School KABACAN NATIONAL HIGH SCHOOL Date & Time May 4, 2023

DAILY LESSON Learning

Teacher ALINE JOYCE V. SALERIANA SCIENCE - 7
PLAN Area
7:20-8:00 SANTOS, 8:00-8:40 ALZONA,
Sec./
9:00- 9:40 CAMPOS, 11:00- 11:40 DELA Quarter FOURTH
Time
CRUZ

I.LEARNING OBJECTIVES
A. CONTENT The learners demonstrate understanding of the relation of geographical location of the Philippines to its
STANDARDS environment.
B. PERFORMANCE The learners should be able to analyze the advantage of the location of the Philippines in relation to the
STANDARDS climate, weather and seasons.
C. MOST
ESSENTIAL
LEARNING
Demonstrate how places on Earth may be located using a coordinate system (S7ES-IVa-1).
COMPENTICIES/
SPECIFIC
OBJECTIVES
Cognitive: Identify the earth several natural resources including plants, animals, rocks, and fossil fue:
Psychomotor: explain ways on how to sustain Earth’s resources; and
Affective: realize the importance of sustaining Earth’s natural resources.

II. CONTENT/ SUBJECT Earth’s Natural Resources

MATTER
III. LEARNING
RESOURCES
D. References
1. Teacher’s Guide Science 7 Teacher’s Guide Grade 7 pp.
pages:
2. Learner’s Science 7 learner’s Material pg. 86-88
Materials pages:
3. Textbook pages: You and the Natural World Science 7 pp.
4. LEMDS Portal
E. Other Learning https://www.calacademy.org/sites/default/files/assets/docs/pdf/145_naturalresourcesbingopacket.pdf
Resources
IV. LEARNING TASKS:
Teacher’s Activity Student’s Activity
A. Preliminary Activities

a. Prayer  May I request ________ to lead us the prayer. - Let’s put ourselves in the presence of
our Lord.....Amen.
b. Greetings  Good morning class! - Good morning, Ma’am Joyce!

c. Checking  May I know who is absent today? - (The classroom secretary will check
the attendance of the class.)
d. Setting of  What are the classroom rules that you should follow - No smartphones, tablets, or other
Classroom when the class is going on? devices during class hours.
Standard - Raise your hand if you want to answer
or ask questions.
- Be respectful.

 Can I expect that from you? - Yes Ma’am.

F. Reviewing (The teacher will ask about the previous topic.)

previous lesson or
presenting the  What are the two ways to describe location or  By using latitude and longitude,
new lesson (Elicit) certain places? and by identifying the landmass
and bodies of water that surround
it.

G. Establishing a Ask the students about his or her past experience/s

purpose for the involving heat energy
lesson (Engage) in their everyday lives.
Ask the students about his or her past experience/s
involving heat energy
in their everyday lives
 (The teacher will play a video about the beauty of nature
and ask questions after the video presentation)

-(Answers may vary)

-It shows the natural resources that can be

found in the earth.
Q1. What did you see in the video?

Q2. What are the things you observed in the video?

H. Presenting Planet Earth is made up of different things - air, water,

examples/ plants, animals, soil, rocks, minerals, crude oil, and other
instances of the fossil fuels. These things are called natural resources
new lesson because they are not made by people; rather they are
(Engage) gathered from nature. Sunlight and wind are also natural
resources. We use all these things to survive or satisfy our
needs.

Before we proceed with our lesson, can everyone please (Students read the lesson objectives.)
read our lesson objectives.
At the end of this lesson the students are
expected to:
1. Identify the earth several natural
resources including plants, animals, rocks,
and fossil fuels:
2. explain ways on how to sustain Earth’s
resources; and
3. realize the importance of sustaining
Earth’s natural resources.
Group Activity: BINGO!

I. Discussing new Materials:

concepts and Bingo Cards
practicing new Natural Resources cards
skills #1 (Explore) B, I, N, G, O, cards
Two small boxes or envelope to hold the cards
Earth pictures/ image
Beans, magnets, or other items to mark bingo squares

