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Science 7 - 2ND QTR
Science 7 - 2ND QTR
E. Discussion of new
concepts and practicing
new skills #2
F. Developing mastery Make a poster Answering of the
(Leads to Formative showcasing proper Activity: How to Use
Assessment 3) microscope usage the Microscope
G. Finding Practical The benefits of being
applications of able to observe things
concepts and skills in not seen with the
daily living unaided eye
H. Making generalizations
and abstractions about
the lesson
I. Evaluating learning Gave an individual Formative Test
activity.
J. Additional Activities for
application of
remediation
I. REMARKS Continue next No. of students who passed No. of students who passed
meeting. 80% on their 2nd Activity: 80% on their 2nd quiz:
Gr.7A – 45/61 Gr.7A – 39/61
Gr. 7C – 36/61 Gr. 7C – 32/61
II. REFLECTION
a. No of learners who earned 80%
in the evaluation
b. No. of learners who require
additional activities for
remediation who scored below
80%
c. Did remedial lessons work?
No. of learners who have
caught up with the lesson
d. No. of learner who continue to
require remediation
e. Which of my teaching
strategies work 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?
GRADE SEVEN Grade Level 7
Teacher Mrs. CHARLINE A. RADISLAO Learning Area Science
DAILY LESSON LOG Teaching Dates and September 3-5, 2018 Quarter Second
Time 1:00- 2:00 PM/ 2:00- 3:00 PM
d. Discussion of new Level of Organization Levels of Levels of Organization Plants and Animal
concepts and ( Organs and Organ Organization (Community, Cells
practicing new skills System) (Organism and Ecosystem, and
#1 Population) Biosphere)
e. Discussion of new
concepts and
practicing new skills
#2
f. Developing mastery Name the Organs that Site different Show a picture of an Perform Activity 1:
(Leads to Formative composes the examples of ecosystem and let the Comparing Plant and
Assessment 3) Digestive, population in your students name the Animal cells
Respiratory, and vicinity different communities
Circulatory System and abiotic factors that
are in it
g. Finding Practical To take good care of How organisms in a A change in one Animals directly or
applications of our organs, we need to population share population may cause indirectly depend on
concepts and skills in take good care of our resources changes in other plants for food, due to
daily living cells populations. Living the chloroplast that is
organisms need the present in plant cells
abiotic factors in order which is responsible
to survive. for photosynthesis.
h. Making
generalizations and
abstractions about
the lesson
i. Evaluating learning Summative Test Summative Test Formative Test Summative Test
j. Additional Activities
for application of
remediation
V. REMARKS
VI. REFLECTION Reflect on the teaching and assess yourself as a teacher. Think about your student progress this week. What works? What else needs
to be done to help the students learn? Identify what help your instructional supervisors can provide for you so when you meet them,
you can ask them relevant questions
h. No of learners who earned
80% in the evaluation
i. No. of learners who
require additional
activities for remediation
who scored below 80%
j. Did remedial lessons
work? No. of learners
who have caught up with
the lesson
k. No. of learner who
continue to require
remediation
l. Which of my teaching
strategies work well?
Why did these work?
m. What difficulties did I
encounter which my
principal or supervisor
can help me solve?
n. What innovation or
localized materials did I
use/discover which I wish
to share with other
teachers?
GRADE SEVEN Grade Level 7
Teacher Mrs. CHARLINE A. RADISLAO Learning Area Science
DAILY LESSON LOG Teaching Dates and August 22- 24, 2018 Quarter Second
Time 1:00-2:00 PM/ 2:00-3:00 PM
III. LEARNING List of materials to be used in different days. Varied sources of materials sustain children’s interest in the lesson and in the learning.
RESOURCES Ensure that there is mix of concrete and manipulative materials as well as paper-based materials. Hands-on learning promotes
concept development
a. References Campbell, N.A. & Campbell, N.A. & Campbell, N.A. & Campbell, N.A. &
Reece, J. B. (2009). Reece, J. B. (2009). Reece, J. B. (2009). Reece, J. B. (2009).
Biology (8th edition). Biology (8th edition). Biology (8th edition). Biology (8th edition).
San Francisco: San Francisco: San Francisco: San Francisco:
Pearson/Benjamin Pearson/Benjamin Pearson/Benjamin Pearson/Benjamin
Cummings. Cummings. Cummings. Cummings.
