School Grade &

Candaping National High School 7 - Almeda

Section
DAILY Teacher
Ronie B. Mabayambang
Learning
SCIENCE
LESSON Area
Teaching Dates
PLAN Quarter 1
& Time
Week No. 2 Day 3 Duration

Objectives must be met over the week and connected to the curriculum standards. To meet the objectives, necessary procedure must be followed and if needed,
additional lessons, exercises, remedial activities may be done for developing content knowledge and competencies. These are assessed using Formative
I. OBJECTIVES Assessment strategies. Valuing objectives support the learning of content and competencies and enable children to find significance and joy in learning the
lessons. Weekly objectives shall be derived from the curriculum guide.
A. Content The Learners demonstrate an understanding of scientific ways of acquiring knowledge and
Standards solving problems.
B. Performance The Learners shall be able to perform in groups in guided investigations involving
Standards community based problems using locally available materials.
C. Learning 1. Describe the components of a scientific investigation. S7MT-Ia-b-1
Competency/ies
Write the LC Code for each.
Knowledge: Interpret collected data from experiments.
D. Learning
Skills: Present the results of the group experimentation.
Objectives
Attitudes: Verify the hypothesis based on the results of the experiment.
Content is what the lesson all about. It pertains to the subject matter the teacher aims to teach in the CG, the content can be tackled in a week or two.
II. CONTENT/TOPIC Communicating results: Presentation of Outputs
III. LEARNING List the materials to be used in different days. Varied sources of materials sustain children’s interest in the lesson and learning. Ensure that there is a mix of
concrete and manipulative materials as well as paper-based materials. Hands-on learning promotes concept development.
RESOURCES
A. References
1. Teacher’s Guide
pages
2. Learner’s
Materials pages
1. Chemistry III Textbook. Mapa, Amelia P., Ph. D., et. al. 2001. pp. 7-9.
3. Textbook pages 2. Science and Technology III: Chemistry Textbook. NISMED. 2012. pp. 3-5.
3. Science and Technology III. NISMED. 1997. pp. 14-16.
4. Additional
Materials from
1. BEAM I. Module 2.
Learning 2. OHSP Integrated Science I. Quarter I. Module 1.
Resource (LR)
Portal
B. Other Learning
Write-up per group
Resources
These steps should be across the week. Spread out the activities appropriately so that students will learn well. Always be guided by demonstration of learning by
the students which you can infer from formative assessment activities. Sustain learning systematically by providing students with multiple ways to learn new
IV. PROCEDURES things, practice their learning, question their learning processes, and draw conclusion about what they learned in relation to their life experiences and previous
knowledge. Indicate the time allotment for each step.
A. Reviewing
previous lesson or
presenting the new
lesson.
ELICIT (The activities in this section
will evoke or draw out prior concepts of
or experiences from the students)
B. Establishing a The students will be asked with this question: What to do after drawing a conclusion
AWARENESS

purpose for the based from the results gathered from the experiment? The findings will be reported or
lesson. communicated.
ENGAGE (The activities in this section
will stimulate their thinking and help them
access and connect prior knowledge as a
jumpstart to the present lesson.)
C. Presenting
examples/instance
s of the new lesson.

D. Discussing the new Each group will have two representatives who will present to the class their
concepts and investigation/experimentation.
practicing new
skills #1.
EXPLORE (In this section, students
ACTIVITY

will be given time to think, plan,

investigate, and organize collected
information; or the performance of the
planned/prepared activities from the
student’s manual with data gathering and
Guide questions)
E. Discussing the new
concepts and
practicing new
 skills #2.
F. Developing Ask these questions to the class:
mastery 1. How would your chosen experiment benefit your community?
(Leads to formative 2. How many times did you conduct the experiment?
assessment 3). 3. How does repetition affect the validity of the results of the experiment?

ANALYSIS
EXPLAIN (In this section, students will 4. Is your hypothesis accepted or rejected? Justify your answer.
be involved in an analysis of their 5. What is the proper thing to do when your hypothesis is rejected?
exploration. Their understanding is
clarified and modified because of
reflective activities)/Analysis of the
gathered data and results and be able to
answer the Guide Questions leading to
the focus concept or topic of the day.
G. Making What are the different steps of scientific method? Describe each concisely.
generalization and ABSTRACTION
abstraction about
the lesson.
ELABORATE (This section will give
students the opportunity to expand and
solidify / concretize their understanding
of the concept and / or apply it to real –
world situation)
H. Finding practical Pose this to the class:
application of
APPLICATION

The scientific method is a potent tool that helps humans to magnify things around
concepts and skills them. By following the steps in the investigatory process, details, which are possible
in daily living. answers to our problems are illuminated. In so doing, what must we consider?

I.
Evaluating A rubric will be used in rating the presentation of each group.
ASSESSMENT

learning.
EVALUATION (This section will
provide for concept check test items and
answer key which are aligned to the
learning objectives - content and
performance standards and address
misconceptions – if any)
J. Additional Study the components of the scientific investigation for a summative test next meeting.
activities for
ASSIGNMENT

application or
remediation.
EXTEND (This sections give situation
that explains the topic in a new context ,
or integrate it to another discipline /
societal concern)

V. REMARKS

Reflect on your teaching and assess yourself as a teacher. Think about your students’ progress this week. What works? What else needs to be done to help the
VI. REFLECTION students learn? Identify what help your instructional supervisors can provide for you so when you meet them, you can ask them relevant question.
A. No. of learners who
earned 80% on the
formative assessment
B. No. of learners who
require additional activities
for remediation
C. Did the remedial lesson
work? No. of learner who
caught up with the lesson
D. No. of learner 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?
NOTE: Procedure is adapted/adopted from DLP 2017 of DepEd-Division of Lapu-Lapu City as reference.

Oral Presentation Rubric

TRAIT 4 3 2 1
Nonverbal Skills
Eye Contact Holds attention of Consistent use of Displayed minimal No eye contact with
entire audience with direct eye contact eye contact with audience, as entire
the use of direct eye with audience, but audience, while report is read from
contact, seldom still returns to notes. reading mostly from notes.
looking at notes. the notes.
Body Language Movements seem Made movements or Very little movement No movement or
fluid and help the gestures that or descriptive descriptive gestures.
audience visualize. enhances articulation. gestures.
Poise Student displays Makes minor Displays mild tension; Tension and
relaxed, self-confident mistakes, but quickly has trouble nervousness is
nature about self, recovers from them; recovering from obvious; has trouble
with no mistakes. displays little or no mistakes. recovering from
tension. mistakes.
Comments:

Verbal Skills
Enthusiasm Demonstrates a Occasionally shows Shows some Shows absolutely no
strong, positive positive feelings negativity toward the interest in the topic
feeling about the topic about the topic. topic presented. presented.
during the entire
presentation.
Elocution Student uses a clear Student’s voice is Student’s voice is low. Student mumbles,
voice and correct, clear. Student Student incorrectly incorrectly
precise pronunciation pronounces most pronounces terms. pronounces terms,
of terms so that all words correctly. Most Audience have and speaks too
audience members audience can hear the difficulty hearing the quietly for a majority
can hear the presentation. presentation. of students to hear.
presentation.
Comments:

Content
Subject Knowledge Student demonstrates Student is at ease Student is Student does not have
full knowledge by with expected uncomfortable with grasp of information;
answering all class answers to all information and is student cannot
questions with questions, without able to answer only answer questions
explanations and elaboration. rudimentary about the subject.
elaboration. questions.
Organization Student presents Student presents Audience has Audience cannot
information in logical, information in logical difficulty following understand the
interesting sequence sequence which the the presentation presentation because
which audience can audience can follow. because the student there is no sequence
follow, jumps around. of information.
Mechanics Presentation has no Presentation has no Presentation has Student’s
misspellings or more than two three misspellings presentation has four
grammatical errors. misspellings and or and or grammatical or more spelling and
grammatical errors. errors. or grammatical
errors.
Comments: