School Sta.

teresita national Grade Level: 7

high school

Daily Lesson Log Teacher: Majorica C. Millan Learning Science

Area:
Date June 6, 2018 Quarter: First
and Wednesday
Day:

1. Describe the components of scientific investigation

I. OBJECTIVES 2. Follow the steps of the scientific method
3. Identify the importance of scientific method in fair manner to solve
everyday problems.

A. Content The Learners demonstrate an understanding of: scientific ways of

Standard acquiring knowledge

B. Performance The Learners shall be able to perform in groups in guided

Standard investigations involving community based problems using locally
available materials.

C. Learning
Competencies/ Describe the components of a scientific investigation;
Objectives

I. CONTENT Scientific Method

II. LEARNING
RESOURCES
A. References
1. TG pages pp. 9-10
2. LM pages
3. Textbook pages pp. 24-29
4. Additional
materials from
LRMDS
B. Other Learning
resources
III.
PROCEDURES
A. Reviewing
previous lesson or Ask the students if they are familiar with the shows CSI and SOCO.
presenting the new
lesson
B. Establishing the Let the students how do investigators in those shows solve problem?
purpose for the
lesson
C. Presenting Let the students rearrange the jumbled words to come up with the
examples/ instances basic steps involved in the investigatory process.
of the new lesson
 TNEMETATS FO MELBORP
 NOITALUMROF FO SISEHTOPYH
 NOITANEMIREXPE
 SISYLANA FO ATADA
 GNIWARD FO NIOSULCNOC
 TROPER STLUSER

D. discussing new Let the students study the diagram and explain how scientific method
concepts and solves everyday problems.
practicing new skills
#1
E. Discussing new Let the students create a three- column chart to differentiate the three
concepts and types of variables.
practicing new skills
#2 Dependent Variable Independent Controlled variable
Characteristics Characteristics Characteristics

F. Developing Let the students design an experiment following the steps of the
Mastery (leads to scientific method.
formative
assessment
G. Finding practical Let the students write the importance of scientific method in fair
applications of manner to solve everyday problems.
concepts and skills
in daily living
H. Making Scientific method enables us to systematically acquire knowledge and
generalizations and proper identification and control of key variables are essential in
abstractions about ensuring a fair test.
the lesson

1. Evaluating
learning Quiz

2. Additional Let the students to complete the following phrases:

activities for  I’m still having difficulties with….
application or  The variables I’m having fun identifying are..
remediation  I can take the quiz now because…
IV. REMARKS

V. REFLECTION
A. no. of learners
earned 80% on the LEO
formative
assessment

B. no. of learners LEO

who require
additional activities
for remediation
c. did the remedial LEO
lessons work? No. of
learners who have
caught up with the
lesson
d. no. of learners
who continue to LEO
require

Prepared by: Checked by: Noted by:

Miss Majorica C. Millan Mrs. Violeta T. Ibera,

MST
T-I School Principal III
 School Sta. teresita national Grade 8
high school Level:

Daily Lesson Log Teacher: Majorica C. Millan Learning Science

Area:
Date June 6, 2018 Quarter: First
and Wednesday
Day:

1. Describe forces and explain how forces act on objects.

I. OBJECTIVES 2. Determine the net force when more than one force is acting on an
object.
3. Compare balanced and unbalanced forces.
4. Describe ways that unbalanced forces cause changes in motion.

A. Content The Learners demonstrate an understanding of: Newton’s three laws of

Standard motion and uniform circular motion
The Learners shall be able to: develop a written plan and implement a
B. Performance “Newton’s Olympics”
Standard
C. Learning 1. investigate the relationship between the amount of force applied and
Competencies/ the mass of the object to the amount of change in the object’s motion;
Objectives

I. CONTENT Force

II. LEARNING
RESOURCES
A. References
1. TG pages
2. LM pages
3. Textbook pages
4. Additional
materials from
LRMDS
B. Other Learning
resources
III. PROCEDURES
A. Reviewing Ask the students to list as many examples of motion as they can that
previous lesson or are observable in their immediate surroundings.
presenting the new
lesson
B. Establishing the Let the students share their examples in their classmates.
purpose for the
lesson
C. Presenting
examples/ instances Example #1 When doing school work, you use your fingers to pull
of the new lesson open books or to push the buttons on a computer keyboard. In these
 examples, your fingers are exerting forces on the books and the keys.

