LORENZO TAN NATIONAL HIGH SCHOOL

Lorenzo Tan, Tangub City

NATIONAL LEARNING CAMP

VALIANT - CONSOLIDATION CAMP ATTENDANCE

No. NAME OF CAMPERS August 1, 2023 August 2, 2023 August 3, 2023

BOYS:
1 BASINILLO, RENZEL HEART
2 BAUTISTA, KURT ANDRIE
3 CABASAG, JAMES D.
4 CATALAN, JHONRIENEL R.
5 LAMESA, NEJIE L.
6 LANGOYAN, JHANDIE VON A.
7 LARIDE, MEYSAL P.
8 MAGHANOY, JHON MARK
9 MALALIS, JORINGEL JR. R.
10 MANUSA, RYX P.
11 MIÑOZA, CRIST EJ A.
12 PELLERIN, EFFAIM CHELO G.
13 REYES, JERALD M.
14 SINGGIT, MARQUIN S.
15 TUBA, BENJIE C.
GIRLS:
1 ABASOLA, NOREEN
2 ALTOBAR, ROXANNE GRACE C.
3 CALIMPONG, JONABEL
4 CATULAG, EMIE ROSE E.
5 CRUZ, REANA J.
6 DABALOS, MARY JEAN A.
7 DEJACTO, CRYSTAL MAE S.
8 GORRE, FRITZIEL JANE T.
9 GUIBAO, RECA JANE E.
10 GUIBAO, RHEALOU L.
11 LOPEZ, DYLEEN S.
12 MAGHANOY, JHON MARK
13 MAINIT, CHARIS C.
14 MALALIS, CHRISTEL MAE V.
15 NALDO, TREAZYL VINE T.
16 ONTO, MAY ANN B.
17 POLO, REYNALIN A.
18 QUIZON, MYLLA T.
19 SARSALIJO, CHICUAH MACHELL C.
20 SOLATORIO, IRENE C.
21 TORIO, MICHAELA NICOLE T.
CE

REMARK
 LORENZO TAN NATIONAL HIGH SCHOOL
Lorenzo Tan, Tangub City

NATIONAL LEARNING CAMP

Fearless - Intervention Camp 2; Science 7

Week Key Idea Lesson purpose /Intention Duration Topic Procedure/Activities Assessment/
Evaluation

 Refer students to the main lesson stimulus and

Scientific investigations Explain to the students that this lesson is read out the text.
use fair tests and are about describing and writing the Scientific  Ask students to read the text to themselves.
written up in a standard components of a scientific investigations – The  Ask students if there are words that they are Recitation /
way, with sub-headings investigation and how important this is for Day 1 Importance of Fair not familiar with (such as, balloons, backyard) Written test
for the key learning and when answering questions in Testing and give
parts. science. descriptions of any words that may be
problematic.

Scientists use flow charts The lesson is about drawing and using flow  Refer students to the main lesson stimulus
to summarize the diagrams and how important that is for What’s in the and read out the text. Recitation /
processes in separating learning and when Day 2 Bucket? Written test
1
substances. answering questions in science.  Ask the students to read the text to
themselves

 Refer students to the main lesson stimulus

Scientific processes are Explain to the students that this lesson below and read out the text.
used to accurately is about reading a science text and A Seawater Fish  Ask the students to read the text to Recitation /
determine the Day 3 themselves. Refer students to the main lesson
concentration of a how important reading is for learning Tank stimulus below and read out the text. Written test
solution and when answering questions. The  Ask the students to read the text to
lesson is about homogenous and themselves.
heterogenous mixtures. We want to be
sure we know and understand about
solutions and their concentrations.

Scientific diagrams are
used to describe the Reading scientific diagrams and how
important reading is for learning and when
levels of biological answering questions
organization
2
The lesson is about reading scientific
texts and how important reading is for
learning and when answering
questions. The lesson is about cells. We
Cells are the basic want to be sure we know and
structure of all living understand the importance of cells to
things. all living things.
Plants need certain abiotic conditions
to grow.
Prepared:
MAY S. JUROS
NLC Science 7 Volunteer
Refer students to the main lesson stimulus
and read out the text. Ask students to read
From Cells to the text to themselves.
Day 1 Oral/Written Test
Biosphere Ask students if there are any words that
they are not familiar with (or suggest
examples such as
biological, organization) and give
descriptions of any words that may be
problematic
Refer students to the main lesson stimulus
Day 2 Why Cells? and read out the text.  Ask the students to
read the text to themselves.  Ask the
students if there are any words that they
are not familiar with (or suggest examples
such bacteria, trillion) and give descriptions
of any words that may be problematic Oral/Written Test
Answer the activities on components 4A to
Day 3 Scientific 4C. Choose any words of which they are not
investigation – familiar (such as radish) and give
How much descriptions of any words that may be
Watering? problematic. Oral/Written Test
Day 1 LAC SESSION
 It is important in Explain to the students that this lesson
Science to be able to is about reading scientific texts and
interpret and convert how important reading is for learning
everyday language and when answering questions. The
read in texts into more lesson is about the biotic and abiotic
technical scientific features of an ecosystem.  Refer students to the main lesson stimulus and
read out the text.
language because  Ask the students to read the text to
technical language themselves.
helps communicate Recitation /
Day 2 Biotic and Abiotic  Ask the students if there are any words that Written test
complex scientific ideas they are not familiar with (or suggest examples
more succinctly. such as
tidal, subtidal, supratidal) and give descriptions
of any words that may be problematic.

3
 Refer students to the main lesson stimulus and
read out the text.
 Explain to the students that this  Ask the students to read the text to
lesson is about reading scientific texts themselves.
Recitation /
Understanding and how important reading is for Day 3 Climate Change  Ask the students if there are any words that
Written test
technical scientific learning and when answering they are not familiar with (or suggest examples
language is important questions.  The lesson is about such as
global warming, bleaching) and give descriptions
for readers to climate change. We want to be sure of any words that may be problematic.
accurately interpret we know and understand about
information from predicting the effect of changes to the
scientific media articles abiotic factors on the ecosystem.

The lesson is about understanding more

deeply that the atmosphere is made of air
that covers the whole  Read out difficult or unfamiliar words or
There is air all around Earth. We will be recalling the features of Day 4
the atmosphere, and developing towards a
The Atmosphere of
Earth phrases and ask the students to read them Recitation /
Written test
the Earth’s surface but better to themselves and then out loud as a class.
the layer of air is very, understanding of how it influences the  Discuss with students what might be the
very thin compared to Earth and life on the planet. origin or original meaning of the word
the size of the Earth. Atmosphere.
Day 5 LAC SESSION
Day 1
4
4 Day 2
Day 3