Grade 7 SchoolSEBASTE HIGH Grade Level 7

Daily Lesson Plan SCHOOL

Teacher ANALERIO Y. DURAN Subject SCIENCE
Date and Time Quarter 3

I. OBJECTIVES
A. Content Standards The learners demonstrate an understanding on how heat is transferred

B. Performance Standards
The learner will be able to
C. Learning Competencies/ a. Describe what is heat transfer
Objectives b. Illustrate the 3 different types of heat transfer
Write the LC code for c. Cite/ appreciate the importance of heat in our daily life through role
each playing
S7LT-IIh-9

II. CONTENT HEAT TRANSFER

III. LEARNING RESOURCES

A. References Angeles et al., (2013). Science Vistas 7. Don Bosco Press, Inc.
1. T ea che r ’s Guide pages
2. Le ar ne r ’s M aterials
pages pp 69-70
3. Textbook pages
4. Additional Materials from https://www.youtube.com/watch?v=G10m2ZZRH4U
Learning Resource (LR)
portal

B.
Other Learning
Resources
IV. PROCEDURES 1. Prayer
2. Greetings
3. Checking of Attendance
Find the Missing Words
A. Reviewing previous lesson
or presenting the new
1. Diatriona
lesson 2. Oncvcetoin
3. Onctoindu
4. Ehat

B. Establishing a purpose
for the lesson
 SCIENCE LESSON PLAN
GRADE QUARTER / WEEK & DAY PAGE
LEVEL DOMAIN NO. NO.
2nd QUARTER/ 2
GRADE 7 EARTH AND SPACE

C. Presenting examples/instances Pair- Share Activity

of the new lesson

The pair shall consist of male and female

Reminders: for those who can’t see at the back or has eyesight problems you
can sit in front.

 Write your observation after watching the video

 2 pairs to share their answer

D. Discussing new concepts and INTRODUCTION OF LESSON (HEAT TRANSFER)

practicing new skills #1
Discussion of New Concept
3 METHODS OF HEAT TRANSFER

E. Discussing new concepts and

practicing new skills #2
F. Developing mastery (leads to
Formative Assessment 3) GROUP WORK

FLASH GUIDE QUESTIONS

GROUP OUTPUT PRESENTATION

The teacher asks the students to group themselves according to their

common strengths/ interests. The teacher asks them to assign the
leader, secretary, time- keeper and reporter to present their work.

G. Finding practical
applications of concepts PRESENT INSTRUCTIONAL VIDEO
and skills in daily living

H. Making generalizations
and abstractions about INTERACTIVE GAME
the lesson
Winner will be exempted from the quiz
 Evaluation:

QUIZ

J. Additional activities for

application or
Assignment
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
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:

ANALERIO Y. DURAN
Science Teacher

Noted: Checked by:

JEAN S. TUNGUIA CHERYL D. VILLANUEVA

Head Teacher II Principal II
 ACTIVITY SHEET #1
Eclipse Model
I. OBJECTIVE/S:
Construct a model of eclipse
Demonstrate solar and lunar eclipse
II. MATERIALS:
5 pcs of paper fastener Card board

Scissors Past
Bond paper e
coloring
Ruler materials
Compass
III. PROCEDURES:
Make three circles using the cardboard. These circles represent the sun, moon and earth, thus, be
particular with their sizes.
Cover the circles with bond paper then draw on each surface a sun, an earth and a moon.
Make two one-inch strips using the card board. These strips represent the distance of moon and sun
from earth, thus, be particular with length of the strips.
Make sun-earth-moon system using your models of sun, earth, moon and strips. Use the paper
fastener to connect them together. The model is similar to the image below.

http://ayzchoice preschool.blogsp ot.com/2014/01/ december-all- about-outer- space.html

IV. ANALYSIS:
Answer the following questions:
1. Using your model show the position of sun, moon and earth during solar eclipse. Which receives the
shadow?
2. What type of solar eclipse can be observe when the casted shadow is penumbra? Umbra?
3. Using the model show the position of the sun, the moon and the earth during a lunar eclipse. Which
receives the shadow?
4. What type of lunar eclipse can be observed when the casted shadow is penumbra? Umbra?
5. Using your model show the position of sun, moon and earth during a solar eclipse. Which of the moon and
earth
receives the shadow?
6. What type of solar eclipse can be observe when the casted shadow is penumbra? Umbra?
7. Draw the total solar eclipse and partial solar eclipse.
8. Using the model show the position of sun, moon and earth during a lunar eclipse. Which of the moon
and earth receives the shadow?
9. What type of lunar eclipse can be observe when the casted shadow is penumbra? Umbra?
10. Draw the total lunar eclipse and partial lunar eclipse.

SCIENCE LESSON PLAN

GRADE QUARTER / WEEK & DAY PAGE
LEVEL DOMAIN Fourth NO. NO.
7 Quarter 5
 ACTIVITY SHEET #1
Casting of Shadows

I. OBJECTIVE/S:
Describe the shadow casted by the illuminated part of the moon on earth
Differentiate penumbra from umbra
Examine the parts of the shadow casted by the illuminated part of the moon on earth
II. MATERIALS:
Flashlight
Two tin cans
Long bond paper
Pencil
Black and gray crayons
III. PROCEDURES:
Flattened the bond on the table.
Put one bottle on its side.
Use the flashlight to form a shadow of the bottle on the bond paper.
Put the other bottle 450 behind of the first bottle.

Use the flashlight to form shadow of the two bottles on the bond paper.
Using the pen, trace the shadows.
Color the darkest shadow with black and the rest of the shadow with gray.
Label the black part of the shadow as umbra and the gray part of the shadow as penumbra
IV. ANALYSIS:
Questions:
How does shadow form?
What are the two parts of the shadow?
How do they differ from one another?
Why do you think umbra is darker than penumbra?
How will you relate this from the shadow casted by moon on earth?