7E’S Semi-Detailed Lesson plan

Topic / Title 1.2 Atoms and Molecules

Grade Level Grade 8
Time Allotment 120 minutes
Teacher Zorilla, Rica Pearl
Learning Competency
Explain physical changes in terms of the arrangement and motion of atoms and molecules.
Objectives
By the end of class, students should be able to:
1. Investigate some properties of water.
2. Describe on the molecular level how cooling water vapor causes condensation.
3. Explain on the molecular level why a low enough temperature can cause the water vapor in air to condense to liquid
water and freeze to form ice.
4. Relate changes of state to the water cycle.
ELICIT (Access prior knowledge). Materials and Assessment Tool
Students will be grouped into 3 with names solid, liquid and gas. The group will
expressively say Oo, Hindi or Pwede as their response to the statement given by the Group name/label
teacher to describe them (similar to Pinoy Henyo). The descriptions are as follows: Score card
Trial: Occupies space (all groups will say Oo)

1. Takes the shape of the container

2. A mixture
3. Has fixed positions
4. Has low resistance to compression
5. Has particles which are essentially independent
6. Has particles which can move easily past one another
7. Evaporates
8. Transforms into solid at certain conditions
9. Is able to flow
10. Gains heat when changes state
Score cards will be used to record students’ correct answers.
ENGAGE (Get the students’ minds focused on the topic (short; question or picture).
1. The students will play 4 pics 1 word. Pictures of clouds, dew, and fog are given for
them to get the word CONDENSATION. Let students identify what is in the picture. Ask
them what they are made of and how they are formed. 4 pictures related to condensation
2. Show students a clear plastic cup filled with cold water with ice. Ask them why water
appears on the outside of the cup.
3. Discuss with students their experiences with moisture on the outside of a cold cup
or other container.
EXPLORE (Provide students with a common experience).
1. Pre-lab Discussion: Introduce the process condensation. Remind students that water Activity Sheet 1
vapor is one of the gases that makes up air (show chemical composition of air). Make Materials for each group
sure students understand that the moisture on the outside of the cup came from the 2 clear plastic cups, tap water,
water vapor in the air. crushed ice, 1.5L transparent Plastic
2. Let the students perform activity 1. The activity should make the students realize bottle (cut into half, bottom part),
that the more air that can hit the cold cup, the more water will form on it by 7”x12” transparent plastic bag, 30
condensation. mL empty syringe (without needle),
2 pcs brown paper towel
Key Concepts:
 Condensation is the process in which molecules of a gas slow down, come
together, and form a liquid. Laboratory Performance rating
 When gas molecules transfer their energy to something cooler, they slow sheet
7E Model Lesson Plan developed by Ellen J. Castro, Dept. of Science and Mathematics Education, MSU-IIT, Philippines
 down and their attractions cause them to bond to become a liquid.
 Increasing the amount of water vapor in the air increases the rate of
condensation.
EXPLAIN (Teach the concept. Should include interaction between teacher and students).
1. Each group will present their laboratory report. After the report, the teacher will give Output Presentation Rating Sheet
inputs on important concepts missed by the students. He will also give feedback on
their laboratory activity group performance.
2. Show an animation to help student understand at a molecular level what happens
when gases condense to liquid state.
3. Explain to students that evaporation and condensation occur naturally in the water Water Cycle animation
cycle.
ELABORATE (Students apply the information learned in the Explain).
1. Let the students perform “Fogging up a mirror.” This short activity will make them Mirror (at least 1 per group)
realize that mirror fogs up because of the molecules of water vapor in our breath. The
water vapor comes from the air that we inhale from the atmosphere.
2. Remind the students the compositions of air in the atmosphere and what happens Chart of air compositions
to them when we inhale and exhale them.

Key Concepts
 Water vapor is one of the air composition.
 Water vapor is present in the air that we inhale and exhale.
EVALUATE (How will you know the students have learned the concept)?
The activity sheets and performance rating sheets will serve as the “Evaluate”
component of the lesson plan. These are formative assessment tools of student
progress and understanding.
EXTEND (Deepen conceptual understanding through use in new context).
Discuss how to design an experiment to find out whether increased cooling of the Activity Sheet 2
water vapor affects the rate of condensation. The materials will be provided by the Materials for each group
teacher. 1 cup Room temperature water,
1 cup Cold water, 3 empty clean
Questions to Investigate milk cans (370mL), 3 metal spoons
Does making water vapor colder increase the rate of condensation? or sturdy sticks, 5 tablespoons of
Can water vapor be cooled enough to change it to a liquid and then to a solid? salt, 1 cup crushed ice

The experiment design rating sheet should be given to the students before the activity. Experiment design rating sheet
Peer assessment rating sheet
The students may have many ideas for cooling water vapor. Help students understand
that they will need at least 2 samples of water vapor cooled differently. The presence
of salt in the list of materials will make them apply their knowledge on colligative
properties of solution.

