GRADE 1 MUÑOZ NATIONAL HIGH SCHOOL- Grade Level Checked by:

School 7
to 12 ANNEX
Learning
Teacher WILLIAM N. BALALA Area
SCIENCE
DAILY ELENITA R. ROMAGOSA, PhD
Teaching Dates
LESSON and Time
July 1-5, 2019
Quarter FIRST School Principal IV
(G7 Mandarin 2:20-3:20)
LOG

MONDAY TUESDAY WEDNESDAY THURDAY FRIDAY

I. OBJECTIVES
A. Content Standard
B. Performance Standard
C. Learning
Competency/Objectives
Write the LC code for each.
II. CONTENT
July 1, 2019 July 2, 2019 July 3, 2019 July 4, 2019 July 5, 2019
Objectives must be met over the week and connected to the curriculum standards. To meet the objectives necessary procedures must be followed and if
needed, additional lessons, exercises, and remedial activities may be done for developing content knowledge and competencies. These are assessed using
Formative Assessment strategies. Valuing objectives support the learning of content and competencies and enable children to find significance and joy in
learning the lessons. Weekly objectives shall be derived from the curriculum guides.
The learners should be able to: (1) Compute for the concentration of solutions and express their concentration in different ways (2) investigate
how the size of the solid being dissolved affects how fast it dissolves in water. (3) Investigate how temperature affects the rate of dissolution
of a solid sample
The learners demonstrates The learners demonstrates The learners demonstrates The learners demonstrates DLL Preparation and
an understanding of some an understanding of some an understanding of some an understanding of the submission. Checking of
important properties of important properties of important properties of properties of substances that student outputs.
solution solution solution distinguish them from
mixtures
The learners shall be able The learners shall be able to The learners shall be able The learners shall be able to
to different concentrations different concentrations of to different concentrations investigate the properties of
of mixtures according to mixtures according to uses of mixtures according to mixtures of varying
uses and availability of and availability of materials uses and availability of concentrations using
materials materials available materials in the
community for specific
purposes
The learners should be The learners should be able The learners should be The learners should be able
able to: express to: express concentrations of able to: express to: distinguish mixtures from
concentrations of solutions solutions quantitatively by concentrations of solutions substances based on a set
quantitatively by preparing preparing different quantitatively by preparing of properties
different concentrations concentrations different concentrations
S7MT-Id-3 S7MT-Id-3 S7MT-Id-3 S7MT-Ie-f-4
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.
Solutions Solutions Solutions Substances and Mixtures Substances and Mixtures

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 III. LEARNING
RESOURCES
A. References
1. Teacher’s Guide pp. 3-4 pp. 4-5 pp. 7-8 pp. 9-10
pages
2. Learner’s Materials pp. 7-9 pp. 10-12 pp. 12-13 pp. 13-14
pages
3. Curriculum Guide Kto 12 Curriculum Guide Kto 12 Curriculum Guide - Kto 12 Curriculum Guide Kto 12 Curriculum Guide
Science (August 2016), Science (August 2016), Science (August 2016), Science (August 2016),
pp.39 pp.39 pp.39 pp.39
4. Additional Materials -
from Learning
Resource (LR)portal
B. Other Learning -
Resource
IV. PROCEDURE These steps should be done across the week. Spread out the activities appropriately so that students will learn well. Always be guided by demonstration
S 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.
A. Reviewing previous (5 minutes) (5 minutes) (5 minutes) (5 minutes)
lesson or presenting the Students recall how to divide Students recall how Students recall how size
new lesson Recalling the and multiply decimals solutions can be described particles affect dissolution
characteristics of solution. in terms of concentration.
B. Establishing a purpose (5 minutes) (5 minutes) (5 minutes) (5 minutes)
for the lesson Ask students to come up In groups, ask them to write
Preparing the materials Measurement of how with a hypothesis in a a hypothesis in testable form
needed for the activity. concentrated a solution is testable form to compare how fast coffee
dissolves in cold and in hot
water.
C. Presenting (10 minutes) (10 minutes) (10 minutes) (10 minutes)
examples/Instances of By doing activity 3: What is Ask students to think about Give time for the students to
the new lesson the Evidence that a The teacher shows how to how they could investigate determine which variables
Solution is Saturated? solve problems related to this question using table should be controlled.
concentration of solution. salt. Introduce them to the
idea that crushing salt will
make the particle size
smaller.
D. Discussing new (16 minutes) (16 minutes) (16 minutes) (16 minutes)
concepts and practicing
new skills # 1 Collecting of ideas from the Discussion & Practice Drill Activity 4: Size Matters Activity 5: How Fast does
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 students about
characteristics of solutions.
Students are also expected
to identify the independent,
dependent and controlled
variables in the experiment
E. Discussing new Using their skills in
concepts and practicing following instructions for
new skills # 2 the said activity.
F. Developing mastery (10 minutes)
(leads to Formative Students by this time must
Assessment 3) have identified the different
properties of solutions and
able to distinguish
concentrated to diluted
type of solution.
G. Finding practical (4 minutes)
application of concepts Different materials around
and skills in daily living us are classified as
solutions.
Let them know that soda
drinks (eg. Softdrinks) is an
example of supersaturated
solution.
H. Making generalizations (5 minutes)
and abstractions about Solutions around us have
the lesson different properties.
I. Evaluating learning (5 minutes)
Checking their answers as
a group shall be done after
the activity proper
J. Additional activities for None
application or
remediation
Boys Vs. Girls
Students will use their
mathematical skills
(10 minutes)
Students by this time should
learn how to solve problems
related to concentrations of
solution.
The teacher will show some
examples of how to solve
percent by mass and
percent by volume.
(4 minutes)
Person’s preference of sugar
concentration in their coffee
(5 minutes)
Concentration of solution
can be expressed differently.
(5 minutes)
Exercises
Students will use their
critical thinking skills and
inquiry approach
(10 minutes)
Check the procedure of the
students. The dependent
and independent variables
should be identified. The
control variable should also
be specified and
considered in the
procedure to be done.
(4 minutes)
Crushing salt makes
dissolution rate faster than
rock salts.
(5 minutes)
Students must state that
smaller particles dissolve
faster than bigger ones.
(5 minutes)
Guide Questions and
response presentation
Coffee Dissolve in Hot
Water? In Cold Water?
Students will use their critical
thinking skills and inquiry
approach
(10 minutes)
Check the procedure of the
students. The dependent
and independent variables
should be identified. The
control variable should also
be specified and considered
in the procedure to be done.
(4 minutes)
Temperature affects
dissolution of solute in a
given solvent
(5 minutes)
Students must state that the
higher the temperature, the
faster the solute will
dissolve.
(5 minutes)
Guide Questions and
response presentation
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 V. REMARKS

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

WILIAM N. BALALA
Head Teacher I
Muñoz National High School-Annex

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MNHS-Annex