARY
(Activity in complete and
incomplete flower)
II. CONTENT UNIT 2: LIVING THINGS AND THEIR ENVIRONMENT MODULE 2: Heredity: Inheritance and Variation –
ASEXUAL AND SEXUAL REPRODUCTION
A. References A. References
1. Teacher’s Guide pages Pages Pages Pages
2. Learner’s Materials Pages Pages Pages Pages 103-107
pages
3. Textbook pages
B. Other Learning Resources Internet, encarta Internet, encarta Internet, encarta
IV. PROCEDURES Monday Tuesday Wednesday Thursday IV. PROCEDURES

A. Reviewing previous lesson or Talk about the activity thy
presenting the new lesson. performed last day
B. Establishing a purpose for the Cite instances of some plants
lesson. grow sexually
C. Presenting Discuss/explain by showing
examples/instances of the new pictures of plants that
lesson. reproduce sexually
D. Discussing new concepts and Discuss about sexual
practicing new skills #1. reproduction
E. Discussing new concepts and Activity proper 1
F. Developing mastery (Leads Answer and discuss the guide
to Formative Assessment 3). questions
G. Finding practical Cite the applications of growth
applications of concepts and and development of plants that
skills in daily living. grow sexual reproduction
H. Making generalizations and What is sexual reproduction?
abstractions about the lesson. What are the parts of the
flower?
I. Evaluating learning. Give short test about the the
parts of the flower
J. Additional activities for .
V. REMARKS
VI. REFLECTION
80%
did these work?
can help me solve?

P.M=1:00-2:00/2:00-3:00/4:00-
5:00
A. Content Standards Organisms interacting with each other and with their environment to survive
B. Performance Standards Conduct a collaborative action to preserve the ecosystem in the locality
C. Learning Differentiate biotic from Describe the different Describe the different Predict the effect of changes
Competencies/Objectives abiotic components of an ecological relationships ecological relationships in one population on other
NAT GR. 11
Write the LC code for each. ecosystem found in an ecosystem found in an ecosystem populations in the
S7LT-IIh-9 S7LT-IIh-10 S7LT-IIh-10 ecosystem
(Discuss biotic and abiotic (Discuss ecological (Discuss ecological (S7LT-ILi-11)
factor) relationship) relationship) (food chain and food web)
II. CONTENT UNIT 2: LIVING THINGS AND THEIR ENVIRONMENT MODULE 3: ECOSYSTEMS
BIOTIC & ABIOTIC ECOLOGICAL RELATIONSHIP ENERGY TRANSFER
A. References
pages
3. Textbook pages
B. Other Learning Resources Internet, encarta Internet, encarta Internet, encarta

A. Reviewing previous lesson or Recall important concepts on Talk about the activity that Talk about the activity that Recall important concepts on
presenting the new lesson. biotic and abiotic performed last day performed last day growth of organisms
B. Establishing a purpose for the Prepare materials for the Cite instances of some Cite instances of some Prepare materials for the
lesson. activity relationship in the environment relationship in the environment activity
C. Presenting Discuss/explain about the Discuss/explain by showing Discuss/explain by showing Discuss/explain about the
examples/instances of the new picture shown pictures of ecological pictures of ecological picture shown
lesson. relationship relationship
D. Discussing new concepts and Let the student do the activity Discuss about ecological Discuss about ecological Let the student do the activity
practicing new skills #1. on biotic and abiotic relationship and give examples relationship and give examples on food chain and food web
E. Discussing new concepts and Identifying, illustrating, labeling Activity proper 1 Activity proper 1 Identifying, illustrating, labeling
F. Developing mastery (Leads Discuss the answers in the Answer and discuss the guide Answer and discuss the guide Discuss the answers in the
to Formative Assessment 3). exercise given questions questions exercise given
G. Finding practical Cite the applications of growth Cite the applications of growth Cite the applications of growth Cite the applications of growth
applications of concepts and and development of biotic and development of ecological and development of ecological and development of food
skills in daily living. and abiotic relationship relationship chain and food web
H. Making generalizations and What is biotic factor? Abiotic? What is ecological What is ecological What is food chain and food
abstractions about the lesson. Give examples of each. relationship ? examples of relationship ? examples of web ? Give examples of each.
mutualism. Predation. mutualism. Predation.
Commensalism. Competition. Commensalism. Competition.
Parasitism Parasitism
I. Evaluating learning. Give short test about the Give short test about the Give short test about the Give short test about the
activity ecological relationship ecological relationship activity
V. REMARKS
VI. REFLECTION
80%
did these work?
can help me solve?

P.M=1:00-2:00/2:00-3:00/4:00-
5:00
A. Content Standards Organisms interacting with each other and with their environment to survive
B. Performance Standards Conduct a collaborative action to preserve the ecosystem in the locality
C. Learning Predict the effect of changes Predict the effect of changes Predict the effect of changes
Competencies/Objectives in one population on other in one population on other in abiotic factor on the 2ND GRADING EXAM 2ND GRADING EXAM
Write the LC code for each. populations in the populations in the ecosystem
ecosystem ecosystem (S7LT-Ilj-12
FIRST DAY SECOND DAY
(S7LT-ILi-11) (S7LT-ILi-11) (biotic)
(food chain) ( food web)
A. References
pages
3. Textbook pages

A. Reviewing previous lesson or Recall important concepts on Recall important concepts on Recall important concepts on
presenting the new lesson. growth of organisms growth of organisms biotic
B. Establishing a purpose for the Prepare materials for the Prepare materials for the Prepare materials for the
lesson. activity activity activity
C. Presenting Discuss/explain about the Discuss/explain about the Discuss/explain about the
examples/instances of the new picture shown picture shown picture shown
lesson.
D. Discussing new concepts and Let the student do the activity Let the student do the activity Let the student do the activity
practicing new skills #1. on food chain on food web on biotic
E. Discussing new concepts and Identifying, illustrating, labeling Identifying, illustrating, labeling Film showing 1
F. Developing mastery (Leads Discuss the answers in the Discuss the answers in the Discuss the answers in the
to Formative Assessment 3). exercise given exercise given exercise given
G. Finding practical Cite the applications of growth Cite the applications of growth Cite the applications of growth
applications of concepts and and development of food and development of food web and development of biotic
skills in daily living. chain
H. Making generalizations and What is food chain ? Give What is food web ? Give What is biotic factor? Give
abstractions about the lesson. examples of each. examples of each. examples of each.
I. Evaluating learning. Give short test about the Give short test about the Give short test about the
activity activity activity
V. REMARKS
VI. REFLECTION
80%
did these work?
can help me solve?

LESSON LOG Teaching Dates and Time Nov. 2-4, 2016 A.M=7:30-8:30/8:30-9:30 Quarter Second
P.M=1:00-2:00/2:00-3:00/4:00-
5:00
A. Content Standards
C. Learning Review for the 2nd Grading 2nd Grading Test
Competencies/Objectives Test First day
Write the LC code for each.
A. References
pages
3. Textbook pages

A. Reviewing previous lesson or
presenting the new lesson.
B. Establishing a purpose for the
lesson.
C. Presenting
examples/instances of the new
lesson.
D. Discussing new concepts and
E. Discussing new concepts and
G. Finding practical applications
of concepts and skills in daily
living.
H. Making generalizations and
abstractions about the lesson.
V. REMARKS
VI. REFLECTION
80%
did these work?
can help me solve?

LESSON LOG Teaching Dates and Time Nov. 6-10, 2017 A.M=7:30-8:30/8:30-9:30 Quarter Third
P.M=1:00-2:00/2:00-3:00/4:00-
5:00
A. Content Standards Motion in one dimension
B. Performance Standards Conduct a forum on mitigation and disaster risk reduction
C. Learning PRE-TEST IN FORCE, Describe the motion of an Describe the motion of an Describe the motion of an Describe the motion of an
Competencies/Objectives MOTION & ENERGY object in terms of distance object in terms of distance object in terms of distance object in terms of distance
Write the LC code for each. 1. To check their prior knowledge or or displacement, speed or or displacement, speed or or displacement, speed or or displacement, speed or
understanding about Force, Motion velocity, and acceleration velocity, and acceleration velocity, and acceleration velocity, and acceleration
and Energy S7FE-IIIa-1 S7FE-IIIa-1 S7FE-IIIa-1 S7FE-IIIa-1
2. To determine the strength and
1. Describe a motion? 1.Distinguish between distance and 1.draw a roadmap that shows 1.Presentation of outputs base on
weaknesses of the learners towards
2. Describe point of reference and displacement distance from home to school their drawing on roadmap
the subject/competencies taught.
its direction relative to the point of 2. illustrate/Describe point of 2. illustrate/Describe point of 2.Film showing on motion of an
3. To assess students
reference reference and its direction relative reference and its direction relative object in terms of distance or
performance based from their
3. Understand the concept in to the point of reference to the point of reference displacement, speed or velocity,
responses from the different
describing motion of an object 3. Understand the concept in 3. Understand the concept in and acceleration
items.
describing motion of an object describing motion of an object
II. CONTENT UNIT 3: FORCE, MOTION, AND ENERGY MODULE 1: MOTION IN ONE
DIMENSION
DISTANCE OR DISPLACEMENT
A. References
pages
3. Textbook pages

