School: Victoria Integrated School Grade Level: 7

GRADES 7 Teacher: Raiza Lainah L. Miano Learning Area: Science

DAILY LESSON LOG Teaching Dates and Time: August 19-23, 2024/ 9:45-10:30 Quarter: Q1/W4

MONDAY TUESDAY WEDNESDAY THURSDAY FRIDAY (Catch-

Up)
I. OBJECTIVES
A. Content Standards Learners learn that there are specific processes for planning, conducting, and recording scientific investigations.
By the end of the Quarter, learners recognize that scientists use models to describe the particle model of matter. They use diagrams and illustrations to explain the
B. Performance Standards motion and arrangement of particles during changes of state. They demonstrate an understanding of the role of solute and solvent in solutions and the factors that
affect solubility. They demonstrate skills to plan and conduct a scientific investigation making accurate measurements and using standard units.
The learners should follow the appropriate steps of a scientific investigation which include:
a. aim or problem;
C. Learning
b. materials and equipment;
Competencies
c. method or procedures;
d. results including data; and conclusion.
At the end of the lesson, the learners shall be able to: a. define scientific investigation;
1. identify the components of scientific investigation;
D. Specific Objectives
2. create/formulate a scientific problem based on a given situation
3. give the importance of identifying scientific investigation in the school
Planning, following, and recording scientific investigations
1. Scientific Investigation
II. CONTENT / TOPIC
2. components of scientific investigation

III. LEARNING RESOURCES

CLMD4A_ScienceG7.pdf
A. References Pivot Material
[Link] [Link]/ed ucation-resources/what-isthe-scientific-method/
B. Other Materials
IV. PROCEDURES BEFORE/PRE-LESSON DURING/LESSON PROPER AFTER/POST-LESSON PROPER J. Additional
(Note: Use explicit PROPER D. Making Generalization activities for
instructions/activities for Key A. Activating Prior Knowledge C. Developing and C. Developing and (Abstraction) application /
Stage 1) (Mind and Mood) Deepening Understanding Deepening Understanding E. Evaluating Learning remediation
(Tasks and Thought) (Tasks and Thought) (Tools for Assessment)
Pre-Assessment Based ACTIVITY 2.1: GUIDE QUESTIONS: Please refer to
on the previous lesson, the The learners will read out the text. SCIENTIFIC Reflective Catch Up Friday
teacher will post the phrase Ask the learners if there are words INVESTIGATION QUEST 1. What are the steps needed Lesson Scripts
and ask the students the that are unfamiliar to them (give to solve a scientific
following: descriptions that would help/make problem?
it easier for them to understand)
“PARTICLE MODEL (*Refer to the worksheets) Three things I learned are
THEORY”
___________, _____________,
Q1. How did scientists come up ACTIVITY 1.2: THE ______________.
with this idea? MYSTERY OF THE THIRSTY
TOMATOES
Q2. What did they do to get Students will read a story entitled Written Work
information about “The Mystery of the Tomatoes”.
matter and its Make your own scientific problem
particles? based on the situation.
Guide questions will follow.
Q3. Does something make you Danilo and his sister Annie are in
curious? GUIDE QUESTIONS: the backyard. They have a basin
full of water. While they are
Q4. Does something seem 1. What did Mia notice in the playing, they put different
strange to you? garden?? materials in the water. They put a
2. What steps did she take to find leaf, marble, a stick, a needle, a
Q5. Do you wonder what causes answers to her queries? tiny piece of paper, and wood.
something or why They noticed that there were
something happens? 3. Why is it important to follow a
certain procedure materials that floated on the water
to solve scientific problems? while some were not. Based on
the situation, identify the different
B. Establishing
NOTE: The teacher walks around components of scientific
Lesson Purpose (Aims)
giving encouragement and looking investigation.
Present and explain the lesson at learners’ answers; he/she may
objectives to the learners. add more questions depending on
• I can describe and define the type of learner handled.
scientific investigation;
What is scientific investigation
• I can identify the
then?
components of scientific
investigations
The teacher solicits the answers of
the learners and structures their ACTIVITY 2.2: THE
ideas to operationally define
MYSTERY OF THE
scientific investigation.
OVERHEATING
BATTERIES
The teacher presents this diagram
Students will read a passage and
in class to show and
explain steps in the scientific answer the questions
method GUIDE QUESTIONS:

1. Did Jenny follow a

scientific method in her scientific
investigation?
How?

2. What problem did Jenny

 identify and find solution?

3. What other problems can

you identify that could be
addressed by Jenny?

The teacher will facilitate

C. Lesson Language discussion to further expand
Practice
Refer to Worksheet Activity
1.1: ME, MY ROLE and
PURPOSE
Read about the following
names of headings for a
scientific investigation.

Ask the students to complete

the task below by matching the
items in column A with the
items in column B.

Teachers Remarks
Note observations on effective
practices and problem
encountered on any of the
following areas: strategies
explored, materials used,
learner engagement/ interaction
and others.
Teacher’s Reflection
(Gains) This section serves as
a guide for teacher reflection.
The entries recorded here will
serve as input for LAC
(Learning Action Cell) activities,
which may focus on sharing
best practices, discussing
challenges and issues
encountered in teaching, and
addressing anticipated
difficulties. Guiding questions
may also be included.
Prepared by:

________________________
Class Adviser/Subject Teacher

FOR THE SCHOOL HEAD:

DATE CHECKED: SIGNATURE:

OBSERVATIONS/FINDINGS: TECHNICAL ASSISTANCE NEEDED/EXTENDED: