SCHOOL TULALIAN NATIONAL HIGH SCHOOL Grade Level 7

GRADE 1 TO 12 TEACHER CHARISH G. CATUNGAL Learning Area SCIENCE

DAILY LESSON LOG
Teaching Dates and Times FEBRUARY 3-7, 2020 Quarter FOURTH QUARTER

MONDAY ( 2/3/2020) TUESDAY (2/4/2020) WEDNESDAY (2/5/2020) THURSDAY (2/6/2020) FRIDAY(2/7/2020)

SAMPAGUITA – No class SAMPAGUITA – 9:45 – 10:45 SAMPAGUITA – 9:45 – 10:45 SAMPAGUITA – 9:45 – 10:45 SAMPAGUITA – 9:45 – 10:45
ROSE – No Class (will use LP dated 1/20/2020) (will use LP dated 1/21/2020) ROSE – 10:45 – 11:4 ROSE – 10:45 – 11:45
I. Objectives GUMAMELA- 12:45 – 1:45 ROSE – 10:45 – 11:45 ROSE – 10:45 – 11:45 GUMAMELA -12:45 – 1:45 GUMAMELA -12:45 – 1:45
(will use LP dated 2/3/2020) (will use LP dated 2/4/2020)
GUMAMELA -12:45 – 1:45 GUMAMELA - No Class
A. A. Content Standards The learners demonstrate an understanding of the relation of geographical location of the Philippines to its environment
The learners shall be able to analyze the advantage of the location of the Philippines in relation to the climate, weather, and seasons
B. B. Performance Standards

Learning Competency: S7ES-IVa-2 ; S7ES-IV-b-3

The learners should be able to describe the location of the Philippines with respect to the continents and oceans of the world; recognize that soil, water, rocks, coal
and other fossil fuels are Earth materials that people use as resources.
At the end of the session the At the end of the session the At the end of the session the
students will be able to: students will be able to: students will be able to:
a. Design a procedure to show a. Trace the formation of soil a. Locate the metallic mineral
At the end of the session the how a certain factor affects the from rocks; and deposits across the country;
C. Learning Competencies/ students will be able to: amount of water that can be b. Identify factors acting b. Find out the geologic
Objectives. Write the LC a. Recognize that soil, water, stored underground or together on rocks to form soil. features which are common
code for each coal, and other fossil fuels are released by water shed to in areas where the mineral
earth materials that people use rivers, lakes and other bodies deposits are found;
as resources; and of water. c. Give a possible reason for
b. Describe ways of using the association between
earth’s resources sustainably. metallic mineral deposits and
geologic features in the
country.

Factors affecting the amount

II. CONTENT Natural Resources The Philippine Environment The Philippine Environment
of water in watersheds
III. LEARNING
RESOURCES
A. REFERENCES
1. Teacher’s Guide pp. 278-279 pp. 280-282
pages
 2. Learner’s
Materials pages
3. Textbook pages
4. Additional
Materials from
Learning
Resource (LR)
portal
B. Other Learning
Resources
IV. PROCEDURES
Post meta strips on the board Music video about water shed What are the three types of What are minerals?
A. ELICIT with the words “RESOURCES” https://www.youtube.com/ rocks?
and “sustainability” watch?v=3ZP0B8PsuNU
1. What do you understand 1. What reflection did you feel Where do rocks come from? How are minerals being
with the word RESOURCES? after watching the music classified?
2. What are the examples of video?
B. ENGAGE
resources? 2. What is a watershed?
3. How will you relate
Resources to sustainability?
Working in groups, students Working in groups, students - The students will go to their - The students will go to their
will follow guided activity. will follow guided respective groups and assigned respective groups and
Each group is given the task to activity. Each group is given area assigned area
study the pictures on their the tasks to design a procedure Perform Activity 4 Perform Activity 5 “Where
activity. to determine the factors that “How are soils formed from are the mineral
C. EXPLORE affect the amount of water rocks?” deposits in the Philippines?”
that can be stored
underground or released by a
watershed to rivers, lakes, and
other bodies of water.

D. EXPLAIN Key Questions: Publication and Q1. What are the factors that Q1. What are the five metals
1. What kind of natural Communicating Results act together on rocks to form that are most abundant
resources are shown in the soil? across the country?
pictures? Key Questions: Presentation Q2. What does the following Q2. Where are these five
2. Do you have similar and defense of each group will sentence mean, “Soils were most abundant metals
resources in your area? What be focused on the following once rocks”? located?
are they? guide questions: Q3. What geologic structures
3. What other resources do 1. What factor did you choose? are found near the location
 you have in your community? 2. What variable/ factor will of the metallic deposits?
4. How do you use these you change? Q4. Write a statement to
resources? 3. What factor/s will you connect the presence of
5. What is the importance of control? metallic deposits with
these resources in your 4. What are the materials will trenches or volcanic areas.
community? you consider in your design? Q5. Why do you think are
6. How can these resources be 5. Describe your procedure. metallic deposits abundant in
used sustainably? places where there are
trenches or volcanoes?
Q6. Are there metallic
deposits in your area?
Q7. What could be reason
for the presence or absence
of metallic deposits in your
area? You can download the
detailed map of Trenches,
Faults and volcanoes in the
Philippines from the website
of Phivolcs.
Q8. If there are metallic
deposits, what activities tell
you that there are indeed
deposits in or near your
area/province?

