Weekly-Learning-Plan 1

Republic of the Philippines
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Department of Education
MIMAROPA REGION
SCHOOLS DIVISION OF OCCIDENTAL MINDORO
RIZAL NATIONAL HIGH SCHOOL
Weekly Learning Plan

Quarter: I Grade Level: 7
Week: 1 Learning Area: SCIENCE
MELCs: Describe the components of a scientific investigation S7MT-Ia-1
Home-based
Date/Time Objectives Topic/s Classroom-based Activities
Activities
DAY 1 Identify the Scientific Ways of Classroom Routine
steps in Acquiring Knowledge *Prayer
scientific and Solving Problems *Checking of Attendance
method. *Setting of Classroom Rules/Health and Safety Protocols
*Kamustahan
A. Recall (Elicit)
Answer Pretest item 1-15
Introduce the objectives of the lesson to students
B. Motivation (Engage)
When you are curious about a certain happening, like what breakfast that gives you
more energy or what is the fastest route from your house to school, what will you do?
C. Discussion of concepts (Explore)
Video Presentation about the context of Scientific Investigation steps. Discussion about
steps in Scientific Investigation using the figure.
Arrange Me! Arrange the steps in the proper order.
D. Developing mastery (Elaborate)
Vocabulary Match!. Match the vocabulary words in the box to their definitions
E. Application and Generalizations (Explain)
Identify and Arrange Me! Identify what step is being illustrated in each picture and
arrange the following pictures using numbers 1-6 (1 being the first step and 6 being the last
step).
RIZAL NATIONAL HIGH SCHOOL, Purok 7 Adela, Rizal, Occidental Mindoro

Principals Office: Telephone No. (043)491-0337/ Finance Office: Tel No. (043) 491-0280
Email Address: Gmail 301595@deped.gov.ph
Facebook: Rizal National High School – Occidental Mindoro
mailto:rnhsadela.occmdo@gmail.com
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F. Evaluation
Given the situations, answer the following questions.
1. The mother of John wanted to find out the effect of organic fertilizer in the growth of
pechay plant. What are the steps she is going to follow in order to find out the effect on the
growth?
2. How do steps in scientific method help in solving problems?
G. Additional/Enrichment activity (Extend)
Observe and identify problems that can be found in the picture.
DAY 2 Identify and SCIENTIFIC Classroom Routine
describe INVESTIGATION: *Prayer
scientific Identifying Problems *Checking of Attendance
problems and *Setting of Classroom Rules/Health and Safety Protocols
make *Kamustahan
observations A. Recall (Elicit)
through the Review the lesson by matching sentence with a step of the scientific method listed.
given B. Motivation (Engage)
scenarios/ Present a picture and give a short description on what you have seen in the picture.
situations; C. Discussion of concepts (Explore)
Discussion about formulating research problem. Given the scenarios, give at least 3 or
Construct a more problems in each scenario.
problem based D. Developing mastery (Elaborate)
on the given Read the statement and identify the problem stated.
scenarios/ Your friend Carmel has observed that most of the people in their area are wearing mask.
situations; She also observed that people wearing mask are less prone to the virus than those who are
not wearing mask. Carmel then wonders whether wearing a mask is important in protecting
oneself against the CoVId – 19 virus that is spreading in their community.
How is identifying a problem important in dealing with our daily situations?

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MIMAROPA REGION
F. Evaluation
Identify whether the following situations a identifies problem. Write YES if the statement
identifies a problem and NO if it does not.
1. Vincent saw bats catching insects after dark. He asked, “How do bats find the insects
in the dark?”
2. Sarah wanted to find out if the amount of rain has an effect on the growth of cactus.
Make an interview of at least 3 to 5 family members within your household. Based from
the data you gathered, answer the questions that follow.
1. What is the most common sickness experienced in your family?
2. At what particular age bracket of the family members mostly are affected by the illness?
DAY 3 Identify and SCIENTIFIC Classroom Routine
describe INVESTIGATION: *Prayer
scientific Making Observations *Checking of Attendance
problems and *Setting of Classroom Rules/Health and Safety Protocols
make *Kamustahan
observations A. Recall (Elicit)
through the Examine the situation to be able to identify the problem. Make or gather at least two
given observations.
scenarios/ *You have a sore throat.
situations; B. Motivation (Engage)
Spot the Difference. Ask the learners to work in group. Using the pictures below, spot
Construct a five or more differences you can see.
problem based C. Discussion of concepts (Explore)
on the given Discuss about making observations and the two classification of observations. Observe
scenarios/ and Gather More! Make observations and gather information for each situation
situations;  Your car won’t start.
 You received a failing grade in your test.