Key Concepts
 Water vapor molecules condenses to form tiny drops of water in clouds or
rain.
 Cooling water vapor enough causes it to freeze to form tiny ice crystals in
clouds or snow.

7E Model Lesson Plan developed by Ellen J. Castro, Dept. of Science and Mathematics Education, MSU-IIT, Philippines
References
DepEd Grade 8 Science Learner’s Material
Chemistry the Physical Setting. Myers. et.al.
Changing State-Condensation. http://www.middleschoolchemistry.com/lessonplans/chapter2/lesson3. Date accessed October
6, 2015
Water Cycle animation. https://www.youtube.com/watch?v=Az2xdNu0ZRk. Date accessed October 6, 2015

7E Model Lesson Plan developed by Ellen J. Castro, Dept. of Science and Mathematics Education, MSU-IIT, Philippines
 7E’S Semi-Detailed Lesson plan
Topic / Title Processes and Landforms along Plate Boundaries

Grade Level Grade 10

Time Allotment 60 minutes
Teacher Zorilla, Rica Pearl
Learning Competency
Demonstrate an understanding of he relationship among the locations of Volcanoes, earthquake epicentres, and
mountain ranges

Objectives
By the end of class, students should be able to:
1. Compare and contrast the continental crust from the oceanic crust based on their thickness, density and
temperature
2. Explore the various effect of plate tectonics on the Earth’s lithosphere
3. Appreciate the formation of the different geologic landforms on Earth The learners demonstrate an
understanding of the relationship among the locations of volcanoes, earthquake epicentres, and mountain
ranges The learner shall be able to ensure disaster preparedness during earthquakes, tsunamis and
volcanic eruptions. Explain the different processes that occur along plate boundaries S10LT-Ia-j-36.3
Processes and Landforms along Plate Boundaries
ELICIT (Access prior knowledge). Materials and Assessment Tool
(5 minutes)
Activity 1: 4 Pic 1 Word (in ppt) Present the images. Let them guess what the Pictures related to topic
picture all about. All words are associated with the previous lessons. The first
student to stand and guess the correct answer will get 1 stamp. A. Score card

Reviewing previous lesson or presenting the new lesson.

ENGAGE (Get the students’ minds focused on the topic (short; question or picture).

Establishing a purpose for the lesson

- 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

The teacher ask the following questions to connect previous lesson to present:
1. How many lithospheric or crustal plates our planet Earth have?
2. How do these plates classified?
3. What are the bases of dividing the lithospheric plates? 4. What are the three
different types of plate boundaries? Describe each of O-8 this type.

EXPLORE (Provide students with a common experience).

7E Model Lesson Plan developed by Ellen J. Castro, Dept. of Science and Mathematics Education, MSU-IIT, Philippines
(20 minutes) Activity Sheet 1
Materials for each group
-Group the students into five groups. Let the group explore the phet simulation
on the following concepts: thickness, temperature, and density of the
continental and oceanic crust; converging two plates, diverging two plates and Laboratory Performance rating
two plates sliding past each other sheet
-Assist the group how to use the phet simulation

EXPLAIN (Teach the concept. Should include interaction between teacher and students).
-Explain the topic using the following guide questions: Output Presentation Rating Sheet
Developing mastery (leads to Formative Assessment 3).

Finding practical applications of concepts and skills in daily living

1. Which is thicker, the continental crust or the oceanic crust?

3. Which is denser, the continental crust or the oceanic crust? 3
4. What has higher temperature, the continental crust or the oceanic crust?
5. What happens when two adjacent plates moves towards (converge) each
other?
6. What happens when two adjacent plates moves away (diverge) from each
other?

ELABORATE (Students apply the information learned in the Explain).

Show these landforms:

Making generalizations and abstractions about the lesson

1. In your Araling Panlipunan, you have learned that our country has an
amazing land formations such as mountains, volcanoes, hills, valleys and many
others, how these were formed?

3. As a student, how can you take pride on these beautiful natural landscapes?

EVALUATE (How will you know the students have learned the concept)?
Read the sentences carefully and choose the best answer. Performance rating sheet
Write the letter of your answer in your journal.
1. Why does the oceanic crust subducts under the continental crust O-1 when
they collide?
a. oceanic crust is denser than continental crust
b. oceanic crust is less dense than continental crust
c. oceanic crust is thicker than continental crust
d. oceanic crust is thinner than continental crust
2. Which of the following geologic events and features that form when two
adjacent plates collide to each other? a. subduction b. mountains c. volcanoes
d. all of these
3. All of the following statement are TRUE about the continental crust and
oceanic crust EXCEPT a. oceanic crust is thicker than continental crust b.
oceanic crust is denser than continental crust c. oceanic crust has less
temperature near the surface d. oceanic crust can collide with continental crust

EXTEND (Deepen conceptual understanding through use in new context).