Example #2 The bulldozer is exerting a force on the pile of soil. But

the pile of soil also exerts a force by just sitting on the ground.

D. discussing new Let the students determine the net force on an object if it all forces act
concepts and in the same direction or in an opposite direction:
practicing new skills
#1  Move the teachers table and instruct them to pull on one end
and the other pushes on the other end.
 move the teachers table and push on one end and the other
pushes also on the other end
E. Discussing new Let the students know that the net force tells whether the forces on the
concepts and object are balanced or unbalanced.
practicing new skills  When the forces on an object produce a net force of 0N the
#2 forces are unbalanced
 When the net force on an object is not 0 N the forces on the
object are unbalanced.

F. Developing
Mastery (leads to  If a boy pulls a wagon with a force of 6N east as another boy
formative assessment pushes it with a force of 4 N easts. What is the net force?
 If a girl pulls the door with a force of 10N and her friend
pushes the door with a force of 5 N. what is the net force?

G. Finding practical
applications of Let the students enumerate the importance of force in their daily
concepts and skills in living.
daily living
H. Making
generalizations and Let the students write the definition of force and net force
abstractions about
the lesson
Additional activities
for application or List three forces that you exert when riding a bicycle.
remediation
IV. REMARKS

V. REFLECTION

A. no. of learners
earned 80% on the
formative assessment

B. no. of learners
who require
additional activities
for remediation
c. did the remedial
lessons work? No. of
learners who have
caught up with the
lesson
d. no. of learners
who continue to
require

Prepared by: Checked by: Noted by:

Miss Majorica C. Millan Mrs. Violeta T. Ibera,

MST
T-I School Principal III
 School Sta. teresita national Grade 7
high school Level:

Daily Lesson Log Teacher: Majorica C. Millan Learning Science

Area:
Date June 13, 2018 Quarter: First
and Wednesday
Day:

1. Identify the properties of solutions

I. OBJECTIVES 2. Determine the amount of solid solute that completely dissolves in a
given volume water.
3. Describe the appearance of saturated solution
The Learners demonstrate an understanding of some important
A. Content properties of solutions
Standard
The Learners shall be able to prepare different concentrations of
B. Performance mixtures according to uses and availability of materials
Standard
C. Learning 1. Investigate properties of unsaturated or saturated solutions- S7MT-
Competencies/ Ic-
Objectives

I. CONTENT Solutions

II. LEARNING
RESOURCES
A. References Science links work text for scientific and technological literacy.
1. TG pages
2. LM pages
3. Textbook pages Science links work text for scientific and technological literacy.(pp.
47-52)
4. Additional
materials from
LRMDS
B. Other Learning
resources
III. PROCEDURES
A. Reviewing
previous lesson or ACTIVITY 1:
presenting the new Let the students go to a store or grocery and list the products being
lesson solid. And let them identify which among the products are solutions.
B. Establishing the Let the students describe the products in terms of color and
purpose for the appearance, odor, feel, and taste (for food products).
lesson
C. Presenting ACTIVITY 2: Inquiry lab!
examples/ instances
of the new lesson MATERIALS: sugar, salt, two glass jars, two cups of water, two
pieces of measuring spoon

PROCEDURE:
1. Put one cup of water in each of the glass jars.
2. Add ½ teaspoon of each of the two samples (sugar and salt). Stir
the mixture using a teaspoon to dissolve the samples.
3. Record your observation/data and tabulate them.
a. describe the mixture that resulted after mixing. Did the sample
dissolve in the clear bottle of water? What is its appearance?
b. how many phases do you observe?
c. identify the solute in each of the mixture.
d. what is the solvent in each of the mixture?
e. can it be separated by filtration?
ANALYSIS:
Based on the results of your activity, what common properties do the
solutions have?
D. Discussing new DIRECT INSTRUCTION!
concepts and A solution that contains the maximum amount of solute dissolved by
practicing new skills a given amount of solvent is called a saturated solution. If you add
#1 more solute to the solvent, it will no longer dissolve. The solution has
reached its saturation point. The presence of an excess solid which
can no longer dissolve is evidence that the solution is saturated. A
solution is unsaturated when it contains less solute than the
maximum amount it can dissolve at a given temperature.
E. Discussing new ACTIVITY 3:
concepts and I. OBEJECTIVES
practicing new skills 1. Determine the amount of solid solute that completely dissolves in a
#2 given volume water.
2. describe the appearance of saturated solution
II. MATERIALS
 100 ML
 Two pcs. Stirrers
 One pc 50 ml beaker
 Six teaspoons iodized salt
 One measuring spoon (1/2 tps. Capacity)