1. Teacher’s Guide Module 5 pp. 1-4 Module 5 pp. Module 5 pp. Module 5 pp.
pages
2. Learner’s Materials Module 5 pp. 1-4 Module 5 pp. Module 5 pp. Module 5 pp.
pages
3. Textbook pages
4. Additional Materials
from Learning
Resource (LR) portal
b. Other Learning
Resources
IV. PROCEDURES These steps should be done across the week. Spread out the activities appropriately so that students will learn well. Always be guided
by demonstration of learning by the student which you can infer from formative assessment activities. Sustain learning systematically
by providing students with multiple ways to learn new things, practice their learning, question their learning process, and draw
conclusions about what they learned in relation to their life experiences and previous knowledge. Indicate the time allotted for each
step.
a. Reviewing previous Remember that in an Recall that the Let the student’s site Ask the students what
lesson or presenting ecosystem, both living environment is connection between would happen if there
the new lesson and nonliving composed of the living and nonliving is scarcity of resource
components are living and non-living things in the in the environment?
involved components environment.
b. Establishing a How important are the How do living Let the students listen Organisms need to
purpose for the abiotic factors in the organisms make use of to the song coexist with each
lesson environment for our abiotic components in “Magkaugnay” by other and must adapt
survival? order to survive Joey Ayala to the environment in
order to survive
c. Presenting
examples/instances
of the new lesson
d. Discussion of new Biotic and Abiotic Infer what happens to Ecological Ecological
concepts and Components in the organisms if their Relationships Relationships
practicing new skills Environment environment is not able (Symbiotic (Symbiotic
#1 to provide them with Relationships) Relationships)
their basic needs.
e. Discussion of new
concepts and
practicing new skills
#2
f. Developing mastery Perform Activity 1: Perform Activity 2: Activity 3: Which Eats Role Playing of
(Leads to Formative What does it mean to Housemates? What? Symbiotic
Assessment 3) be Alive? Ecomates Relationships
g. Finding Practical Living organisms There is Values Integration – Relationships also
applications of cannot survive without interdependence among Responsibility and exist in the lower
concepts and skills in the nonliving the components of the Relationships forms of organism
daily living components of the environment;
environment. organisms interact with
their environment to
survive.
h. Making
generalizations and
abstractions about
the lesson
i. Evaluating learning Answering the Answering the Answering the Role playing
Activity Sheets Activity Sheets Activity Sheets
j. Additional Activities
for application of
remediation
V. REMARKS
VI. REFLECTION Reflect on the teaching and assess yourself as a teacher. Think about your student progress this week. What works? What else needs
to be done to help the students learn? Identify what help your instructional supervisors can provide for you so when you meet them,
you can ask them relevant questions
a. No of learners who earned
80% in the evaluation
b. No. of learners who
require additional
activities for remediation
who scored below 80%
c. Did remedial lessons
work? No. of learners
who have caught up with
the lesson
d. No. of learner who
continue to require
remediation
e. Which of my teaching
strategies work 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?
GRADE SEVEN Grade Level 7
Teacher MRS. CHARLINE A. RADISLAO Learning Area Science
DAILY LESSON LOG Teaching Dates and September 17-20, 2018 Quarter Second
Time 1:00-2:00 PM/ 2:00-3:00 PM
II. CONTENT Content is what the lesson is all about. It pertains to the subject matter that the teacher aims to teach in the CG, the content can be
tacked in a week or two.
1. Components of an 1. Components of an 1. Components of an 1. Components of an
ecosystem ecosystem ecosystem ecosystem
2. Ecological 2. Ecological 2. Ecological 2. Ecological
relationships relationships relationships relationships
2.1 Symbiotic 2.1 Symbiotic 2.1 Symbiotic 2.1 Symbiotic
relationships relationships relationships relationships
2.2 Non symbiotic 2.2 Non symbiotic 2.2 Non symbiotic 2.2 Non symbiotic
relationships relationships relationships relationships
3. Transfer of energy 3. Transfer of energy 3. Transfer of energy 3. Transfer of energy
through trophic levels through trophic levels through trophic levels through trophic levels
III. LEARNING List of materials to be used in different days. Varied sources of materials sustain children’s interest in the lesson and in the learning.