A. Reviewing previous lesson or Talk about the how do we Recall important concepts about Recall important concepts onn Recall important concepts onn
presenting the new lesson. describe the motion of an the previous activity distance and displacement distance and displacement
object?
B. Establishing a purpose for Cite instances of some activity Cite instances of some activity in Prepare materials for the Prepare materials for the
the lesson. or materials that in motion motion or moving objects activity activity
C. Presenting examples/ Discuss/explain by showing Discuss/explain about the Discuss/explain about the Discuss/explain about the
instances of the new lesson. pictures in motion. Describe picture shown in motion. picture shown picture shown
(ELICIT) how motion behaves
D. Discussing new concepts and Discuss about motion and give Let the student do the follow up Let the student do the activity 2 Let the student do the activity 2
practicing new skills #1. examples activity in motion on My home to school roadmap on My home to school roadmap
(ENGAGE)
E. Discussing new concepts and Activity proper 1 Continue answering follow up Identifying, illustrating, labeling Identifying, illustrating, labeling
practicing new skills #2. activity
(EXPLORE)
F. Developing mastery (Leads Answer and discuss the guide Discuss the answers in the Discuss the answers in the Discuss the answers in the
to Formative Assessment 3). questions exercise given exercise given exercise given
(EXPLAIN)
G. Finding practical Cite the applications on things Cite the applications on things or Cite the applications of making Cite the applications of making
applications of concepts and or any activity that is in motion. any activity that is in motion road map road map
(ELABORATE)
H. Making generalizations and What is motion? Distinguish between distance and Describe a roadmap that shows Describe a roadmap that shows
abstractions about the lesson. Describe point of reference and displacement distance from home to school distance from home to school
its direction relative to the point illustrate/Describe point of 2. illustrate/Describe point of 2. illustrate/Describe point of
reference and its direction relative reference and its direction relative reference and its direction relative
of reference
to the point of reference to the point of reference to the point of reference
I. Evaluating learning. Give short test about motion Give short test about the Give short test about the Give short test about the
(EVALUATE)) activity activity activity
J. Additional activities for application or Prepare examples showing Gather pictures in motion and Estimate the distance of school Be able to get the distance of What can you conclude with the
remediation. (EXTEND) objects in motion present in the class for to plaza, draw for direction and your home to school in km. film showing you have seen?
discussion displacement
V. REMARKS
VI. REFLECTION
A. No. of learners who earned 80% in
the evaluation.
additional activities for remediation
who scored below 80%
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 work?
which my principal or supervisor can
help me solve?
LESSON LOG Teaching Dates and Time Nov. 13-17, 2017 A.M=7:30-8:30/8:30-9:30 Quarter THIRD
P.M=1:00-2:00/2:00-3:00/4:00-
5:00
A. Content Standards Motion in one dimension
B. Performance Standards Conduct a forum on mitigation and disaster risk reduction
C. Learning Describe the motion of an Differentiate quantities I Differentiate quantities I Differentiate quantities I Differentiate quantities I
Competencies/Objectives object in terms of distance terms of magnitude and terms of magnitude and terms of magnitude and terms of magnitude and
Write the LC code for each. or displacement, speed or direction direction direction direction
velocity, and acceleration S7FE-IIIa-2 S7FE-IIIa-2 S7FE-IIIa-2 S7FE-IIIa-2
S7FE-IIIa-1 1.Distinguish between distance and 1.Describe speed and direction 1. conduct investigative work -1 1. conduct investigative work-2
1.Define speed operationally displacement operationally 2. analyze the motion and direction 2. analyze the motion and direction
2. Perform fun walk to determine 2. illustrate/Describe point of 2. Distinguish constant speed and through graph through graph
who walks fastest in the class reference and its direction relative instantaneous speed 3. understand concepts in motion 3. understand concepts in
3. Understand the concept in to the point of reference 3. Understand the concept in through investigations motion through investigations
describing motion of an object 3. Understand the concept in describing motion of an object
describing motion of an object
II. CONTENT UNIT 3: FORCE, MOTION, AND ENERGY MODULE 1: MOTION IN ONE
DIMENSION
DISTANCE OR DISPLACEMENT
A. References
2. Learner’s Materials pages Pages 8-9 Pages 5-6 Pages 8-9 Pages 10-13 Pages 10-13
3. Textbook pages Pages 8-9 Pages 5-6 Pages 8-9 Page 10-13 Pages 10-13

A. Reviewing previous lesson or Recall important concepts about Talk about the how do we describe Recall important concepts about Recall important concepts onn Recall important concepts onn
presenting the new lesson. How fast they run in school? Or Did the roadmap from house to the the previous typhoons that hit our distance and displacement, distance and displacement,
they tried participating in a fun walk school. How far is your home to locality direction, velocity direction, velocity
in school? school?
B. Establishing a purpose for the Prepare materials for the activity 3 Cite instances of some activity that Cite instances of some activity that Prepare materials for the activity Prepare materials for the activity
lesson. “Fun walk” . You want to know how involves distance. shows speed and direction.
fast you are by walking? What will Describe the last typhoon that hit
you do? your place.
Discuss/explain about the activities Discuss/explain by showing Discuss/explain about the video Discuss/explain about the picture Discuss/explain about the picture
shown. How will you get your own pictures. Describe the distance presentation on some calamities. shown shown
speed? given in the activity
Let the student do the activity 3 on Discuss about distance and Let the student do the follow up Let the student do the activity 3 Let the student do the activity 4
Fun walk to gather data to displacement and give examples activity in speed and direction
determine who walks fastest
Identifying the top 10 fastest in the Activity proper 1. Draw or illustrate Continue answering follow up Identifying, illustrating, labeling Identifying, illustrating, labeling
class. What makes them fast? the distance of your home to activity
church, to market, to police station
Discuss the answers in the exercise Answer and discuss the guide Discuss the answers in the exercise Discuss the answers in the exercise Discuss the answers in the exercise
given. What is speed? How fast is questions. Which one can reach you given given given
the number 1 in the class? What from home to church faster? o
will happen if you walk fast in your about to market and PNP?
work?
Cite the applications of making fun Cite the applications on things or Cite the applications on things or Cite the applications of making road Cite the applications of making road
walk. distance and displacement with any activity that is in speed and map map
respect to its given location direction
Define speed? .Distinguish between distance and a. Which is the speed for the Describe your investigative work 1. Describe your investigative work 2
How speed is important to us? displacement circular motion of the typhoon How important to know the How important to know the
How much time ill you save if you . illustrate/Describe point of winds? distance of your school from home? distance of your school from home?
walk fast? reference and its direction relative b. What is constant speed? How far/near the location you did How far/near the location you did
to the point of reference Instantaneous speed? in your activity? in your activity?
c. Are you familiar with the What will you do I order to reach What will you do I order to reach
speedometer? your school on time? your school on time?
Give short test about the Give short test about motion Give short test about the activity Give short test about the Give short test about the
activity activity activity
Know the fastest men in the Prepare/draw school map. Give examples of Instantaneous Be able to submit investigative Which investigative work is
world? In the Philippines only? Where point of reference is speed work 1. With examples challenging 1 or 2? investigative
your room work you enjoy doing it?
V. REMARKS
C. Presenting examples/
instances of the new lesson.
(ELICIT)
(ENGAGE)
(EXPLORE)
(EXPLAIN)
G. Finding practical
. (ELABORATE)
(EVALUATE))
J. Additional activities for application or
remediation. (EXTEND)
LESSON LOG Teaching Dates and Time Nov. 20-24, 2017 A.M=7:30-8:30/8:30-9:30 Quarter Third
P.M=1:00-2:00/2:00-3:00/4:00-
5:00
A. Content Standards Waves as a carrier of energy
C. Learning Infer that waves carry Infer that waves carry Differentiate transverse Relate the characteristics of Relate the characteristics of
Competencies/Objectives energy energy from longitudinal waves, waves waves
Write the LC code for each. S7LT-IIIc-4 S7LT-IIIc-4 and mechanical from S7LT-IIId-6 S7LT-IIId-6
1. Define waves operationally 1. Define and describe sinusoidal electromagnetic waves 1. Describe the characteristics of 1. conduct investigative work
2. distinguish and draw different wave operationally S7LT-IIIc-5 waves 2. analyze the characteristics of
types of waves 2. illustrate/draw sinusoidal wave 2. Illustrate and explain Amplitude, waves through a graph
1. Distinguish between mechanical
3. understand how waves are and its parts Frequency and wavelength 3. understand concepts in waves
and electromagnetic wave
produced 3. understand how waves are 3. understand concepts in the through investigations
operationally
produced characteristics of waves
2. illustrate/draw mechanical and
electromagnetic wave and its parts
3. understand how waves are
produced
II. CONTENT UNIT 3: FORCE, MOTION, AND ENERGY MODULE 2: Waves
TYPES OF WAVES AND ITS CHARACTERISTICS
A. References
3. Textbook pages Pages 14-19 Pages 20-23 Pages 24-26 Page 24-26 Pages 24-26

