School BUNGA INTEGRATED SCHOOL Grade Level 7

Teacher CHIARA YASMIN O. HANDUGAN Learning Area SCIENCE

DAILY
LESSON LOG Teaching Time 7:30 – 8:30 A.M. Quarter THIRD

Day MONDAY

Date

I. OBJECTIVES At the end of the session, the learners should be able to:
1. describe the phase change of matter;
2. demonstrate how phase change occurs in water; and
3. Appreciate the concept of phase change of matter by relating it to our day-to-
day living.

A. Content Standard
B. Performance Standard
The learners demonstrate an understanding of the particle nature of matter as
basis for explaining properties, physical changes, and structure of substances
and mixtures.
The learners should be able to present how water behaves in its different states
within the water cycle.

C. Learning Competency/Objectives The learners should be able to explain the physical changes in terms of the
Write the LC code for each. arrangement and motion of atoms and molecules. (S7MT-IIIc-d-9)

II. CONTENT Phase Changes of Matter

III. LEARNING RESOURCES

A. References

1. Teacher’s Guide pages Contextualized Learning Activity Sheet for Science 7

2. Learner’s Materials pages Learner’s Materials for Grade 7 Science

3. Textbook pages None

4. Additional Materials from None

Learning Resource
(LR)portal
B. Other Learning Resource  Unified Learning Activity Sheet Science 7, Quarter 3, Week 3 – 4
 Slide decks
 Video clips
IV. PROCEDURES  Greetings
 Preparation
- Prayer
- Checking of Attendance
- Reminder on Minimum Health Protocols
A. Reviewing previous lesson or
presenting the new lesson
B. Motivation and presentation of
the new lesson
 Students will pass the “WOW Box” while the music is playing.
 When the music stops, the student who have the “WOW Box” will draw one
paper inside.
 He/she will either answer a question related to the previous topic or a surprise.
 Students will complete the chart below. The middle circle states the topic while
in the surrounding circles, they will write the things they know about it.

(Graphic organizers strategy -

helps the students summarize
the information in a concise
manner. Using a flow chart,
Venn diagram, or web,
students get to see the
information in a new light and
helps them organize the Phase
information in their minds, so Change
they can better grasp the new
concepts.)

Annotation for KRA 1 Objective 1

The teacher may ask the students’

prior knowledge on physical change
as what they have learned in T.L.E.
7. For them to get the idea of what  Presentation of the lesson and the objectives for the session.
phase change really means.
C. Presenting examples/Instances  The teacher will show different video clips to the students related to the
of the new lesson pictures below.

 They will tell something about it.

C. Lesson Proper  Students will be divided into five (3) groups.

1. ACTIVITY
(Learning by Doing  The teacher will remind the students on Laboratory Precautions and Safety
By John Dewey and Procedures.
Experiential Learning
Approach  Then, each group will be given materials for the activity entitled, “In Any Point
By David Kolb) in Time, They May Change”.
Materials: 2 pieces ice cubes

1 piece saucer

Procedures:

1. Put one piece of ice cube on a small saucer.

2. Observe what happens to the ice cube after two (2) minutes.
3. You may do any of the following: write a description or draw a cartoon or
illustration to show how the particles of water behave as ice changes to a liquid.

 They will do the activity in five (5) minutes only.

Members are
Cooperation Members have Members did not  Students
on tasks and
defined know their tasks and
and have defined
responsibilities have no defined
will be
POINTS responsibilities
Teamwork
at all times
most of the time responsibilities given
5 pts. 4 pts. 3 pts. points
according
CRITERIA to the
The
Scoring
The The presentation
Presentation presentation
presentation
had two or more
Rubrics
had one
was clear
confusing part
confusing parts below.

Members finish
Members finish Members did not
Time ahead of time
on time with finish on time with
Management with complete
incomplete data incomplete data
data

