K TO 12

School Grade Level Grade 7

DAILY LESSON LOG
Teacher Learning Area Science

Teaching Dates and Time Quarter First

I. OBJECTIVES Monday Tuesday Wednesday Thursday Friday

A. Content Standards The learner demonstrates understanding of the scientific method and its application in research.

B. Performance Standard The learner is able to design and propose a simple Science Investigatory Project (SIP) through inquiry-based questioning.
C. Learning Competencies / Define what a Science Investigatory Project (SIP) is.
Write the LC code for each Identify the steps in conducting an SIP.
Formulate an investigatory project idea using inquiry-based questioning.
Appreciate the importance of research in solving real-life problems
1. Define what a 1. Write a conclusion based
Objectives: Science 1. Define hypothesis and 1. Identify the parts of a 1. Identify ways of collecting on data.
Investigatory Project variables. research methodology. and organizing data.
(SIP) is. 2. Differentiate 2. Present data using tables, 2. Draft a complete SIP
2. Design a simple
2. Identify the independent, dependent, charts, or graphs. proposal (title, objectives,
importance of SIP in and controlled variables. experiment based on their 3. Analyze sample data
hypothesis. hypothesis, methodology,
real life. 3. Formulate a testable logically.
3. Formulate simple hypothesis based on their 3. Select materials and expected results).
investigatory investigatory question. procedures suitable for their
questions using the SIP. 3. Appreciate SIP as a tool for
inquiry approach. innovation and problem-
solving.

II. CONTENT
Science Investigatory Project (SIP)
Steps of the Scientific Method
Generating Research Questions through Inquiry

III. LEARNING RESOURCES Learner’s Module in Science

Multimedia presentation (PowerPoint, video, images)
Sample SIPs (print/online)
Manila paper/marker

A. References

1. Teacher’s Guide pages

2. Learner’s Material pages Science Learner’s Module, Grade 9 (DepEd, 2017)
K to 12 Curriculum Guide in Science (DepEd, 2016)
Science Buddies. “Steps of the Scientific Method.” Retrieved from [Link]
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 Padua, R. N. et al. Practical Research 1. Rex Bookstore, 2015

3. Textbook pages
4. Additional Materials from Department of Education. (2016). K to 12 Curriculum Guide in Science (Grades 7–10). Quezon City: DepEd.
Learning Resource (LR) Department of Education. (2017). Science Learner’s Module, Junior High School. Quezon City: DepEd.
portal Padua, R. N., et al. (2015). Practical Research 1. Quezon City: Rex Bookstore.
Balita, J. (2018). Science Investigatory Projects for High School. Manila: Phoenix Publishing
B. Other Learning Resources Science Buddies. (n.d.). Steps of the Scientific Method. Retrieved from [Link]
DepEd Commons. (n.d.). Science Modules and Learning Materials. Retrieved from [Link]
ResearchGate. (n.d.). Investigatory Projects in Science. Retrieved from [Link]

IV. PROCEDURES

A. Reviewing previous lesson A. Review/Drill Recall investigatory Recall hypotheses and Recall methodology drafts. Recall graphs and analysis
or presenting the new lesson Ask: “What is the scientific questions created variables. from yesterday.
method?” Quick recall of yesterday.
steps
B. Establishing a purpose for Explain what SIP is and its Ask: “If we water plants Show a sample SIP how a graph comparing Ask: “What can you conclude
the lesson purpose (solving real-life with rice water, will they methodology (materials + plant growth with different from this data?”
problems using the scientific grow taller?” procedure). Ask: “How do we liquids. Ask: “Which grew
method). Present examples test our hypothesis?” the fastest? How can we
of investigatory projects. tell?”

C. Presenting In groups, ask learners to - Teacher explains - Teacher explains parts of - Teacher explains data - Teacher explains how to
examples/instances for the create at least 3 hypothesis and types of methodology. collection, organization, and write conclusions.
new lesson investigatory “What if…?” variables (independent, - Emphasize fairness (control, interpretation. - Discuss SIP proposal format.
questions from real-life dependent, controlled). - Demonstrate converting
replicates, data accuracy).
situations (food, data into graphs.
environment, health,
technology).