A. Reviewing previous lesson or Recall about some activities that Talk about the how do we describe Recall important concepts about Recall important concepts on types Recall important concepts about
presenting the new lesson. perform Waves. How do you wave the roadmap from house to the the previous lesson about waves. of waves. Ho does it differ with the the previous lesson about waves.
or respond to others presence? school. How far is your home to How does it form? other waves? How does it form?
school?
B. Establishing a purpose for the Prepare materials for the activity Cite instances of some activity that Cite instances of some activity that Prepare materials for the activity Prepare materials for the activity
lesson. What happened if you hold the involves waves. How does it looks shows mechanical waves
rope up and down? like?
C. Presenting examples/ Discuss/explain about the activities Discuss/explain by showing Discuss/explain about the video Discuss/explain about the picture Discuss/explain about the picture
instances of the new lesson. shown pictures. Describe the waves given presentation on some calamities. shown shown
(ELICIT) in the activity
D. Discussing new concepts and Let the student do the activity 1 on Discuss about the anatomy of Let the student do the follow up Let the student do the activity on Let the student do the activity
practicing new skills #1. “Let’s make Waves” What happens waves and give examples activity in mechanical and the characteristics of waves
(ENGAGE) when waves pass by? electromagnetic waves
E. Discussing new concepts and Discussing and illustrating the types Activity proper 2. Draw or illustrate Continue answering follow up Identifying, illustrating, labeling on Identifying, illustrating, labeling
practicing new skills #2. of waves. What are the types of Sinusoidal waves. How do you activity the characteristics of waves
(EXPLORE) waves? describe your waves?
F. Developing mastery (Leads Discuss the answers in the exercise Answer and discuss the guide Discuss the answers in the exercise Discuss the answers in the exercise Discuss the answers in the exercise
to Formative Assessment 3). given. What is wave? Describe ho questions. What happened if you given given given
(EXPLAIN) waves form? drop a stone in a basin of water?
G. Finding practical Cite the applications of making Cite the applications on things that Cite the applications on things or Cite the applications of making road Cite the applications of making road
applications of concepts and waves. Which type of wave carries goes up and down. Observe a coil any activity that is in mechanical map or anatomy of waves map
skills in daily living. more energy? spring. and electromagnetic waves
H. Making generalizations and . Define waves operationally . Define and describe sinusoidal . Distinguish between mechanical Describe the characteristics of Describe your investigative work
abstractions about the lesson. . distinguish and draw different wave operationally and electromagnetic wave waves In what way waves form?
. (ELABORATE) types of waves . illustrate/draw sinusoidal wave operationally 2. Illustrate and explain Amplitude,
and its parts . illustrate/draw mechanical and Frequency and wavelength
electromagnetic wave and its parts
I. Evaluating learning. Give short test about the Give short test about motion Give short test about the activity Give short test about the Give short test about the
J. Additional activities for application or Draw other example of wave
V. REMARKS
VI. REFLECTION
the evaluation.
the lesson.
help me solve?

LESSON LOG Teaching Dates and Time Nov. 27-Dec.1, 2017 A.M=7:30-8:30/8:30-9:30 Quarter Third
P.M=1:00-2:00/2:00-3:00/4:00-
5:00
A. Content Standards The characteristics of sound
C. Learning Describe the characteristics Describe the characteristics Explain sound production I Describe how organism
Competencies/Objectives of sound using the concepts of sound using the concepts the human box, and how
BONIFACIO DAY produce, transmit and
Write the LC code for each. of wavelength, velocity and of wavelength, velocity and pitch, loudness, and quality receives sounds of various
amplitude S7LT-IIId-7 amplitude S7LT-IIId-7 of sound vary from one NATIONAL frequencies
1. define sound operationally 1.Demonstrate how sound is person to another S7LT-IIIe-9
2 Demonstrate how sounds produced
S7LT-IIIe-8 HOLIDAY 1.Create musical instruments using
propagate 2.Identify factors that affect the indigenous materials
1. Describe the characteristics of
3. understand how sound waves are pitch and loudness of the sound 2. use these instruments to
sound
produced produced 2. . Describe the properties of compose tunes and presents in a
3.Appreciate the output made in sound Gig.
producing sound waves 3. compare sounds produced
from sound box and guitar
II. CONTENT UNIT 3: FORCE, MOTION, AND ENERGY MODULE 3: SOUND
CHARACTERISTICS OF SOUND
A. References
2. Learner’s Materials pages Pages 31 Pages 32-35 Pages 45-40 Pages 45-40 Pages 40-42
3. Textbook pages Pages 31 Pages 32-35 Page 35-40 Page 35-40 Page 40-42
B. Other Learning Resources Internet, encarta Internet, encarta Internet, encarta Internet, encarta Internet, encarta

A. Reviewing previous lesson or Recall about some activities that Talk about the how do sounds Recall important concepts about Recall important concepts on the
presenting the new lesson. perform Waves. How do you wave produce in a guitar or sound box? the previous lesson about sound. characteristics of sounds.
or respond to others presence? How does it form?
B. Establishing a purpose for the Prepare materials for the activity Cite instances of some activity that Cite instances of some activity that Prepare materials for the activity
lesson. What happened if you hear involves sounds. How does it souds shows sound waves
different sounds in the forest? like?
C. Presenting examples/ Discuss/explain about the activities Discuss/explain by showing Discuss/explain about the video Discuss/explain about the activity
instances of the new lesson. shown pictures. Describe the sound waves presentation on sound waves shown
(ELICIT) given in the activity
D. Discussing new concepts and Let the student do the activity on Illustrate/perform activity 1 “:My Let the student do the follow up Let the student do the activity on
practicing new skills #1. “Let’s make sounds” What Own Sound box”. Describe the activity in the characteristics of the making instruments that
(ENGAGE) happens when sounds pass by? sound produce. sounds produces sound
E. Discussing new concepts and Discussing and illustrating ho souds Activity proper 2. Draw or illustrate Continue answering follow up Identifying, illustrating, labeling on
practicing new skills #2. propagates? sound waves in a sound box activity the activity made
(EXPLORE)
F. Developing mastery (Leads Discuss the answers in the exercise Answer and discuss the guide Discuss the answers in the exercise Discuss the answers in the exercise
to Formative Assessment 3). given. What is sound? Describe questions. What happened if you given given
(EXPLAIN) how sound waves form? try to play or use the sound box?
G. Finding practical Cite the applications of making Cite the applications on things that Cite the applications on things or Cite the applications of making an
applications of concepts and sounds. Which type of sound produces sound. What other things any activity that is in the instruments for a cause like
skills in daily living. carries more energy? that can produce sound characteristics of sounds carolling
H. Making generalizations and . Define sound operationally 1.Demonstrate how sound is 1. Describe the characteristics of Describe the instruments you
abstractions about the lesson. Demonstrate how sounds produced sound made.
. (ELABORATE) propagate 2.Identify factors that affect the 2. . Describe the properties of Describe the sounds that is
. Understand how sound waves are pitch and loudness of the sound sound produced from your instruments
produced produced 3. compare sounds produced from made.
3.Appreciate the output made in sound box and guitar
producing sound waves
I. Evaluating learning. Give short test about the Give short test about motion Give short test about the Give short test about the
J. Additional activities for application or Gather photos showing sound Prepare your outputs for Improve the sound box for What other materials you want
remediation. (EXTEND) waves display display to improvise into musical
instruments?
V. REMARKS
VI. REFLECTION
the evaluation.
the lesson.
help me solve?

LESSON LOG Teaching Dates and Time Dec.4-8, 2017 A.M=7:30-8:30/8:30-9:30 Quarter Third
P.M=1:00-2:00/2:00-3:00/4:00-
5:00
A. Content Standards The characteristics of sound
C. Learning Explain sound production I Describe how organism Describe how organism Relate characteristics of light Relate characteristics of light
Competencies/Objectives the human box, and how produce, transmit and produce, transmit and such as color and intensity such as color and intensity
Write the LC code for each. pitch, loudness, and quality receives sounds of various receives sounds of various to frequency and to frequency and
of sound vary from one frequencies frequencies wavelength wavelength
person to another S7LT-IIIe-9 S7LT-IIIe-9 S7LT-IIIf-10 S7LT-IIIf-10
S7LT-IIIe-8 1.Create musical instruments using ( Film showing – A concert) 1. Define light operationally 1. Construct a simple photometer
1. Describe the characteristics of indigenous materials 1.describe the different sounds and 2. . Describe the characteristics/ 2. . Determine which chemical
sound 2. use these instruments to effects heard from the movie properties of light substance produce the brightest
2. . Describe the properties of compose tunes and presents in a presentation 3. infer the brightness of light is light
sound Gig. 2.How important the sounds in a dependent on the distance of the 3. infer the brightness of light is
3. compare sounds produced scene or in a movie source. dependent on the distance of the
from sound box and guitar source.
II. CONTENT UNIT 3: FORCE, MOTION, AND ENERGY MODULE 3 & 4: SOUND/ LIGHT
CHARACTERISTICS OF SOUND & LIGHTS
A. References
2. Learner’s Materials pages Pages 35-40 Pages 40-42 Pages 40-42 Pages Pages
3. Textbook pages Pages 35-40 Pages 40-42 Pages 40-42 Page Page

A. Reviewing previous lesson or Recall important concepts about Recall important concepts on the Recall important concepts about Recall important concepts about Recall important concepts on the
presenting the new lesson. the previous lesson about sound. characteristics of sounds. the previous lesson about sound. the previous lesson about wave. characteristics of light.
How does it form? How does it form?
B. Establishing a purpose for the Cite instances of some activity that Prepare materials for the activity Cite instances of some activity that Cite instances of some activity that Prepare materials for the activity
lesson. shows sound waves shows sound waves shows light waves
C. Presenting examples/ Discuss/explain about the video Discuss/explain about the activity Discuss/explain about the video Discuss/explain about the video Discuss/explain about the activity
instances of the new lesson. presentation on sound waves shown presentation on sound waves presentation on light waves shown
(ELICIT)
D. Discussing new concepts and Let the student do the follow up Let the student do the activity on Let the student do the follow up Let the student do the follow up Let the student do the activity on
practicing new skills #1. activity in the characteristics of the making instruments that activity in the characteristics of activity in the characteristics of the making instruments that
(ENGAGE) sounds produces sound sounds light produces light
E. Discussing new concepts and Continue answering follow up Identifying, illustrating, labeling on Continue answering follow up Continue answering follow up Identifying, illustrating, labeling on
practicing new skills #2. activity the activity made activity activity the activity made
(EXPLORE)
F. Developing mastery (Leads Discuss the answers in the exercise Discuss the answers in the exercise Discuss the answers in the exercise Discuss the answers in the exercise Discuss the answers in the exercise
to Formative Assessment 3). given given given given given
(EXPLAIN)
G. Finding practical Cite the applications on things or Cite the applications of making an Cite the applications on things or Cite the applications on things or Cite the applications of light
applications of concepts and any activity that is in the instruments for a cause like any activity that is in the any activity that is in the making material that are safe to
skills in daily living. characteristics of sounds carolling characteristics of sounds characteristics of light use
H. Making generalizations and 1. Describe the characteristics of Describe the instruments you 1.describe the different sounds and Define light operationally Define light operationally
abstractions about the lesson. sound made. effects heard from the movie Describe the characteristics/ Describe the characteristics/
. (ELABORATE) 2. . Describe the properties of Describe the sounds that is presentation properties of light properties of light
sound produced from your instruments 2.How important the sounds in a infer the brightness of light is infer the brightness of light is
3. compare sounds produced from made. scene or in a movie dependent on the distance of the dependent on the distance of the source
sound box and guitar source. .
(EVALUATE)) activity activity activity activity activity
J. Additional activities for application or Draw sound waves of other What have you learned in the How do you access the movie Give other examples of light Try to bring laser light in the
remediation. (EXTEND) musical instruments activity? Any suggestion? presented? and describe it. class
V. REMARKS
VI. REFLECTION
the evaluation.
the lesson.
help me solve?