2. ANALYSIS  After performing the activity, students will answer the following guide questions.
(Developing Critical 1. What happens to the ice cube after two minutes?
thinking skills through Q 2. What will happen to the liquid on the saucer if it is transferred into a small
and A activity)
container and left inside the freezer after a few hours or overnight?
 The teacher will let each group to share their answers to the entire class.
 3. ABSTRACTION
(Discussion)
(Modified Lecture Strategy
By Charles K. West)
4. APPLICATION
D. Making generalizations and
abstractions about the lesson
E. EVALUATION
 MATTER is anything that has mass and takes up space.
Matter exists as solids, liquids, gases and plasma phases or states. A solid is
any matter in a form that has definite shape and volume. This means that no
matter where you put a solid, its shape and volume will stay the same. A liquid
is any matter that has a definite volume but take the shape of the container that
is holding them. A gas is any matter that does not have a fixed shape or
volume. Gases take the shape of their container and can expand or contract to
change their volume. Plasma is matter that exists in the form of high energy
charged particles.
 PHASE CHANGE is a transition of matter from one state to another.
Phase changes occur regularly in nature and can be conducted by
people. The phase in which matter exists is determine by the pressure
and temperature of its surroundings.
 TYPES OF PHASE CHANGES
1. Freezing occurs when a liquid changes to solid
2. Melting occurs when a solid changes to a liquid
3. Sublimation occurs when a solid changes directly to a gas
4. Deposition occurs when a gas changes directly to a solid
5. Condensation is when a gas changes directly to a liquid
6. Vaporization happens when a liquid changes directly to a gas
7. Ionization occurs when a gas changes to plasma
8. Recombination happens when plasma changes to gas
 EXAMPLES OF PHASE CHANGES
Some phase changes are common and easier for us to visualize. For
example, you have probably witnessed freezing, melting, and
vaporization just by making ice, melting ice, and boiling water.
Condensation often occurs on the outside of cold beverage containers.
This is when the humid air changes directly to a liquid on the surface of
the container.
 Students will think of the different changes that occur in their day-to-day living
or they observed from the surroundings and tell whether each change is useful
or harmful.
 They can either write an essay, a poem, or make a poster.
 Let the students point out the key concepts to summarize the lesson.
Directions: Choose the letter of the best answer. Write the chosen letter on a
separate sheet of paper.
1. Which of the following shows physical change?
A. Boiling an egg C. Burning of wood
B. Boiling of water D. Digesting of food
2. When liquid turns into solid, which of the following physical change occurs?
A. Condensation C. Freezing
B. Deposition D. Sublimation
3. The change from solid to gas which does not pass through the liquid phase is
known as _________.
A. Freezing C. Sublimation
B. Melting D. Vaporization
 4. The following are substances that sublime, EXCEPT;
A. mothballs C. water vapor
B. ice D. iodine crystals
5. What is being added or removed from the process of a particular physical
change?
A. water C. gas
B. heat D. pressure
F. Additional activities for Remediation, if necessary
application or remediation
Directions: Answer as directed.
V. ASSIGNMENT
1. Is melting endothermic or exothermic? Explain.

2. Is vaporization endothermic or exothermic? Explain.

3. Describe the process of sublimation and give an example. Is sublimation

endothermic or exothermic? Explain.

4. Write a chemical equation for the sublimation of water.

Prepared by: Reviewed by: Noted by:

CHIARA YASMIN O. HANDUGAN ELLA C. ARMAYAN NELLY A. DOLORICON, HT-II

SST-I MT-I/Academic Coordinator School Head
 Republic of the Philippines
Department of Education
CARAGA REGION
SCHOOLS DIVISION OF SURIGAO DEL SUR
LANUZA DISTRICT
BUNGA INTEGRATED SCHOOL

ANNOTATION FOR KRA 1 OBJECTIVE 2

The Department of Education (DepEd) underscored the crucial role of well-prepared and well-planned lessons
in the delivery of quality teaching and learning in schools.

For the past six (6) years, I learned different types of lesson plan such as Whole Brain Literacy (WBL), 5Es and
among others. But, I chose to use the format 4As (Activity, Analysis, Abstraction, Appication). A standard template
based on DepEd Order No. 42, s. 2016, or the Policy Guidelines on Daily Lesson Preparation for the K to 12 Basic
Education Program.

I believe that the format I used is effective and efficient in managing the class and lessons and ensure the
achievement of learning outcomes. Furthermore, this lesson plan affirms the role of the teacher as a facilitator of
learning. It provides the teacher with an opportunity for reflection on what learners need to learn, how learners learn,
and how best to facilitate the learning process. As you can see, it also empowers the teacher to carry out quality
instruction that recognizes the diversity of learners inside the classroom, allows the use of varied instructional and
formative assessment strategies including the use of information and communications technologies (ICTs), and enables
the teacher to guide and support learners in developing and assessing their learning across the curriculum.

Prepared by: Reviewed by: Noted by:

CHIARA YASMIN O. HANDUGAN ELLA C. ARMAYAN NELLY A. DOLORICON, HT-II
SST-I MT-I/Academic Coordinator School Head

Republic of the Philippines

Department of Education
CARAGA REGION
SCHOOLS DIVISION OF SURIGAO DEL SUR
LANUZA DISTRICT
BUNGA INTEGRATED SCHOOL

ANNOTATION FOR KRA 4 OBJECTIVE 16

As teachers, we are aware of the many delays in bringing theory to practice. Maybe because some of us were still in
traditional approach of teaching which only focuses on delivering information to students. But, the goal of teaching is to facilitate
students to construct their own knowledge.

The learner-centered teaching philosophy I used as basis for planning and/or designing the lesson is Constructivism.

According to an author in teachtought.com, Constructivism is the theory that says learners construct knowledge rather
than just passively take in information. As people experience the world and reflect upon those experiences, they build their own
representations and incorporate new information into their pre-existing knowledge. Related to this are the processes of assimilation
and accommodation. There are essential components of constructivism according to Baviskar, Hartle and Whitney (2009); elicit
prior knowledge, apply knowledge with feedback and reflect on learning, reciprocal teaching/learning, inquiry-based learning (IBL),
problem-based learning (PBL), and cooperative learning.

For me, these are the reasons why I chose constructivism as foundation in planning and/or designing the lesson.
Constructivism sees the teacher step aside to a new role as facilitator, and the learners are encouraged to interact, exchange
views and experiences and co-construct meaning and knowledge that is based on their needs.

Prepared by: Reviewed by: Noted by:

CHIARA YASMIN O. HANDUGAN ELLA C. ARMAYAN NELLY A. DOLORICON, HT-II

SST-I MT-I/Academic Coordinator School Head