RESOURCES Ensure that there is mix of concrete and manipulative materials as well as paper-based materials. Hands-on learning promotes
concept development
a. References Campbell, N.A. & Campbell, N.A. & Campbell, N.A. & Campbell, N.A. &
Reece, J. B. (2009). Reece, J. B. (2009). Reece, J. B. (2009). Reece, J. B. (2009).
Biology (8th edition). Biology (8th edition). Biology (8th edition). Biology (8th edition).
San Francisco: San Francisco: San Francisco: San Francisco:
Pearson/Benjamin Pearson/Benjamin Pearson/Benjamin Pearson/Benjamin
Cummings. Cummings. Cummings. Cummings.
1. Teacher’s Guide Module 5 pp. 9-11 Module 5 pp. 11-15 Module 5 pp. 11-15 Module 5 pp. 11-15
pages
2. Learner’s Materials Module 5 pp. 7-10 Module 5 pp. 11-17 Module 5 pp. 11-17 Module 5 pp. 11-17
pages
3. Textbook pages
4. Additional Materials
from Learning
Resource (LR) portal
b. Other Learning
Resources
IV. PROCEDURES These steps should be done across the week. Spread out the activities appropriately so that students will learn well. Always be guided
by demonstration of learning by the student which you can infer from formative assessment activities. Sustain learning systematically
by providing students with multiple ways to learn new things, practice their learning, question their learning process, and draw
conclusions about what they learned in relation to their life experiences and previous knowledge. Indicate the time allotted for each
step.
a. Reviewing previous Recall that symbiotic Ask the students to Food chains always Show a food chain and
lesson or presenting relationship could compare and contrast starts with plants or let the students
the new lesson either be +/+,+/-,+/0 predation from photosynthesizing identify the trophic
relationship parasitism organisms level of each organism
b. Establishing a What would happen if How is energy passed Identification of the
purpose for the there is an overlap of on the food chain trophic level of the What to do with
lesson niches organisms involve in a biodegradable waste?
food chain
c. Presenting Show a picture of a Show students an Since plants can make
examples/instances lion eating a deer example of a food their own food then
of the new lesson chain they are termed as Flash the ff phrases on
producers while the board:
animals as consumers Nitrogen cycle
Carbon-
Oxygen Cycle
d. Discussion of new Predation and Food chain and Food Producers, first Cycling of Nutrients
concepts and Competition web order/primary
practicing new skills consumers, 2nd
#1 order/secondary
consumers......
e. Discussion of new
concepts and
practicing new skills
#2
f. Developing mastery Let the students Answer Energy Perform Activity 4:
(Leads to Formative Picture Analysis illustrate 5 food chains Transfer In the What to do with Food
Assessment 3) and interlink it to form Ecosystem Waste
a food web
g. Finding Practical In order to survive we Through these series o The food web can be Materials in the form of
applications of must know how to f steps of eating and viewed not only as a nutrients needed by
concepts and skills in defend ourselves from being eaten, energy network of chains but living things are cycled
daily living possible harm. flows from one also as a series of between organisms and
When a shared resourc trophic level to trophic (nutritional) the environment.
e is in short supply, another. Green plants levels. Energy flows and
organisms compete, or other materials are cycled in
and those that are photosynthesizing the ecosystem. Indeed,
more successful organisms use light we live in a dynamic
survive. energy from the sun to world.
manufacture
carbohydrates for their
own needs
h. Making
generalizations and
abstractions about
the lesson
i. Evaluating learning Oral Recitation Making of food chains Summative Test Summative Test
and food web
j. Additional Activities
for application of
remediation
V. REMARKS
VI. REFLECTION Reflect on the teaching and assess yourself as a teacher. Think about your student progress this week. What works? What else needs
to be done to help the students learn? Identify what help your instructional supervisors can provide for you so when you meet them,
you can ask them relevant questions
a. No of learners who
earned 80% in the
evaluation
b. No. of learners who
require additional
activities for
remediation who scored
below 80%
c. Did remedial lessons
work? No. of learners
who have caught up
with the lesson
d. No. of learner who
continue to require
remediation
e. Which of my teaching
strategies work 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?