P.M=1:00-2:00/2:00-3:00/4:00-
5:00
A. Content Standards The characteristics of light
B. Performance Standards Suggest proper lighting in various activities
C. Learning Relate characteristics of light Relate characteristics of light Describe how organism Describe how organism Describe how organism
Competencies/Objectives such as color and intensity such as color and intensity produce, transmit and produce, transmit and produce, transmit and
Write the LC code for each. to frequency and to frequency and receives sounds of various receives sounds of various receives sounds of various
wavelength wavelength frequencies frequencies frequencies
S7LT-IIIf-10 S7LT-IIIf-10 S7LT-IIIe-9 S7LT-IIIe-9 S7LT-IIIe-9
1. Define light operationally 1. Construct a simple photometer 1.explore the characteristics of light 1.explore the characteristics of light ( Film showing 2– A concert)
2. . Describe the characteristics/ 2. . Determine which chemical such as energy, frequency and such as energy, frequency and 1.describe the different sounds and
properties of light substance produce the brightest wavelength wavelength effects heard from the movie
3. infer the brightness of light is light 2.Construct a spectrum wheel 2.Construct a spectrum wheel presentation
dependent on the distance of the 3. infer the brightness of light is 3.Understand the importance of 3.Understand the importance of 2.How important the sounds in a
source. dependent on the distance of the color arrangement in the spectrum color arrangement in the spectrum scene or in a
source. wheel wheel
II. CONTENT UNIT 3: FORCE, MOTION, AND ENERGY MODULE 4: LIGHT

CHARACTERISTICS OF LIGHT
A. References
2. Learner’s Materials pages Pages 43-46 Pages 43-46 Pages 47-54 Pages 47-54 Pages
3. Textbook pages Pages 43-46 Pages 43-46 Pages 47-54 Page 47-54 Page

A. Reviewing previous lesson or Recall important concepts about Recall important concepts on the Recall important concepts on the a Recall important concepts on the a Recall important concepts about
presenting the new lesson. the previous lesson about wave. characteristics of light. ferris wheel looks like. Ho does it ferris wheel looks like. Ho does it the previous lesson about sound.
How does it form? operate? operate?
B. Establishing a purpose for the Cite instances of some activity that Prepare materials for the activity Prepare materials for the activity Prepare materials for the activity Cite instances of some activity that
lesson. shows light waves shows sound waves
C. Presenting examples/ Discuss/explain about the video Discuss/explain about the activity Discuss/explain about the activity Discuss/explain about the activity Discuss/explain about the video
instances of the new lesson. presentation on light waves shown shown shown presentation on sound waves
(ELICIT)
D. Discussing new concepts and Let the student do the follow up Let the student do the activity on Let the student do the activity on Let the student do the activity on Let the student do the follow up
practicing new skills #1. activity in the characteristics of the making instruments that the making a color wheel – color the making a color wheel – color activity in the characteristics of
(ENGAGE) light produces light of life of life sounds
E. Discussing new concepts and Continue answering follow up Identifying, illustrating, labeling on Identifying, illustrating, labeling on Identifying, illustrating, labeling on Continue answering follow up
practicing new skills #2. activity the activity made the activity made the activity made activity
(EXPLORE)
(EXPLAIN)
G. Finding practical Cite the applications on things or Cite the applications of light Cite the applications of making a Cite the applications of making a Cite the applications on things or
applications of concepts and any activity that is in the making material that are safe to decoration using different colors of decoration using different colors of any activity that is in the
skills in daily living. characteristics of light use light light characteristics of sounds
H. Making generalizations and Define light operationally Define light operationally Describe the colors of the color Describe the colors of the color 1.describe the different sounds and
abstractions about the lesson. Describe the characteristics/ Describe the characteristics/ wheel? wheel? effects heard from the movie
. (ELABORATE) properties of light properties of light How many colors I the rainbow? How many colors I the rainbow? presentation
infer the brightness of light is infer the brightness of light is What is the strongest color of light? What is the strongest color of light? 2.How important the sounds in a
dependent on the distance of the dependent on the distance of the source scene or in a movie
source. .
J. Additional activities for application or How do you access the movie
remediation. (EXTEND) presented?
V. REMARKS
VI. REFLECTION
the evaluation.
the lesson.
help me solve?

P.M=1:00-2:00/2:00-3:00/4:00-
5:00
A. Content Standards The characteristics of light
B. Performance Standards Suggest proper lighting in various activities
C. Learning TEST- I ON LIGHTS
Competencies/Objectives
MUNICIPAL STUDENTS TEACHERS AND CHRISTMAS
Describe how organism
Write the LC code for each. produce, transmit and ASTIG SPORTSFEST CHRISTMAS PARTY STAFF CHRISTMAS VACATION STARTS
receives sounds of various 2017 AND PROGRAM PARTY 2017 UP TO JANUARY 2,
frequencies
S7LT-IIIe-9 2017 2018
Relate characteristics of light
such as color and intensity
to frequency and
wavelength
S7LT-IIIf-10
II. CONTENT UNIT 3: FORCE, MOTION, AND ENERGY MODULE 4: LIGHT

CHARACTERISTICS OF LIGHT
A. References
2. Learner’s Materials pages Pages Pages Pages Pages Pages
3. Textbook pages Pages Pages Pages Page Page

lesson.
(ELICIT)
(ENGAGE)
(EXPLORE)
(EXPLAIN)
. (ELABORATE)
(EVALUATE))
V. REMARKS
VI. REFLECTION
the evaluation.
the lesson.
help me solve?

LESSON LOG Teaching Dates and Time Jan. 3-5, 2018 A.M=7:30-8:30/8:30-9:30 Quarter Third
P.M=1:00-2:00/2:00-3:00/4:00-
5:00
A. Content Standards How heat is transferred
C. Learning PART OF VACATION PART OF VACATION Infer the conditions Describe the different types Describe the different types
Competencies/Objectives necessary for heat transfer of charging process of charging process
Write the LC code for each. to occur S7LT-IIIj-13 S7LT-IIIj-13
JAN. 1ST JAN. 2ND
S7LT-IIIh-i-12 1. Define Conduction and 1. Define Radiation operationally
1.Define heat operationally Convection operationally 2. Describe heat transfer by
Happy New Year 2018! Happy New Year 2018! 2.Describe the condition necessary 2. Describe heat transfer by Radiation
for heat transfer conduction and convection 3. Understand the heat
3. Understand by tracing the 3. Understand the heat conductivities of materials based by
direction in which heat is conductivities of materials radiation
transferred
II. CONTENT UNIT 3: FORCE, MOTION, AND ENERGY MODULE 5: HEAT

HEAT TRANSFER: CONDUCTION, CONVECTION, AND RADIATION
A. References
2. Learner’s Materials pages Pages Pages Pages 58-61 Pages 62-65 Pages 66-67
3. Textbook pages Pages Pages Pages 58-61 Page 62-65 Page 66-67

A. Reviewing previous lesson or Recall important concepts on Recall important concepts on Recall important concepts on the
presenting the new lesson. boiling or heating process. What boiling or heating process. What activity performed yesterday. How
happened to the liquid when happened to the liquid when does the heat transfer differ?
exposed to sunlight or boiled? exposed to sunlight or boiled?
B. Establishing a purpose for the Cite examples or situation about Cite examples or situation about Cite examples or situation about
lesson. the effects of temperature during the effects of climate change in our the effects of Global warming in
noon time in our environment environment our environment
C. Presenting examples/ Present a video clip/pictures for Discuss/explain about the situation Discuss/explain about the situation
instances of the new lesson. discussion or topic presented or topic presented
(ELICIT)
D. Discussing new concepts and Let the student do the activity to Let the student do the activity on Let the student do the activity on
practicing new skills #1. describe the condition necessary heat transfer by Conduction and heat transfer by Radiation
for heat transfer convection
(ENGAGE)
E. Discussing new concepts and Identify and analyze questions Identify and analyze questions Identify and analyze questions
practicing new skills #2. about the activity made about the activity made about the activity made
(EXPLORE)
F. Developing mastery (Leads Discuss the answers in the exercise Discuss the answers in the exercise Discuss the answers in the exercise
to Formative Assessment 3). given given given
(EXPLAIN)
G. Finding practical applications Cite the applications on how hot Cite the applications on how Cite the applications on how
of concepts and skills in daily and cold water affects in food/ conduction and convection radiation affects in household
living. some beverages preparation performs in household chores chores
H. Making generalizations and 1. Define heat operationally 1. Define heat operationally 1. Define radiation operationally
abstractions about the lesson. 2. Describe the condition necessary 2.Describe the condition necessary 2.Describe the condition necessary
. (ELABORATE) for heat transfer to take place for heat transfer- conduction? And for heat transfer- radiation?
convection?
V. REMARKS
VI. REFLECTION
the evaluation.
the lesson.
help me solve?
LESSON LOG Teaching Dates and Time Jan. 8-12, 2018 A.M=7:30-8:30/8:30-9:30 Quarter Third
P.M=1:00-2:00/2:00-3:00/4:00-
5:00
A. Content Standards Charges and the different charging processes
C. Learning
Describe the different Describe the different Describe the different 3RD DEPARTMENTAL 3RD DEPARTMENTAL
types of charging process types of charging process types of charging process
S7LT-IIIj-13 S7LT-IIIj-13 S7LT-IIIj-13 TEST TEST
1.Define electricity operationally 1.Apply the phenomenon of 1.Explain how lightning occurs
2.Distinguish between the two
types of charges
polarization and grounding to
charge a material by induction
2. discuss ways of avoiding the
dangers associated with lightning
1ST DAY 2ND DAY
3.Understand the Laws of 3.explain how a lightning rod
electricity and charge functions
II. CONTENT UNIT 3: FORCE, MOTION, AND ENERGY MODULE 6: ELECTRICITY
CHARGES AND CHARGING PROCESSES
A. References
3. Textbook pages Pages 71-74 Pages 75-77 Pages 77-78 Page 78-79 Page 79-80

A. Reviewing previous lesson or Recall important concepts on Recall important concepts about Recall important concepts on
presenting the new lesson. electricity. Ask what are the diff. the previous activity natural phenomenon occurs in the
appliances used in home? environment
B. Establishing a purpose for the Cite examples or situation about Cite examples or situation about Cite examples or situation about
lesson. the effects of electricity at home. the effects of discharging the effects of ad weather, as well
as lightning
C. Presenting examples/ Present a video clip/pictures for Present a video clip/pictures for Discuss/explain about the situation
instances of the new lesson. discussion discussion or topic presented
(ELICIT)
D. Discussing new concepts and Let the student do the activity to Let the student do the activity 2 Let the student do the activity 4
practicing new skills #1. describe the charges of electricitry To Charge or not to charge. “when lightning strikes”
(ENGAGE)
E. Discussing new concepts and Identify and analyze questions Identify and analyze questions Identify and analyze questions
practicing new skills #2. about the activity made about the activity made about the activity made
(EXPLORE)
F. Developing mastery (Leads Discuss the answers in the exercise Discuss the answers in the exercise Discuss the answers in the exercise
to Formative Assessment 3). given given given
(EXPLAIN)
G. Finding practical Cite the applications on how Cite the applications on how hot Cite the applications on how
applications of concepts and electricity increases its bill and cold water affects in food/ conduction performs in household
skills in daily living. some beverages preparation chores
H. Making generalizations and 1.Define electricity operationally 1. Define heat operationally 1.Explain how lightning occurs
abstractions about the lesson. 2.Distinguish between the two 2. Describe the condition 2. discuss ways of avoiding the
. (ELABORATE) types of charges necessary for heat transfer to take dangers associated with lightning
3.Understand the Laws of place 3.explain how a lightning rod
electricity and charge functions
J. Additional activities for application or Prepare pictures as reference Gather beliefs/myths about
remediation. (EXTEND) Prepare/list other examples lightning
V. REMARKS
VI. REFLECTION
the evaluation.
the lesson.
help me solve?