Procedure:
1. Divide students into groups of four to six. Although each
student will have his/her own Bingo card, the students will
be able to help each other and check each other’s answers
in groups.
2. Explain the rules of Bingo to the class.
3. Each student has a unique bingo card with pictures of
everyday objects. Each of these things is made from a
natural resource. These pictures are arranged in columns
headed by a letter in the word “Bingo.”
4. Explain that you (the teacher) will randomly pull a letter
card and a Natural Resources card. For example: “B, Fossil
Fuels,” or “N, Plants,” or “I, Animals.” Make sure you write
the combination that you call on the board, so you can
double-check a winning card. Return the cards to their
receptacles after you have finished calling it and writing it
 on the board.
5. Each student can cover or mark with a pen or pencil one
item on their card that is made from that resource and is in
the correct letter column. (Note that it is possible for a
student to have two boxes that match the combination
called. However, on any one turn, the student can only
mark one item.)
6. Also, note that some of the objects are made of many
natural resources. For example, paper is made from trees,
but water and fossil fuels are also used in the paper-making
process. For this game, we will focus on the primary natural
resources used to make the object. For example, although
the paper-making process involves other natural resources;
paper is primarily made from plants.
7. Before drawing another combination of cards, tell
students that they need to check the work of the other
students in their group. They have the opportunity to
challenge another student if they don’t think they have
made a correct choice. If there is a challenge, use this as
an opportunity to discuss that object and the natural
resources used to make it. Once all challenges have been
discussed, continue with another card combination.
8. Tell students that you will continue to draw cards and
they will continue to play until someone gets five in a row
and yells, “bingo!”
9. When someone yells, “bingo,” check their card to make
sure that they have identified the correct natural resource
for each item used to make a bingo. If they have not, tell
them which one(s) is incorrect and resume the game.

J. Discussing new Guide Question:

concepts &
practicing new Q1. What are the natural resources that throw in the trash
skills #2 (Explore) the most?

Q2. Which resources do humans use the most?

K. Developing (The teacher will discuss about the natural resources that
Mastery (Explain) can be found in earth’s surface)

 What is natural resources?

 Natural resources naturally
occurring substances that are
valuable to humans, including
plants, animals, rocks, wind,
sunlight, water and fossil fuels
 What are natural resources that can be found in
our earth’s surface?
-The natural resources that can be found
here in our earth’s surface are:
 Land and soil resources
 Water resources
 Mineral resources

Land and Soil Resources

Land is the solid portion on the

surface of the Earth’s crust. It is
one of the important natural
resources needed for the survival
of organisms on earth. Land is
also needed for industry. New and
improved technologies are being
developed and used to sustain the
agricultural land for humanity.
Non-agricultural lands are being
converted into residential and
commercial areas.
 Give examples of land and soil resources?
-(Answers may vary)
Water Resources

71% of the Earth’s surface is

covered with water mostly oceans
but also rivers, lakes, and other
fresh water. Since Earth is mostly
covered with water, there is great
variety of life forms on it. A small
percentage of this vast water is
available for human consumption.
Humans get freshwater from
rivers, lakes, and groundwater.
Give examples of Water resources?
-(Answers may vary)

Mineral Resources

Minerals are mined from Earth.

They are pure inorganic
substances that occur naturally in
the earth’s crust. Mineral
resources are non-renewable and
include metals (e.g. iron, copper,
and aluminum), and non-metals
(e.g. salt, gypsum, clay, sand,
phosphates). They constitute the
vital raw materials for many basic
industries and are a major
resource for development.
What are the examples of mineral resources?
-(Answers may vary)

L. Finding practical Direction: You will be shown a “Before” and “After” of a

applications of certain situation or activities. Afterwards, you are going to
concepts and skills determine the effects of these activities to our natural
in daily living resources.
(Elaborate)

Before After
 M. Making To sum up what we have discussed today.
generalizations
and abstractions Why is it important to conserve natural resources?
about the lesson Because we need resources
(Elaborate) for food, transportation and everything
else. If we use them up, we will not
have the things we need, or the next
generations will not have the things
they need

What would happen to the earth if we used more

resources than it could make? We would run out of the things we
need to live.

How can we conserve natural resource in our

daily lives? Reducing, reusing, recycling, and
composting.
N. Evaluating Directions: Read the questions carefully then choose the
learning (Evaluate) letter of the correct answer in each item. Write your answer
in a ¼ sheet of paper.

1.

O. Additional
activities for
Application or
remediation.
(Extend)

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 this work?
F. What difficulties did I
encounter which my
principal or supervisor can
help me solve?
G. What innovation or
localized materials did I
use/discover which I wish to
share with other teachers?

Prepared by: Checked by:

ALINE JOYCE V. SALERIANA ANGELI QUEEN M. DELA SERNA

Science7 Pre-Service Teacher Cooperating Teacher/ T-I

__ALBERT A. ORTEGA JR.___ _

Cooperating Teacher/ T-I

OBSERVED:

_________________________________