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MIMAROPA REGION

Identify the statement whether qualitative or quantitative observations
1. The fox is wearing a hat
2. There are 25 students inside the classroom.
Fill in the blanks with the correct word.
______ is the second step in scientific method. A(n) ______ is any information that is
gathered with the senses. In this step, the scientist will find out the _____ and make
observations regarding the problem. Observations can be qualitative or quantitative. _____
describes properties or occurrences in ways that do not use measurement. While ______
are based on measured quantities (number and unit).
F. Evaluation
Identify each situation as identifying problem or making observations. Write IP for
identifying problem and MO for making observations.
1. Dana wanted to find out how grown plants with fertilizer are different from natural grown
plants.
2. Teachers like when their students participate in classroom discussions.
3. Girls wearing Sunday dresses look beautiful and cool.
Using a Venn Diagram below, compare and contrast qualitative observation from
quantitative observation.
DAY 4 Differentiate SCIENTIFIC Classroom Routine
qualitative data INVESTIGATION: *Prayer
from Analyzing Data *Checking of Attendance
quantitative *Setting of Classroom Rules/Health and Safety Protocols
data; *Kamustahan
A. Recall (Elicit)
Interpret the Compare and contrast qualitative observation from quantitative observation.

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data gathered; B. Motivation (Engage)

and Students will work in group. Go out and look for a place where they can find different
kinds of leaves. Use your senses in observing the leaves of at least 5 plants. Record your
Develop observations in the table
accuracy and 1. Which of your senses gave the most information about the leaves?
honesty in 2. Which of your senses helped you the most in distinguishing the leaf samples?
interpreting C. Discussion of concepts (Explore)
data Discuss about ways in analyzing data.
Paper Drop! In this activity, students will drop a piece of wadded-up paper into a target
30 times, and measure how close the paper lands to the target (a coin). Students will use
two types of paper, one heavy (crumpled) and one light (plain), to see whether weight
makes a difference.
1.Which type of paper do you think will tend to land closest to the target? Explain.
Students are given tabulated data on seed germination previously recorded by a class.
Analyze the data carefully and interpret the relationship.
1. Based on the table above, which soaking time shows the highest number of seeds
germinated?
2. Among the seeds soaked, did the soaking time have any effect on the seeds
germination?
3. How is a farmer likely to interpret these findings? If he is only after a high percentage of
germination, does he still have to soak the seeds? Prove your answer.
4. Was it easy for you to interpret data presented in this way? Explain your answer.
F. Evaluation
Answer the 5-item test
Using three books and a ruler, measure the thickness of each book in millimeters (mm)

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and do not include the cover. Count the number of pages in each of the three books and
record your data in the table.
*What have you noticed on your data as you measure the thickness of the book and as
you count the pages of the book?
DAY 5 Formulate a SCIENTIFIC Classroom Routine
conclusion; and INVESTIGATION: *Prayer
Drawing Conclusions & *Checking of Attendance
Communicating Results *Setting of Classroom Rules/Health and Safety Protocols
Relate the *Kamustahan
importance of A. Recall (Elicit)
communicating Review about analyzing data through answering their assignment
results in B. Motivation (Engage)
solving Unscramble the following vocabulary words and write a concise description about the
problems to word.
others.
C. Discussion of concepts (Explore)

Discuss about Drawing Conclusions & Communicating Results
Perform the Activit: Taking it into Practice following the procedures given.
1. Analyze your results. Which coin holds the greatest number of water drops? Why?
2. What factor/s do you think has something to do with the differences in the number of
water drops a coin can hold?
Fill in the blanks with the correct word found in the box
The _____is the statement that answers the problem. When a hypothesis has been tested
many times under many different conditions and has been found to explain a group of

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observations, the hypothesis becomes a _____. If the same results have been obtained so
many times by different scientists, the summary of these experimental results becomes a
____ . Theories are ______ for some phenomena based on observations, experimentation
and reasoning. While laws, are _______ of many experimental results and observations.
F. Evaluation
Answer the 5-item test by writing A if the statement is True, and B if it is False.
Name one basic problem in your barangay. Think of possible solutions to these
problems applying your knowledge in scientific processes and scientific method.
Prepared by: Checked by: Noted by:
RONALYN A.BERNADAS LILIBETH N. PECHON LOUINA F.ATLAS

Teacher II Master Teacher I Head Teacher III


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Republic of the Philippines

Weekly Learning Plan

RIZAL NATIONAL HIGH SCHOOL, Purok 7 Adela, Rizal, Occidental Mindoro

RIZAL NATIONAL HIGH SCHOOL, Purok 7 Adela, Rizal, Occidental Mindoro

RIZAL NATIONAL HIGH SCHOOL, Purok 7 Adela, Rizal, Occidental Mindoro

D. Developing mastery (Elaborate)

RIZAL NATIONAL HIGH SCHOOL, Purok 7 Adela, Rizal, Occidental Mindoro

data gathered; B. Motivation (Engage)

RIZAL NATIONAL HIGH SCHOOL, Purok 7 Adela, Rizal, Occidental Mindoro

C. Discussion of concepts (Explore)

RIZAL NATIONAL HIGH SCHOOL, Purok 7 Adela, Rizal, Occidental Mindoro

Prepared by: Checked by: Noted by:

RONALYN A.BERNADAS LILIBETH N. PECHON LOUINA F.ATLAS

RIZAL NATIONAL HIGH SCHOOL, Purok 7 Adela, Rizal, Occidental Mindoro

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