GRADE 1 to 12
DAILY LESSON LOG
I. OBJECTIVES
A. Content Standard
B. Performance Standard
C. Learning Competency/Objectives
Write the LC code for each.
III. CONTENT
V. LEARNING RESOURCES
A. References
1. Teacher’s Guide pages
2. Learner’s Materials pages
3. Textbook pages
4. Additional Materials from
Learning Resource
(LR)portal
B. Other Learning Resource
VI. PROCEDURES
A. Reviewing previous lesson or
presenting the new lesson
School NAMATACAN NATIONAL HIGH SCHOOL Grade Level 7
Teacher RONNEL M. CORPUZ Learning Area SCIENCE
Teaching Dates and Time June 17-21, 2019 MONDAY-FRIDAY (7:30 – 8:30 AM) Quarter FIRST
MONDAY TUESDAY WEDNESDAY THURDAY FRIDAY
The learners demonstrate an understanding of:
scientific ways of acquiring knowledge and solving problems
The learners shall be able to:
perform in groups in guided investigations involving community-based problems using locally available materials
Content is what the lesson is all about. It pertains to the subject matter that the teacher aims to teach in the CG, the content can be tackled in a week or two.
describe the components of a scientific investigation;
S7MT-Ia-1
1. OHSP Integrated Science I. Quarter 1. Module 1.
2. BEAM I. Module 2.
3. Chemistry III Textbook. Mapa, Amelia P., Ph.D., et al. 2001. pp. 7-9. *
4. Science and Technology III: Chemistry Textbook. NISMED. 2012. pp. 3-5.
5. Science and Technology III. NISMED. 1997. pp-14-16.
These steps should be done across the week. Spread out the activities appropriately so that students will learn well. Always be guided by demonstration of learning by the students
which you can infer from formative assessment activities. Sustain learning systematically by providing students with multiple ways to learn new things, practice their learning,
question their learning processes, and draw conclusions about what they learned in relation to their life experiences and previous knowledge. Indicate the time allotment for each
step.
The class will recall/differentiate When you quantify your Recall the formula in getting the
Inference from Observation using a observations, you need to use area of a rectangle.
Graphic Organizer some mathematical concepts
like
measurement and formulas for

B. Establishing a purpose for the
lesson
C. Presenting examples/Instances of
the new lesson
D. Discussing new concepts and
practicing new skills # 1
E. Discussing new concepts and
practicing new skills # 2
Present a video presentation
about Observation and Inference
Let the learners think and
comprehend from the given table
Lesson 1 Observations and
Inferences
There are many things around us
that need a closer look. It is
when we take a long,
hard look that we are actually
observing. Observation involves
all of your basic sense
organs: the eyes, nose, ears,
tongue, and hands. In an
observation, you do not only
look,
you have to stare; you don’t only
hear, you listen, you don’t only
taste and smell, you
savor; and you don’t only touch,
you feel.
Most of the time however, you
think you are observing when in
fact you are inferring.
While observation is actually
seeing, smelling, hearing, tasting
and touching, inferring is
making interpretations based on
your past observations or
experiences. You call this an
inference. To help you
differentiate between observation
and inference, let us do an
activity.
Lesson 2 Describing
Observations
When making observations, it is
preferable to express these in
quantifiable manner.
“There are 3 boys and 3 girls” is a
much better observation than
“There is a group of boys
and girls”. Qualitative
observations merely describe
quality while quantitative
observations express the exact
quantity referred to.
Differentiating Quantitative
Observations from Qualitative
Observations
On the right-side column of the
table below, write the quantitative
observation relevant to the
qualitative observation given.
determining the area and
volume of objects.
Measurement Video presentation about the
The development of science volume of objects with the
processes starts from the very following shapes.
simple process of  Rectangle
observing to the most complex  Cube
Area of a Square
process of experimenting. Some  cylinder
The area of the square is equal
processes like measuring.
to the square of the side or A =
A video presentation for the s2
topic “Measurement”
Area of a Circle
The area of a circle is equal to pi
times the square of the radius or
A = πr2. The value
What you will do of pi (π) is equal to 3.14 while a Introduce the formulas of the
Activity 2.2 Accuracy of a radius is one-half of a diameter. following;
Ruler Volume = L x W x H
Refer to Project EASE Module V = side x side x side
p. 12 = s3
V = 3.14 x radius2 x height or V
= πr2h.
Length is actually the distance
between two points. Width,
height and thickness are also
the measured distance between
2 points.
The area and the volume of
regularly shaped solids are
measured using any of the
devices for length. Let’s say, if
the solid is rectangular in shape,
its area is found by getting
the product of its length and
width (A = Length x Width) and
its volume is determined by
getting the product of its length,
width, and thickness (V = Length
x Width x Thickness). The
final answer for the measured
area and volume is based on the
minimum number of
significant digits required.
F. Developing mastery
(leads to Formative Assessment
3)
G. Finding practical application of
concepts and skills in daily living
Tell whether the given
statement is an observation or
an inference.
1. The cloud is clear.
_______________
2. There are fruits in the basket.
_______________
3. They are rich because they
wear plenty of jewelry.
_______________
4. Jenny’s eyes are red because
she has sore eyes.
_______________
5. The boy is sad because his
father went away.
_______________
Determine whether the given For example: For example:
statement is a qualitative
observation or a quantitative Compute the area of a metal For example: Solve for the area
observation. block 4.7 mm long and 3.1 mm of the circle with the diameter of
1. There are six girls eating in the wide. 100 mm. Obviously, the radius is
canteen. Area = length x width 50 mm.
2. They are smart because they are = 4.7 mm x 3.1 mm
honor students. = 14.57 or 14.6 mm2 Solve for the area of square S =
3. The boys are attending their 2 cm
Science 1 class.
4. Ten of the basketball players are
studying at Ateneo de Manila.
5. Jose is the tallest among his
classmates.

H. Making generalizations and Let the learner’s make a 1-2-3
abstractions about the lesson Activity
1-concept they misunderstood
2-concepts learned
3-questions they want to clarify
I. Evaluating learning What you will do
Activity 1.1 When do you
observe and when do you infer
Refer to Project EASE Module
page 9
J. Additional activities for application
or remediation
Think-Pair-Share Activity
Practice problem about area of
a table inside the classroom
Triad Solving Technique
Practice problem about the
areas of circle and square
Solve the following.
1-2. A rectangular box has the
following measurements: length
25 cm, width 10 cm and
height 5 cm. Find its area and
its volume.
3. The diameter of a circle is 10
cm. Compute for its area.
4. What is the side of the square
if its area is 16 cm2?
5. The mass of the three books
is 2.5 kg. What is the total mass
in g?

VII. REMARKS
VIII. REFLECTION Reflect on your teaching and assess yourself as a teacher. Think about your students’ progress this week. What works? What else needs to be done to help the students learn?
Identify what help your instructional supervisors can provide for you so when you meet them, you can ask them relevant questions.
A. No. of learners who earned 80%
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?

Prepared by: Checked by:

MR. RONNEL M. CORPUZ AURORA S. RAGUINI

Teacher I Principal I