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 1 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: List the procedures of the experiment to be conducted.
D. Learning
Skills: Design an experiment based on the formulated hypothesis.
Objectives
Attitudes: Practice scientific values in designing an 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 Ways of Acquiring Knowledge and Solving Problems: Testing the Hypothesis (3 Step) rd

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
Pen, and paper
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 A recapitulation will be conducted by asking the students these questions:
purpose for the 1. What is an experiment?
lesson. Experiment is a process in which some treatment is applied to a number of subjects
AWARENESS

ENGAGE (The activities in this section and its effects observed.

will stimulate their thinking and help them 2. What are variables? How are they classified?
access and connect prior knowledge as a
jumpstart to the present lesson.)
Variables are anything which one can change or control in an experiment. There are
three kinds of variables in an experiment which are as follows: constant, independent,
and dependent variables.
3. What are the things to be considered when designing an experiment?
The experimenter must ensure that there is fair testing. In other words, one should test
the influence of one variable on the other variable without the other variables
interfering with the investigation.
C. Presenting
examples/instance
s of the new lesson.
 D. Discussing the new With their groupmates, the students will be tasked to complete an experiment sheet
concepts and (Please see attached sheet below). The designed experiment will vary depending on
practicing new the students’ problem. In addition, they will only fill up to the procedure of the said
skills #1. design since they will carry out the experiment next meeting.
EXPLORE (In this section, students
will be given time to think, plan,

ACTIVITY
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 What problem/s did you encounter while doing the activity?
mastery
(Leads to formative
assessment 3).
ANALYSIS

EXPLAIN (In this section, students will

be involved in an analysis of their
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 How to test an experiment?
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 What have you realized after doing the task?
application of
APPLICATION

concepts and skills

in daily living.

I.
Evaluating Please see attached rubrics which will be used in order to assess the group’s output.
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 How to present the data collected in an experiment?
activities for Be reminded to bring the all the necessary materials to be used for tomorrow’s activity.
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.
Name: _________________________________ Date Submitted: _________________
Grade & Section: ________________ Group No.: _______ Score: ______

Investigative Activity No. 1

Experimental Design

Statement of the Problem:

Hypothesis:

Independent Variable:
Dependent Variable:
Constant Variables:

Materials:

Procedure:

Presentation of Data:

Conclusion:
Experimental Design Rubric
a. Statement of problem (2 Points)
_____ Not a yes/no question and includes independent and dependent variables
_____ Problem is clearly testable and is written in a clear and concise manner
b. Hypothesis (4 points)
_____ Statement predicts a relationship or trend
_____ Statement gives specific direction to the predictions(s): A stand is taken.
_____ (2 pts) Prediction includes both independent and dependent variables
c. Variables
Independent Variable (IV) (3 Points)
_____ IV correctly identified
Dependent Variable (DV) (3 points)
_____ DV correctly identified
Controlled Variables (CV) (4 points)
_____ One CV correctly identified
_____ Two CVs correctly identified
_____ Three CVs correctly identified
_____ Four CVs correctly identified
d. Materials (3 points)
_____ All materials to be used are listed
_____Materials are listed separately from the procedure
e. Procedure (6 points)
_____ (2 pts) The procedure is well organized
_____The procedure is in a logical sequence
_____ (2pts) Enough information is given so another could repeat the procedure
_____ Number of repeated trials is indicated