III. PROCEDURE
1. Put 20 ml of water in one of the 50 ml beakers. Add ½ teaspoon of
salt and stir. Observe the appearance of the solution.
2. Salt solution step # 1: add ½ teaspoon of salt, one small portion at a
time, and stir the solution to dissolve the salt. Now, you have added 1
teaspoon salt.
3. Salt solution step # 2: add 1/2 teaspoon salt to the solution and stir
 the solution. Now you have added one and ½ teaspoon salt.
4. Continue adding ½ teaspoon salt to the same container until the
added ½ teaspoon of salt no longer dissolves.
IV. RESULTS and DISCUSSION
1. What happened to the appearance of the solution when you first
added ½ teaspoon of salt in 20 ml of water?
2. How much salt have you added until it no longer dissolves? What
did you observe?
F. Developing Let the students differentiate saturated solution and unsaturated
Mastery (leads to solution by giving examples.
formative assessment
G. Finding practical Let the students share their knowledge about the importance of
applications of solution in their daily living.
concepts and skills in
daily living
H. Making A homogeneous mixture can be called a solution. Solute is the
generalizations and substance that dissolves in a solvent. The liquid substance that makes
abstractions about up the bulk of the solution is the solvent.
the lesson Solutions that contain the maximum amount of solute dissolved in a
given amount of solvent is a saturated solution. The one that contains
the less dissolved solute is an unsaturated solution
1. Evaluating Short quiz
learning

2. Additional
activities for
application or
remediation
IV. REMARKS

V. REFLECTION

A. no. of learners
earned 80% on the
formative assessment
AQUARIUM PISCES LEO CAPRICORN LIBRA
GEMINI

B. no. of learners
who require
additional activities AQUARIUM PISCES LEO CAPRICORN LIBRA
for remediation GEMINI

c. did the remedial

lessons work? No. of
learners who have AQUARIUM PISCES LEO CAPRICORN LIBRA
caught up with the GEMINI
lesson
d. no. of learners
who continue to AQUARIUM PISCES LEO CAPRICORN LIBRA
require GEMINI

Prepared by: Checked by: Noted by:

Miss Majorica C. Millan Mrs. Violeta T. Ibera,

MST
T-I School Principal III
 School Sta. teresita national Grade 7
high school Level:

Daily Lesson Log Teacher: Majorica C. Millan Learning Science

Area:
Date June 14, 2018 Quarter: First
and Thursday
Day:
1. Identify the method used to describe the concentration of a
solutions.
I. OBJECTIVES 2. Distinguish between concentrated and dilute solutions from a
simple demonstration.
3 describe the concentrations of solutions qualitatively (by simply
observing their appearance) and quantitatively (by comparing the
number of drops per volume of water).
The Learners demonstrate an understanding of some important
A. Content properties of solutions
Standard
The Learners shall be able to prepare different concentrations of
B. Performance mixtures according to uses and availability of materials
Standard
C. Learning Express concentrations of solutions quantitatively by preparing
Competencies/ different concentrations of mixtures according to uses and availability
Objectives of materials;- S7MT-Id-3

I. CONTENT Solutions

II. LEARNING
RESOURCES
A. References
1. TG pages Science teachers guide (pp. 10-11)
2. LM pages
3. Textbook pages Science links work text for scientific and technological literacy.(pp.
53-54)
4. Additional
materials from
LRMDS
B. Other Learning
resources
III. PROCEDURES
A. Reviewing Concentration of Solutions
previous lesson or The concentration describes the relative amounts of solute and
presenting the new solvent in a given volume of solution. When there is a large amount
lesson of dissolved solute for a certain volume of solvent, the solution is
concentrated. A dilute solution has a small amount of dissolved solute
in comparison to the amount of solvent.
B. Establishing the Let the students provide three large containers, and prepare equal
purpose for the quantities of juice concentrate. Let them add the first one, then two,
lesson and last three glasses of water to the concentrate in the three
containers respectively. And let them compare the color of
concentrated juice in the containers. Asked them to add water, did
they change the amount of solute or solvent?