7E Model Lesson Plan developed by Ellen J. Castro, Dept. of Science and Mathematics Education, MSU-IIT, Philippines
Additional activities for application or remediation Activity Sheet 2

Reflective Writing: What is the most valuable information you have learned in Peer assessment rating sheet
today’s lesson? Write your reflection in your journal notebook.

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 Resources

7E Model Lesson Plan developed by Ellen J. Castro, Dept. of Science and Mathematics Education, MSU-IIT, Philippines
 7E’S Detailed Lesson plan
Topic / Title The Reproductive System
Grade Level Grade 10
Time Allotment 120 minutes
Teacher Zorilla, Rica Pearl
Learning Competency
Describe the parts of the reproductive system and their functions S10LT-IIIa-33 The Reproductive System
Objectives
By the end of class, students should be able to:
1. Identify the parts of the male and female Reproductive System
2. Describe the parts of the reproductive system and their functions
3. Appreciate the value of having a healthy body The learners demonstrate an understanding of organisms
as having feedback mechanisms, which are coordinated by the nervous and endocrine systems , and how
these feedback mechanisms help the organism maintain homeostasis to reproduce and survive

ELICIT (Access prior knowledge). Materials and Assessment Tool

Guess what Activity 1 (in ppt)
Present the images of the different organ system in our body. Let them guess Ppt provided
what it is. The first to stand and guess the correct answer will get 5 point each. Group name/label
Score card
Reviewing previous lesson or presenting the new lesson
ENGAGE (Get the students’ minds focused on the topic (short; question or picture).
The teacher emphasizes that among the organ system in our body, the lesson
focus on the male and female reproductive system. Begin the lesson by
presenting the images in ppt. Ppt contain pictures related to
reproductive organ of male and
Ask: What things come into your mind first??? female.

Ask: How old are you when you notice some changes in your body? Do you
have some questions raised in your mind that you are afraid to ask? Are you
curious of what happens in your body? Unlock Me Activity (in ppt)
Understanding terms associated with the reproductive system through
scrambled letter words. First to guess the answer still gets 5 points each.

Discussing new concepts and practicing new skills.

EXPLORE (Group engagement activity).

Group the students (according to their level of interest/intelligence). Activity Sheet 1

Use the group checklist to monitor student’s performance during the group Cellphone, any available object,
activity. present a jingle, poem, graphic
1- color the male and female reproductive organ organizer etc)
2- cut out the reproductive organs and paste it in the reproductive organ
template Laboratory Performance rating
3- (composed of female only)- watch a video about the male reproductive sheet
system and present it in the class on the format of their choice
4- (composed of male only)- watch a video about female reproductive
system and present it in the class on the format of their choice
7E Model Lesson Plan developed by Ellen J. Castro, Dept. of Science and Mathematics Education, MSU-IIT, Philippines
EXPLAIN (Teach the concept. Should include interaction between teacher and students).
 Explain the topic using the following guide questions: Individual Rating Sheet
 Developing mastery (leads to Formative Assessment 3)
 Finding practical applications of concepts and skills in daily living
 Making generalizations and abstractions about the lesson

1. What are the parts of the male reproductive system?

2. What are the parts of the female reproductive system?
3. What are the functions of each part?
4. What is the main function of the reproductive system in our body?

ELABORATE (Students apply the information learned in the Explain).

As a Grade 10 student, how important to you is knowing your own body parts
 especially your reproductive organs? How can you relate this topic in
your MAPEH subject on topic such as reproductive diseases, sexually
transmitted diseases and teenage pregnancy?.
EVALUATE (How will you know the students have learned the concept)?
Additional activities for application or remediation Performance rating sheet

Direction: Identify the parts of the male and female reproductive system based
on the given structure or function.
1. What is the male reproductive organ that produces the sperm cells?
2. What part of the female reproductive organ where baby grows up to 9
months?
3. What are the two male reproductive organs that produce most of the fluids
that make up the semen?
4-5. The male sex cell is called _____ while the female sex cell is called
_______.

EXTEND (Deepen conceptual understanding through use in new context).

Answer a question to test their understanding in the concept of learning. Peer assessment rating sheet
(Assignment)

What is one new piece of information you have learned in today’s lesson?
Write your reflection in your journal notebook to be shared tomorrow.

References
DepEd Grade 10 Science Learner’s Material
Teacher’s Guide pages
Textbook pages
Additional Materials from Learning Resource (LR) portal
Other Learning Resources

7E Model Lesson Plan developed by Ellen J. Castro, Dept. of Science and Mathematics Education, MSU-IIT, Philippines
7E Model Lesson Plan developed by Ellen J. Castro, Dept. of Science and Mathematics Education, MSU-IIT, Philippines