LESSON LOG Teaching Dates and Time Jan. 15-19, 2018 A.M=7:30-8:30/8:30-9:30 Quarter Fourth
P.M=1:00-2:00/2:00-3:00/4:00-
5:00
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 n relation to the climate, weather, and seasons
C. Learning Checking of Test Papers PRE-TEST Demonstrate how places Demonstrate how places DIVISION YES-O CAMP
Competencies/Objectives and Item Analysis on earth may be located on earth may be located 2018
Earth Science using a coordinate system using a coordinate system
S7ES-IVa-1 S7ES-IVa-1 JA. 19-21, 2018
4th Grading Part 1 1.Identify latitude and longitude
1.Distinguish between Latitude and with respect to North, South, west VENUE:SAPIAN NHS
Longitude and East hemisphere
2.Illustrate/draw the properly the 2.Describe how angles or position
position of latitude and longitude of latitude corresponds to its special
names
II. CONTENT UNIT 4: EARTH SCIENCE MODULE 1: THE PHILIPPINE ENVIRONMENT
LOCATION OF THE PHILIPPINES USING COORDINATE SYSTEM/ LANDMASSES AND BODIES OF WATER
A. References
2. Learner’s Materials pages Pages Pages Pages 81-84 Pages 81-84 Pages 84-85
3. Textbook pages Page Page Pages 81-84 Page 81-84 Page 84-85
IV. PROCEDURES Friday Friday Wednesday Thursday Friday
A. Reviewing previous lesson or Recall important concepts about Show once again the globe.
presenting the new lesson. environment. Its parts and Analyze info about the latitude and
components longitude
B. Establishing a purpose for the Cite examples or situation by Cite examples or situation about
lesson. showing the globe. Let the location found In latitude and
students describe it. longitude
C. Presenting examples/ Discuss/explain about the situation Discuss/explain about the situation
instances of the new lesson. or topic presented or topic presented
(ELICIT)
D. Discussing new concepts and Let the student do the activity 1 “ Let the student do the activity 1 “
practicing new skills #1. Where In the world is the Where In the world is the
(ENGAGE) Philippines Part 1?” Philippines Part 1?”
E. Discussing new concepts and Identify and analyze questions Identify and analyze questions
practicing new skills #2. about the activity made about the activity made
(EXPLORE)
F. Developing mastery (Leads Discuss the answers in the exercise Discuss the answers in the exercise
to Formative Assessment 3). given given
(EXPLAIN)
G. Finding practical Cite the applications on how Cite the applications on how
applications of concepts and latitude and longitude used in latitude and longitude given the
skills in daily living. locating such places or country hemisphere
H. Making generalizations and 1.what is latitude? How about 1.What angle is located for
abstractions about the lesson. longitude? Latitude? Longitude?
. (ELABORATE) 2. wat direction or hemisphere for 2.what are the special names given
latitude?longitude? for latitude with respect to its angle
I. Evaluating learning. Give short test about the Give short test about the
(EVALUATE)) activity activity
J. Additional activities for application or Draw and show latitude and Study more about show
remediation. (EXTEND) longitude in a coupon bond latitude and longitude
V. REMARKS
VI. REFLECTION
the evaluation.
the lesson.
help me solve?
LESSON LOG Teaching Dates and Time Jan. 22-26, 2018 A.M=7:30-8:30/8:30-9:30 Quarter Fourth
P.M=1:00-2:00/2:00-3:00/4:00-
5:00
C. Learning Demonstrate how places Describe the location of Recognize that soil, water, Recognize that soil, water, Recognize that soil, water,
Competencies/Objectives on earth may be located the Philippines with rocks, coal, and other rocks, coal, and other rocks, coal, and other
using a coordinate system respect to the continents fossil fuels are earth fossil fuels are earth fossil fuels are earth
S7ES-IVa-1 and oceans of the world materials that people use materials that people use materials that people use
1.Identify latitude and longitude S7ES-IVb-2 as resources as resources as resources
with respect to North, South, west
and East hemisphere Part 2 S7ES-IVb-3 S7ES-IVb-3 S7ES-IVb-3
2.Describe how angles or 1.Describe the location of the 1.Enumerate and discuss the 1.Describe water sheds 1.Describe how soils formed from
position of latitude corresponds Philippines with respect to the natural resources found in the 2. illustrate how water sheds form rocks?
to its special 1.Describe the surrounding landmasses and Philippines 3. suggest ays on how to protect 2.Draw ad discuss layers or types of
location of the Philippines with bodies of water water sheds soils
respect to the surrounding
landmasses and bodies of water
LOCATION OF THE PHILIPPINES USING COORDINATE SYSTEM/ LANDMASSES AND BODIES OF WATER
A. References
1. Teacher’s Guide pages Pages 84-85 Pages Pages Pages Pages
3. Textbook pages Page Page 86-87 Pages 87-89 Page 89-91 Page 92-94
A. Reviewing previous lesson or Recall important concepts about Recall important concepts on the Recall important concepts on the Recall important concepts about Show once again the globe.
presenting the new lesson. environment. Its parts and previous activity using globe previous activity about tural environment. Especially water Analyze info about the land and
components resources resources water I general
B. Establishing a purpose for the Cite examples or situation by Cite examples or situation about Cite examples or situation about Cite examples or situation by Cite examples of soil that are
lesson. showing the globe. Let the the location of latitude and the location or area where there is showing water sheds in our place. found In that particular place.
students describe it. longitude to its temperature a source of natural resources Let the students describe it. Describe the soil
C. Presenting examples/ Discuss/explain about the situation Discuss/explain about the situation Discuss/explain about the situation Discuss/explain about the situation Discuss/explain about the situation
instances of the new lesson. or topic presented or topic presented or topic presented or topic presented or topic presented
(ELICIT)
D. Discussing new concepts and Let the student do the activity 1 “ Let the student do the activity 2 Let the student do the activity on Let the student do the activity 3” Let the student do the activity 4 “
practicing new skills #1. Where In the world is the “Where in the world is the “Are we Lucky In the Philippines?” What are some factors that will Ho are soils formed from rocks”
(ENGAGE) Philippines Part 1?” Philippines Part 2?” in terms of natural resources affect the amount of w ater in
water sheds?”
E. Discussing new concepts and Identify and analyze questions Identify and analyze questions Identify and analyze questions Identify and analyze questions Identify and analyze questions
practicing new skills #2. about the activity made about the activity made about the activity made about the activity made about the activity made
(EXPLORE)
(EXPLAIN)
G. Finding practical Cite the applications on how Cite the applications on how Cite the applications on how Cite the applications on how Cite the applications on how soil
applications of concepts and latitude and longitude used in location in the globe can predict its beneficial if there is natural human activity affects the amount are utilized in school, at home
skills in daily living. locating such places or country temperature and climates resources? of water I water sheds
H. Making generalizations and 1.what is latitude? How about 1.Identify the landmasses and 1.Enumerate and discuss the 1.Describe water sheds 11.Describe how soils formed from
abstractions about the lesson. longitude? bodies of water in the Philippines natural resources found in the 2. illustrate how water sheds form rocks?
. (ELABORATE) 2. wat direction or hemisphere for And worldwide Philippines 3. suggest ays on how to protect 2.Draw ad discuss layers or
latitude?longitude? water sheds types of soils
J. Additional activities for application or Draw and show latitude and
remediation. (EXTEND) longitude in a coupon bond
V. REMARKS
VI. REFLECTION
the evaluation.
the lesson.
help me solve?
LESSON LOG Teaching Dates and Time Jan.28-Feb.2, 2018 A.M=7:30-8:30/8:30-9:30 Quarter Fourth
P.M=1:00-2:00/2:00-3:00/4:00-
5:00
C. Learning Recognize that soil, water, Describe ways of using Describe ways of using Describe ways of using Describe ways of using
Competencies/Objectives rocks, coal, and other Earth’s resources Earth’s resources Earth’s resources Earth’s resources
fossil fuels are earth sustainability sustainability sustainability sustainability
materials that people use S7ES-IVd-4 S7ES-IVd-4 S7ES-IVd-4 S7ES-IVd-4
as resources 1.Name and differentiate Active 1.Idetify the effects of some human Film Showing about the effects of “MAKE-A-DIFFERENCE” Day.
and Inactive volcanoes found in activities on natural resources unmanaged natural resources and Activities involving reducing
S7ES-IVb-3 2.Suggest ways to reduce the human activities that destroy our
1.Locate metallic deposits the Philippines waste, recycling, composting,
effects resources
across the country 2. Enumerate minerals found in and conserving natural
2.Find out what geological the Philippines resources, also clean up drive
features are common in areas and tree planting.
where the deposits are found
ROCKS AND MINERALS, ACTIVE AND INACTIVE VOLCANOES, AND OTHER NATURAL RESOURCES
A. References
2. Learner’s Materials pages Pages 92-94 Pages 95-97 Pages 101-103 Pages 103=104 Pages 103-104
3. Textbook pages Page 92-94 Page 95-97 Pages 101-103 Page 103-104 Page 103-104
A. Reviewing previous lesson or Recall important concepts on Recall important concepts on the Recall important concepts about Set everything for the filmshowing Recall important concepts on
presenting the new lesson. earth”s mineral deposits I our previous activity about natural protecting and conserving our earth”s natural resources
ares\s resources environment.
B. Establishing a purpose for the Cite examples or situation about Cite examples or situation about Cite examples or situation by Cite examples of situation that are Cite examples or situation of
lesson. the location of metallic deposits the location or area where there is showing the negative effects of found In that particular place. destructive volcanoes
found in the Philippines volcanoes human activities t the Describe on how will you take
environment. good care of it
(ELICIT)
D. Discussing new concepts and Let the student do the activity 5 Let the student do the activity on Let the student do the activity 6” Let the student do the activity by Let the student do the activity 5
practicing new skills #1. “Where in the world is 5 “ Where “Distribution of Active Faults and How do people destroy natural listing down important action s on “Where in the world is 5 “ Where
(ENGAGE) are the minerals deposits in the Trenches In the Philippines” resources”? how to protect mother earth are the minerals deposits in the
Philippines?” Philippines?”
practicing new skills #2. about the activity made about the activity on active r about the activity made about the activity made about the activity made
(EXPLORE) inactive
(EXPLAIN)
G. Finding practical Cite the applications on how Cite the applications on how Cite the applications on how Cite the applications on how to Cite the applications on how
applications of concepts and location in the globe can predict its beneficial if there is volcanoes In human activity affects the protect ourselves, utilized in location in the globe can predict its
skills in daily living. mineral deposits your place environment, and think ays onhow school, at home mineral deposits
to solve it
H. Making generalizations and 1.Locate metallic deposits 1.Name and differentiate Active 1.Idetify the effects of some human Describe the movie presentation. Describe the activity on Make-a-
abstractions about the lesson. across the country and Inactive volcanoes found in activities on natural resources What are the important uses found Difference
. (ELABORATE) 2.Find out what geological the Philippines 2.Suggest ways to reduce the in the environment oth In landd and
effects water
features are common in areas 2. Enumerate minerals found in
where the deposits are found the Philippines
J. Additional activities for application or Collect photos of the diff. Gather pictures of volcanoes How do you take good care of Make a poster based on the What important thing you
remediation. (EXTEND) metals found in the philippines our natural resources movie presentation learned from the activity
V. REMARKS
VI. REFLECTION
the evaluation.
the lesson.
help me solve?
LESSON LOG Teaching Dates and Time Feb. 5-9, 2018 A.M=7:30-8:30/8:30-9:30 Quarter Fourth
P.M=1:00-2:00/2:00-3:00/4:00-
5:00
A. Content Standards Demonstrate an understanding of the different phenomena that occur in the atmosphere
C. Learning Describe ways of using Describe ways of using Describe ways of using Discuss how energy from Discuss how energy from
Competencies/Objectives Earth’s resources Earth’s resources Earth’s resources the sun interacts with the the sun interacts with the
sustainability sustainability sustainability layers of the atmosphere layers of the atmosphere
S7ES-IVd-4 S7ES-IVd-4 S7ES-IVd-4 S7ES-IVd-5 S7ES-IVd-5
Film Showing about the effects of “MAKE-A-DIFFERENCE” Day. “MAKE-A-DIFFERENCE” Day. 1.Describe the features of each of 1.Describe Greenhouse effect
unmanaged natural resources and Activities involving reducing Activities involving reducing the five layers 2.Explain how green house work?
human activities that destroy our waste, recycling, composting, waste, recycling, composting, 2.Compare the features of the five 3.Understand the importance of
resources layers green house effect
and conserving natural and conserving natural
3. explain the basis for the division
resources, also clean up drive resources, also clean up drive
of the layers of the atmosphere
and tree planting. and tree planting
II. CONTENT UNIT 4: EARTH SCIENCE MODULE 2: INTERACTIONS IN THE ATMOSPHERE
LAYERS OF ATMOSPHERE & GREENHOUSE EFFECT
A. References
2. Learner’s Materials pages Pages 103=104 Pages 103-104 Pages 103-104 Pages 105-107 Pages 107
3. Textbook pages Page 103-104 Page 103-104 Page 103-104 Page 105-107 Page 107
IV. PROCEDURES Monday Tuesday Wednesday Thursday Monday
A. Reviewing previous lesson or Set everything for the filmshowing Recall important concepts on Recall important concepts on Let the student observe or feel the Recall important concepts on earth
presenting the new lesson. earth”s natural resources earth”s natural resources atmosphere around warming temperature
B. Establishing a purpose for the Cite examples of situation that are Cite examples or situation of Cite examples or situation of Cite examples of situation that are Cite examples or situation of
lesson. found In that particular place. destructive volcanoes destructive volcanoes found In that particular place. greenhouse effect
Describe on how will you take
good care of it
(ELICIT)
D. Discussing new concepts and Let the student do the activity by Let the student do the activity 5 Let the student do the activity 5 Let the student do the activity by Let the student do the activity
practicing new skills #1. listing down important action s on “Where in the world is 5 “ Where “Where in the world is 5 “ Where listing down important info about “What is the greenhouse model?
(ENGAGE) how to protect mother earth are the minerals deposits in the are the minerals deposits in the the different layers
Philippines?” Philippines?”
(EXPLORE)
(EXPLAIN)
G. Finding practical Cite the applications on how to Cite the applications on how Cite the applications on how Cite the applications on how to Cite the applications on how
applications of concepts and protect ourselves, utilized in location in the globe can predict its location in the globe can predict its layers varies and its potential to location in the globe can predict its
skills in daily living. school, at home mineral deposits mineral deposits affect the earth temperature
H. Making generalizations and Describe the movie presentation. Describe the activity on Make-a- Describe the activity on Make-a- 1.Describe the features of each of 1.Describe Greenhouse effect
abstractions about the lesson. What are the important uses found Difference Difference the five layers 2.Explain how green house work?
. (ELABORATE) in the environment both In landd 2.Compare the features of the five 3.Understand the importance of
and water layers green house effect
3. explain the basis for the division
of the layers of the atmosphere
J. Additional activities for application or Make a poster based on the What important thing you Take photos about the activity Gather photo of layers in outer Make your own model of
remediation. (EXTEND) movie presentation learned from the activity and describe space greenhouse effect
V. REMARKS
VI. REFLECTION
the evaluation.
the lesson.
help me solve?
P.M=1:00-2:00/2:00-3:00/4:00-
5:00
A. Content Standards Demonstrate an understanding of the differet phenomena that occur in the atmosphere
C. Learning Discuss how energy from Discuss how energy from Discuss how energy from Explain how some human
Holiday
the sun interacts with the the sun interacts with the the sun interacts with the activities affect the
layers of the atmosphere layers of the atmosphere layers of the atmosphere atmosphere
S7ES-IVd-5 S7ES-IVd-5 S7ES-IVd-5 S7ES-IVd-6
Chinese New Year
1.Describe Greenhouse effect 1. Construct a model 1.illustrating model greenhouse 1.Cite evidences why earth is 2018
2.Explain how green house work? greenhouse 2.describe the model of greenhouse getting warmer
3.Understand the importance of 2. Find out if your model 2. Discuss sources of greenhouse
green house effect gases
green house retains
heat
A. References
2. Learner’s Materials pages Pages 107 Pages 108-109 Pages 110-111 Pages 111-113 Pages
3. Textbook pages Page 107 Page 108-109 Pages 110-111 Page 111-113 Page
A. Reviewing previous lesson or Recall important concepts on earth Recall important concepts on the Recall important concepts on the Let the student recall concepts
presenting the new lesson. warming temperature previous activity previous activity about global warming
B. Establishing a purpose for the Cite examples or situation of Cite examples or situation of Cite examples or situation of Cite examples of situation that
lesson. greenhouse effect greenhouse effect greenhouse effect shows effect of global warming
C. Presenting examples/ Discuss/explain about the situation Discuss/explain about the situation Discuss/explain about the situation Discuss/explain about the situation
instances of the new lesson. or topic presented or topic presented or topic presented or topic presented
(ELICIT)
D. Discussing new concepts and Let the student do the activity Let the student do the activity 6 Let the student do the activity 6 Let the student do the activity by
practicing new skills #1. “What is the greenhouse model? “Does a greenhouse retain or “Does a greenhouse retain or listing down important sourcesand
(ENGAGE) release heat?” release heat?” evidences
E. Discussing new concepts and Identify and analyze questions Identify and analyze questions Identify and analyze questions Identify and analyze questions
practicing new skills #2. about the activity made about the activity made about the activity made about the activity made
(EXPLORE)
F. Developing mastery (Leads Discuss the answers in the exercise Discuss the answers in the exercise Discuss the answers in the exercise Discuss the answers in the exercise
to Formative Assessment 3). given given given given
(EXPLAIN)
G. Finding practical Cite the applications on how Cite the applications on how Cite the applications on how Cite the applications on how to
applications of concepts and location in the globe can predict its greenhouse affects our greenhouse affects our humans destroys our environment
skills in daily living. temperature environment environment causing global warming
H. Making generalizations and 1.Describe Greenhouse effect Describe the model of Describe the model of 1.Cite evidences why earth is
abstractions about the lesson. 2.Explain how green house work? greenhouse made greenhouse made getting warmer
. (ELABORATE) 3.Understand the importance of 2. Discuss sources of greenhouse
green house effect gases
I. Evaluating learning. Give short test about the Give short test about the activity Give short test about the Give short test about the
J. Additional activities for application or Illustrate /draw how Display your output Describe the model of Cite examples of the effect of
remediation. (EXTEND) greenhouse effect to the greenhouse made greenhouse to the surroundings
environment
V. REMARKS
VI. REFLECTION
the evaluation.
the lesson.
help me solve?
P.M=1:00-2:00/2:00-3:00/4:00-
5:00
C. Learning Explain how some human Explain how some human Explain how some human Account for the Account for the
Competencies/Objectives activities affect the activities affect the activities affect the occurrence of land and occurrence of land and
atmosphere atmosphere atmosphere sea breezes, monsoons, sea breezes, monsoons,
S7ES-IVd-6 S7ES-IVd-6 S7ES-IVd-6 and intertropical and intertropical
1.Discuss common atmospheric 1.Discuss common atmospheric 1.Explain what happens to the air in Convergence Zone (ITCZ) Convergence Zone (ITCZ)
phenomena phenomena the surroundings as warm air rises
2.Explain what happens when air is 2.Explain what happens when air is S7ES-IVe-7 S7ES-IVe-7
heated heated 1.Multi media presentation/ film 1.Multi media presentation/ film
showing Day 1 showing Day 1
A. References
2. Learner’s Materials pages Pages 113-115 Pages 115-117 Pages 115-117 Pages Pages
3. Textbook pages Page 113-115 Page 115-117 Pages 115-117 Page Page
A. Reviewing previous lesson or Recall important concepts on Recall important concepts on Recall important concepts on the Let the student recall concepts Let the student recall concepts
presenting the new lesson. climate change climate change previous activity about global warming and about global warming and
greenhouse effect greenhouse effect
B. Establishing a purpose for the Cite examples or situation of Cite examples or situation of Cite examples or situation of Cite examples of situation that Cite examples of situation that
lesson. greenhouse effect greenhouse effect greenhouse effect or climate shows monsoons, breezes and ITCZ shows monsoons, breezes and ITCZ
change
(ELICIT)
D. Discussing new concepts and Let the student do the activity “ Let the student do the activity “ Let the student do the activity 6 “ Let the student do the activity by Let the student do the activity by
practicing new skills #1. what happens when air is heated ? what happens when air is heated ? what happens to the air in the Film showing Film showing
(ENGAGE) surroundings as warm air rises ?”
(EXPLORE)
(EXPLAIN)
G. Finding practical Cite the applications on how air Cite the applications on how air Cite the applications on how this Cite the applications on how Cite the applications on how
applications of concepts and rises or moves to its direction rises or moves to its direction activity affects our environment monsoons, breezes and ITCZ monsoons, breezes and ITCZ
skills in daily living. affects our environment affects our environment
H. Making generalizations and 1.Discuss common atmospheric 1.Discuss common atmospheric 1.Explain what happens to the air in Explain monsoons, breezes and Explain monsoons, breezes and
abstractions about the lesson. phenomena phenomena the surroundings as warm air rises? ITCZ. ITCZ.
. (ELABORATE) 2.Explain what happens when air is 2.Explain what happens when air is
heated heated
J. Additional activities for application or Gather info or news of any Gather photo of any atmospheric Draw/illustrate the flow of air Show sample pictures Surf in the internet of current
remediation. (EXTEND) atmospheric phenomena phenomena info about the topic
V. REMARKS
VI. REFLECTION
the evaluation.
the lesson.
help me solve?
LESSON LOG Teaching Dates and Time Feb.26-Mar.2 2018 A.M=7:30-8:30/8:30-9:30 Quarter Fourth
P.M=1:00-2:00/2:00-3:00/4:00-
5:00
C. Learning Account for the Account for the Account for the Account for the Relate the tilt of the Earth
Competencies/Objectives occurrence of land and occurrence of land and occurrence of land and occurrence of land and to the length of daytime
sea breezes, monsoons, sea breezes, monsoons, sea breezes, monsoons, sea breezes, monsoons, S7ES-IVe-9
and intertropical and intertropical and intertropical and intertropical 1.Define season operationally
2.Illustrate each season with
Convergence Zone (ITCZ) Convergence Zone (ITCZ) Convergence Zone (ITCZ) Convergence Zone (ITCZ) respect to location of the earth and
S7ES-IVe-7 S7ES-IVe-7 S7ES-IVe-7 S7ES-IVe-7 sun
1.Compare which warms up faster: 1.Differentiate Seabreeze and 1.Describe Monsoons & ITCZ 1.Multi media presentation/ film 3.Understand why seasons change
sand or water? landbreeze 2.Interpret a map to determine showing about Monsoos, ITCZ ad
2.Compare which cools faster: sand 2.Illustrate directions in seabreeze direction of wind movement weather forecast
or water? and landbreeze 3.Give examples how monsoons &
3.use the results of the activity to ITCZ affect people
explain seabreeze and landbreeze
A. References
2. Learner’s Materials pages Pages Pages 117-119 Pages 119-124 Pages 125-126 Pages
3. Textbook pages Page Page 117-119 Pages 119-124 Page 125-126 Page
A. Reviewing previous lesson or Recall important concepts on Recall important concepts on the Let the student recall concepts Let the student recall concepts Recall important concepts on
presenting the new lesson. previous activity previous activity about the previous activity about the past lesson seasonal patterns
B. Establishing a purpose for the Cite examples or situation of Cite examples or situation of Cite examples of situation that Cite examples of situation that Cite examples or situation of
lesson. changes In temperature greenhouse effect or climate shows monsoons, breezes and ITCZ shows monsoons, breezes and ITCZ changes In temperature
change
(ELICIT)
D. Discussing new concepts and Let the student do the activity “ Let the student do the activity 6 “ Let the student do the activity “In Let the student do the activity by Let the student do the activity “ 1
practicing new skills #1. Compare which warms up faster: what happens to the air in the what direction do winds blow from Film showing “Why do the seasons change?
(ENGAGE) sand or water?? surroundings as warm air rises ?” high to lo pressure or vice versa
(EXPLORE)
(EXPLAIN)
G. Finding practical Cite the applications on sand and Cite the applications on how this Cite the applications on how Cite the applications on how Cite the applications on changes in
applications of concepts and water in terms of temperature activity affects our environment monsoons, breezes and ITCZ monsoons, breezes and ITCZ seasons..
skills in daily living. range affects our environment affects our environment
H. Making generalizations and 1.Compare which warms up faster: 1.Explain what happens to the air in 1.Describe Monsoons & ITCZ Explain monsoons, breezes and 1.Define season operationally
abstractions about the lesson. sand or water? the surroundings as warm air rises? 2.Interpret a map to determine ITCZ. 2.Illustrate each season with
. (ELABORATE) 2.Compare which cools faster: sand direction of wind movement respect to location of the earth and
or water? 3.Give examples how monsoons & sun
3.use the results of the activity to ITCZ affect people 3.Understand why seasons change
explain seabreeze and landbreeze
J. Additional activities for application or Use other materials to compare Draw/illustrate te flow or Gather sample pictures Gather sample pictures Gather sample pictures
remediation. (EXTEND) direction
V. REMARKS
VI. REFLECTION
the evaluation.
the lesson.
help me solve?