C. Presenting Often, the method used to describe the concentration depends on the
examples/ instances type of solution. You can measure the mass of a solute or solvent in
of the new lesson grams. You can measure the volume of a solute or solvent in
milliliters or liters. You can report concentration as the percent of
solute in solution by volume or mass.

D. Discussing new 1. Percent by mass. Concentration expressed by percent by mass is a

concepts and ratio of a measured amount of solute to a measured amount of
practicing new skills solution. In this formula, the mass of solution equals the mass of the
#1 solute plus the mass of the solvent.

mass of solute
𝑝𝑒𝑟𝑐𝑒𝑛𝑡 𝑏𝑦 𝑚𝑎𝑠𝑠 = mass of solution X 1OO%

Example: what is the percent by mass of NaHCO3 in a solution

containing 20 g NaHCO3 dissolved in 600 g of water?

GIVEN: 20 g of NaHCO3
600 g of water
UNKNOWN: percent by mass=?
FORMULA:
mass of solute
𝑝𝑒𝑟𝑐𝑒𝑛𝑡 𝑏𝑦 𝑚𝑎𝑠𝑠 = mass of solution X 1OO%

20g
𝑝𝑒𝑟𝑐𝑒𝑛𝑡 𝑏𝑦 𝑚𝑎𝑠𝑠 = 600+20g X 1OO% = 3.23 %

E. Discussing new 2. Percent by volume. Percent by volume usually describes solutions

concepts and in which both solute and solvents are liquid. The volume of solution
practicing new skills is the sum of the volume of the solute and the volume of the solvent.
#2
Example: what is the percent by volume of ethanol in a solution that
contains 45 ml of ethanol dissolved in 125 ml of water?
GIVEN: 45 ml of ethanol
125 ml of water

UNKNOWN: percent by volume=?

FORMULA:
volume of solute
𝑝𝑒𝑟𝑐𝑒𝑛𝑡 𝑏𝑦 𝑣𝑜𝑙𝑢𝑚𝑒 = volume of solution X 1OO%
 45 ml
𝑝𝑒𝑟𝑐𝑒𝑛𝑡 𝑏𝑦 𝑣𝑜𝑙𝑢𝑚𝑒 = 125 ml+45 ml X 1OO% = 26.47 %

F. Developing Calculate the value of percent by mass and volume.

Mastery (leads to 1. What is the percent by volume of isopropyl alcohol in a solution
formative assessment that contains 50 ml of isopropyl alcohol in 2.2 ml of water?
2. Calculate the percent by mass of 4.35 g of NaCL dissolved in 150 g
of water.
G. Finding practical Let the student answer the given question:
applications of How do a diluted solution and a concentrated solution made from the
concepts and skills in same solute and solvent differ?
daily living
H. Making The concentration describes the relative amounts of solute and
generalizations and solvent in a given volume of solution. When there is a large amount
abstractions about of dissolved solute for a certain volume of solvent, the solution is
the lesson concentrated. A dilute solution has a small amount of dissolved solute
in comparison to the amount of solvent.
(1) percent by volume, which is the amount of solute in a given
volume of solution expressed as grams solute per 100 milliliter of
solution (g/100 mL), and
(2) percent by mass, which is the amount of solute in a given mass of
solvent expressed as grams solute per 100 grams of solution.
1. Evaluating Quiz
learning 1. What is the volume of water and ethanol in a 200 ml 0f 30%
aqueous solution of ethanol?

2. The percent by mass of the solute hypochlorite, NaCIO, is 5.24%.

you have a 2,500 g of bleach solution. How many grams of NaCIO
are in the solution?
2. Additional Concentration of solutions
activities for Materials needed:
application or Food color (blue, yellow, or green)
remediation Water
Medicine droppers
4 clear, transparent bottles
Stirrer

Procedure (part 1)
1. Label the clear, transparent bottles with numbers 1 to 4.
2. Place one drop of food color in bottle #1.
3. Add 50 ml water to the food color in bottle #1 and stir the solution.
4. Place 10 drops of food color in bottle #2.
5. Add 50ml water to the food color in bottle #2 and stir the solution.
6. Show the class bottles #1 and #2 and ask them to differentiate the
two bottles.

Procedure (part 2)
1. Place one drop of food color in bottle #3.
2. Add 20ml water in bottle #3 and stir the solution.
 3. Place one drop of food color in bottle #4.
4. Add 100ml water to the food color in bottle #4 and stir the solution.
5. Show the class bottles #3 and #4 and ask them to differentiate the
two bottles.