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D. Discussing new concepts Ask groups to present their - Provide examples of Groups outline their Provide sample data; groups Groups write a draft SIP
and practicing new skills # 1 questions. Guide them in hypotheses and variables. methodology (materials, create a table/graph. proposal (mini version).
identifying if the questions steps, how data will be
are investigable. gathered).

E. Discussing new concepts Group Activity:

and practicing new skills # 2 Groups present, others give .
feedback. Groups take one question
from yesterday and
formulate a hypothesis.
Identify variables.

F. Developing mastery Groups present draft

(Leads to Formative methodology. Teacher gives
Assessment 3) feedback.

G. Finding practical Relate scientific process in Groups present Methodology is the “recipe” Groups present graphs and Groups present proposals;
applications of concepts and solving real life situation. hypotheses and variables. of research. explain results. peers/teacher give feedback.
skills in daily living Teacher guides
corrections.

H. Making generalizations Summarize: SIP is a research A hypothesis is an Students individually write a Data must be presented SIP is a structured
and abstractions about the project guided by inquiry educated guess; variables short methodology plan. clearly to support investigation that follows the
lesson and the scientific method. must be clearly identified. conclusions. scientific method.

Students answer: “Why is

asking the right question
important in research?”
I. Evaluating Learning Quick check: “Write one Students individually write Prepare a 15 item quiz Students individually Students submit draft SIP
investigatory question you one hypothesis with analyze one data set. proposals.
are most interested in variables.
pursuing.”

Students individually write

answers
J. Additional activities for Choose one investigatory Refine group hypothesis Write your SIP draft Prepare a blank data Finalize SIP proposal draft for
application for remediation question from your group’s and complete a table of methodology (to be table/graph for your SIP. submission next week.
output and try to create a variables. checked tomorrow).
working research title for
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 it.
Were students able to Did students successfully Which students struggled Did students learn how to Did students demonstrate
V. REMARKS generate investigable identify independent and with identifying fair testing? properly interpret data? readiness to conduct SIP?
questions? Who showed dependent variables? Who needs more guidance?
creativity? What
adjustments are needed for
tomorrow’s lesson?
VI. 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 the remedial lessons

work? No. of learners who
have caught up with the
lesson.

D. No. of learners 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?

REFLECTION:

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In this lesson, I observed that students became more engaged and curious when learning through inquiry. Instead of passively receiving information, they were given opportunities to
ask their own questions, design possible investigations, and explore answers through collaborative activities.

Many students showed excitement in formulating investigatory questions, and this encouraged creativity and critical thinking. They learned that in science, there is no single correct
answer right away—knowledge is constructed through asking, testing, and analyzing. While some learners struggled at first in identifying variables and designing methodologies, with
guidance and peer collaboration, they were able to improve their outputs.

Overall, teaching through inquiry made the lesson more meaningful and student-centered. Learners did not just memorize the steps of the scientific method, but actually applied them
in developing their own investigatory project ideas. This approach helped them gain deeper understanding, teamwork skills, and confidence in presenting their ideas.

As a teacher, I realized the importance of facilitating rather than dictating. Inquiry requires patience, but it fosters authentic learning because students discover knowledge on their own

As I taught this lesson using the inquiry-based approach, I realized that my role is to act more as a facilitator of learning rather than the sole source of knowledge. The students were
able to ask questions, explore ideas, and design their own investigations, which made the lesson more meaningful.

While guiding the students, I also reflected on my own teaching practice. With the coaching of my department head, I became more aware of the importance of giving learners enough
freedom to inquire, while still providing structure and support. My department head encouraged me to focus on questioning techniques, scaffolding, and feedback, which helped me
improve the flow of the inquiry process in class.

This experience showed me that coaching is not just about correcting weaknesses, but about developing new strategies and confidence as a teacher. As I continue to apply inquiry-
based learning, I aim to balance student independence with teacher guidance, ensuring that all learners are actively engaged and able to construct knowledge on their own.

PREPARED BY:

JEAN JESSICA F. YADAO

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