LESSON LOG Teaching Dates and Time Mar.12-16, 2018 A.M=7:30-8:30/8:30- Quarter Fourth
9:30
P.M=1:00-2:00/2:00-3:00/4:00-
5:00
A. Content Standards Demonstrate an understanding of the relationship of the seasons and the position of the sun in the sky
Demonstrate an understanding the occurrence of eclipse
C. Learning Relate the tilt of the Earth Relate the length of Show what causes change Explain how solar and Collect, record, and report
Competencies/Objectives to the length of daytime daytime to the amount of in the seasons in the lunar eclipse occur data on the beliefs and
S7ES-IVe-9 energy received Philippines using models S7ES-IVj-12 practices of the
1.Define season operationally S7ES-IVe-10 S7ES-IVi-11 1.Explain how solar and lunar community in relation to
2.Illustrate each season with 1.Interpret data about sunrise and 1.costruct/ make models of the four eclipse occur
respect to location of the earth and 2.Illustrate the location of solar and eclipse.
sunset to tell when daytime is long Seasonal pattern
sun and he daytime is short lunar eclipse S7ES-IVj-13
3.Understand why seasons change 2.Infer the effect of length of 3.understand why solar and lunar 1.Evaluate some beliefs about
daytime and nighttime on seasons eclipse occur eclipse
II. CONTENT UNIT 4: EARTH SCIENCE MODULE 2: SEASONS AND ECLIPSE
SEASONS AND ECLIPSES
A. References
3. Textbook pages Page 127-131 Page 132-133 Pages 134-136 Page 136-139 Page 139-140
A. Reviewing previous lesson or Recall important concepts on Recall important concepts on Recall important concepts on the Let the student recall concepts Let the student recall concepts
presenting the new lesson. seasonal patterns previous activity previous activity about the previous activity about the past lesson
B. Establishing a purpose for the Cite examples or situation of Cite examples or situation of the Cite examples or situation of on Cite examples of situation that Cite examples of situation that
lesson. changes In temperature different seasonal patterns how seasons change or pattern shows eclipse shows the existence of eclipse
(ELICIT)
D. Discussing new concepts and Let the student do the activity “ 1 Let the student do the activity “ 2 Let the student do the activity 3 Let the student do the activity in Let the student do the activity by
practicing new skills #1. “Why do the seasons change? “How does the length of daytime Model-making of Seasonal illustrating the location of the earth gathering superstitious beliefs
(ENGAGE) and nighttime affect the season?” Patterns” to the su and moon about the eclipse
(EXPLORE)
(EXPLAIN)
G. Finding practical Cite the applications on changes in Cite the applications on the changes Cite the applications on how this Cite the applications on how luar Cite the applications on how this
applications of concepts and seasons.. on daytime and nighttime to our activity affects our environment and solar eclipse affects us ad superstitious beliefs affects people
skills in daily living. lives and activities the enviroment living and lifestyle
H. Making generalizations and 1.Define season operationally 1.Interpret data about sunrise and 1.How is the model on seasons help 1.Explain how solar and lunar 1.Evaluate some beliefs about
abstractions about the lesson. 2.Illustrate each season with sunset to tell when daytime is long you understand the concept? eclipse occur eclipse
. (ELABORATE) respect to location of the earth and and he daytime is short 2.Illustrate the location of solar and
sun 2.Infer the effect of length of lunar eclipse
3.Understand why seasons change daytime and nighttime on seasons 3.understand why solar and lunar
eclipse occur
I. Evaluating learning. Give short test about the Give short test about the Give short test about the Give short test about the activity Give short test about the
(EVALUATE)) activity activity activity activity
J. Additional activities for application or Gather picture in the internet Show evidences of changes in Showcase of models made Illustrate/gather photos Share by reading their outputs
remediation. (EXTEND) day and night time
V. REMARKS
VI. REFLECTION
the evaluation.
the lesson.
help me solve?