IV. REMARKS

V. REFLECTION

A. No. of learners
earned 80% on the
formative assessment
AQUARIUM PISCES LEO CAPRICORN LIBRA GEMINI

B. No. of learners
who require
additional activities AQUARIUM PISCES LEO CAPRICORN LIBRA GEMINI
for remediation
c. Did the remedial
lessons work? No. of
learners who have AQUARIUM PISCES LEO CAPRICORN LIBRA GEMINI
caught up with the
lesson
d. No. of learners
who continue to AQUARIUM PISCES LEO CAPRICORN LIBRA GEMINI
require

Prepared by: Checked by: Noted by:

Miss Majorica C. Millan Benigna A. Tabacco Mrs. Violeta T. Ibera, MST

T-I Head Teacher III School Principal III
 School Sta. teresita national Grade 7
high school Level:

Daily Lesson Log Teacher: Majorica C. Millan Learning Science

Area:
Date JUNE 25, 2018 Quarter: First
and MONDAY
Day:
1.. Discuss the importance of elements and compounds in our daily
living
I. OBJECTIVES 2. Recognize that substances are classified into elements and
compounds

The Learners demonstrate an understanding of classifying substances

A. Content as elements or compounds
Standard
The Learners shall be able to make a chart, poster, or multimedia
B. Performance presentation of common elements showing their names, symbols, and
Standard uses
C. Learning Recognize that substances are classified into elements and
Competencies/ compounds; S7MT-Ig-h-5
Objectives

I. CONTENT Elements and Compounds

II. LEARNING
RESOURCES
A. References
1. TG pages
2. LM pages
3. Textbook pages Science links work text for scientific and technological literacy.(pp.
64E-72)
4. Additional
materials from
LRMDS
B. Other Learning
resources
III. PROCEDURES
A. Reviewing INQUIRY LAB!
previous lesson or (How do you recover Iron from a food sample?)
presenting the new
lesson MATERIALS: processed food rich in iron, magnetic stirrer, water,
beaker, measuring cup, forceps,
PROCEDURE:
1. Blend one cup of food sample with one cup of water. If the mixture
is too thick, add more water. Transfer the crushed sample to a beaker.
2. Place the magnetic stirring bar in the beaker with the mixture. Stir
the mixture for about 10 minutes.
 3. Get the magnetic stirring bar from the mixture using the forceps.
Observe the magnetic bar. Let it dry.
a. What clung to the magnetic bar?
b. Bring a magnet close to the dried material. What happens?

ANALYSIS:
What can you say about the dried material?
B. Establishing the The students recovered a substance from a food sample, and this
purpose for the substance is common to material that should not be ingested.
lesson
C. Presenting FAST SHARING!
examples/ instances The students will be asked to cite examples of elements and
of the new lesson compounds that can be found inside the classroom.
D. Discussing new ELEMENTS OF THE DAY!
concepts and Each day when the students come into class, they will copy the
practicing new skills elements of the day in their notebooks. Be sure that the students
#1 include the following information:
Discovery information (person and date)
Important uses
E. Discussing new RECALL ME!
concepts and Let the students familiarize themselves with the periodic table of
practicing new skills elements.
#2
F. Developing DIRECT INSTRUCTION
Mastery (leads to
formative assessment
G. Finding practical
applications of LIFE LESSONS!
concepts and skills in
daily living Let the student discus on the class the importance of elements and
compounds in their daily living.
H. Making The properties of elements can serve as basis for determining their
generalizations and useful application in industry, medicine, and others.
abstractions about
the lesson

1. Evaluating Quiz
learning

2. Additional
activities for
application or
remediation
IV. REMARKS

V. REFLECTION

A. No. of learners
earned 80% on the
formative assessment
AQUARIUM PISCES LEO CAPRICORN LIBRA GEMINI

B. No. of learners
who require
additional activities AQUARIUM PISCES LEO CAPRICORN LIBRA GEMINI
for remediation
c. Did the remedial
lessons work? No. of
learners who have AQUARIUM PISCES LEO CAPRICORN LIBRA GEMINI
caught up with the
lesson
d. No. of learners
who continue to AQUARIUM PISCES LEO CAPRICORN LIBRA GEMINI
require