LESSON LOG Teaching Dates and Time Mar.19-23, 2018 A.M=7:30-8:30/8:30-9:30 Quarter Fourth
P.M=1:00-2:00/2:00-3:00/4:00-
5:00
C. Learning FINALS FINALS CHECKING OF TEST POST TEST SUBMISSION OF GRADES
Competencies/Objectives PAPERS AND ITEM
FIRST DAY SECOND DAY ANALYSIS RANKING OF HONORS
II. CONTENT
A. References
3. Textbook pages Page Page Pages Page Page
IV. PROCEDURES Friday Tuesday Wednesday Thursday Friday
lesson.
(ELICIT)
(ENGAGE)
(EXPLORE)
(EXPLAIN)
G. Finding practical applications
of concepts and skills in daily
living.
. (ELABORATE)
(EVALUATE))
V. REMARKS
VI. REFLECTION
the evaluation.
the lesson.
help me solve?
LESSON LOG Teaching Dates and Time Mar.26-30, 2018 A.M=7:30-8:30/8:30-9:30 Quarter Fourth
P.M=1:00-2:00/2:00-3:00/4:00-
5:00
C. Learning RECOGNITION DAY CHECKING OF FORMS HOLY WEDNESDAY HOLY THURSDAY GOOD FRIDAY
II. CONTENT
A. References
lesson.
(ELICIT)
(ENGAGE)
(EXPLORE)
(EXPLAIN)
. (ELABORATE)
(EVALUATE))
V. REMARKS
VI. REFLECTION
the evaluation.
the lesson.
help me solve?
LESSON LOG Teaching Dates and Time Apr. 3-7, 2017 A.M=7:30-8:30/8:30-9:30 Quarter Fourth
P.M=1:00-2:00/2:00-3:00/4:00-
5:00
A. Content Standards Demonstrate an understanding of the relationship of the seasons and the position of the sun in the sky
Demonstrate an understanding the occurrence of eclipse
C. Learning SIGNING OF CLERANCE SIGNING OF CLERANCE RECOGNITION DAY MOVING UP CEREMONY CARD DAY
II. CONTENT UNIT 4: EARTH SCIENCE MODULE 2: SEASONS AD ECLIPSE
SEASONS AND ECLIPSES
A. References
lesson.
C. Presenting examples/instances
of the new lesson.
F. Developing mastery (Leads to
Formative Assessment 3).
G. Finding practical applications of
concepts and skills in daily living.
remediation.
V. REMARKS
VI. REFLECTION
the evaluation.
the lesson.
help me solve?

DAILY Log Sci 7. 2ndto3rd

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School Sapian National High School Grade Level Grade 7

DAILY Teacher CHARLOUN QUINTIN S. AGUILAR Learning Area Science

IV. PROCEDURES Monday Tuesday Wednesday Thursday Friday

IV. PROCEDURES Monday Tuesday Wednesday Thursday Friday

School Sapian National High School Grade Level Grade 7

IV. PROCEDURES Monday Tuesday Wednesday Thursday Friday

School Sapian National High School Grade Level Grade 7

IV. PROCEDURES Monday Tuesday Wednesday Thursday Friday

School Sapian National High School Grade Level Grade 7

IV. PROCEDURES Monday Tuesday Wednesday Thursday Friday

School Sapian National High School Grade Level Grade 7

IV. PROCEDURES Monday Tuesday Wednesday Thursday Friday

School Sapian National High School Grade Level Grade 7

IV. PROCEDURES Monday Tuesday Wednesday Thursday Friday

School Sapian National High School Grade Level Grade 7

IV. PROCEDURES Monday Tuesday Wednesday Thursday IV. PROCEDURES

School Sapian National High School Grade Level Grade 7

IV. PROCEDURES Monday Tuesday Wednesday Thursday Friday

School Sapian National High School Grade Level Grade 7

IV. PROCEDURES Monday Tuesday Wednesday Thursday Friday

School Sapian National High School Grade Level Grade 7

IV. PROCEDURES Monday Tuesday Wednesday Thursday Friday

School Sapian National High School Grade Level Grade 7

IV. PROCEDURES Monday Tuesday Wednesday Thursday Friday

IV. PROCEDURES Monday Tuesday Wednesday Thursday Friday

IV. PROCEDURES Monday Tuesday Wednesday Thursday Friday

School Sapian National High School Grade Level Grade 7

IV. PROCEDURES Monday Tuesday Wednesday Thursday Friday

School Sapian National High School Grade Level Grade 7

IV. PROCEDURES Monday Tuesday Wednesday Thursday Friday

School Sapian National High School Grade Level Grade 7

II. CONTENT UNIT 3: FORCE, MOTION, AND ENERGY MODULE 4: LIGHT

IV. PROCEDURES Monday Tuesday Wednesday Thursday Friday

School Sapian National High School Grade Level Grade 7

II. CONTENT UNIT 3: FORCE, MOTION, AND ENERGY MODULE 4: LIGHT

IV. PROCEDURES Monday Tuesday Wednesday Thursday Friday

School Sapian National High School Grade Level Grade 7

II. CONTENT UNIT 3: FORCE, MOTION, AND ENERGY MODULE 5: HEAT

IV. PROCEDURES Monday Tuesday Wednesday Thursday Friday

IV. PROCEDURES Monday Tuesday Wednesday Thursday Friday

School Sapian National High School Grade Level Grade 7

School Sapian National High School Grade Level Grade 7

School Sapian National High School Grade Level Grade 7

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