1. What resources are available 1. How did you come up with

in your community? your designed procedure? Where are the mineral
2. How are they used? 2. What are the difficulties you deposits in the Philippines?
encountered in
designing the procedure? How are soils formed from Give the relevance of the
E. ELABORATE
rocks? geologic features of a place
to the abundance of its
mineral deposits.

F. EVALUATE Name at least five natural The following are the factors Give the different factors of List down the 5 most
resources utilized by the that can influence the amount soil formation. (5 points) abundant METALS in the
people in your community of water in the watershed: country.
Vegetation, Slope of the Area,
Kind of Soil and Amount of Enumerate at least 3 factors
 Rainfall. that determine the
If you want to determine the abundance of minerals in a
effect of the amount of rainfall certain
on the amount of water in the place/locality.
watershed,
1. What factor will you
change?
2. What factor will you
control?

Differentiate “ROCKS” from Write at least 5 ways or

As a student, how can you Video clip about the “SOIL”. means to protect and
help conserve our natural importance of water shed. conserve our Philippine
resources? https://www.youtube.com/ natural- resources.
G. EXTEND
(optional) Make a poster watch?v=1fB2N7chZlU
and slogan on As a student, is it important to
conservation of natural keep watersheds healthy?
resources. Why?
V. REMARKS
VI. REFLECTION
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
lessons work? No. Of
learners who have
caught up with the
lesson
D. No. of learners who
earned 80% on the
formative assessment
E. Which of the 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

SCHOOL TULALIAN NATIONAL HIGH SCHOOL Grade Level 7

 GRADE 1 TO 12 TEACHER CHARISH G. CATUNGAL Learning Area SCIENCE

DAILY LESSON LOG Teaching Dates and Times FEBRUARY 10-14, 2020 Quarter FOURTH QUARTER

MONDAY ( 2/10/2020) TUESDAY (2/11/2020) WEDNESDAY (2/12/2020) THURSDAY (2/13/2020) FRIDAY(2/14/2020)

SAMPAGUITA – No class SAMPAGUITA – 9:45 – 10:45 SAMPAGUITA – 9:45 – 10:45 SAMPAGUITA – 9:45 – 10:45 SAMPAGUITA – 9:45 – 10:45
ROSE – No Class (will use LP dated 2/10/2020) (will use LP dated 2/11/2020) ROSE – 10:45 – 11:4 ROSE – 10:45 – 11:45
I. Objectives GUMAMELA- 12:45 – 1:45 ROSE – 10:45 – 11:45 ROSE – 10:45 – 11:45 GUMAMELA -12:45 – 1:45 GUMAMELA -12:45 – 1:45
(will use LP dated 2/10/2020) (will use LP dated 2/11/2020)
GUMAMELA -12:45 – 1:45 GUMAMELA - No Class
E. A. Content Standards The learners demonstrate an understanding of the relation of geographical location of the Philippines to its environment
The learners shall be able to analyze the advantage of the location of the Philippines in relation to the climate, weather, and seasons
F. B. Performance Standards

Learning Competency: S7ES-IVc-4

The learners should be able to describe ways of using Earth’s resources sustainably.
At the end of the session the At the end of the session the
At the end of the session the students will be able to: students will be able to:
students will be able to: a. Identify the effects of some a. Suggest ways to reduce the
VALENTINE’S DAY
a. Locate the metallic mineral human activities on natural effects of some human
CELEBRATION
deposits across the country; resources. activities on natural resources;
C. Learning
b. Find out the geologic and (HEADED BY SSG)
Competencies/
features which are common in b. Involve students in hands-on
Objectives. Write the
areas where the mineral activities that help you learn
LC code for each
deposits are found; more about:
c. Give a possible reason for • reducing waste
the association between • reusing material
metallic mineral deposits and • recycling
geologic features in the • composting
country. • conserving natural
resources and energy.
II. CONTENT The Philippine Environment The Philippine Environment The Philippine Environment
III. LEARNING
RESOURCES
A. REFERENCES
1. Teacher’s Guide pp. 280-282
pages
2. Learner’s Materials
 pages
3. Textbook pages
4. Additional Materials
from Learning
Resource (LR) portal
B. Other Learning
Resources
IV. PROCEDURES
What is meant by resources? What are the effects of human
A. ELICIT What are minerals? How do you classify them? activities on our
natural resources?
How are minerals being Identify some resources that How can we recover from
B. ENGAGE classified? we have in the country. this destruction of nature due to
human activities?
- The students will go to their Perform the following: Perform Activity 7
respective groups and assigned Activity 6 “Are You Ready for Make-A-
area “How do people destroy Difference-Day?”
Perform Activity 5 “Where are natural resources?”
the mineral
C. EXPLORE deposits in the Philippines?”

D. EXPLAIN Q1. What are the five metals Discuss Table 2. As a youth/student what can
that are most abundant across Ways People Destroy Natural you contribute for the
the country? Resources protection and preservation of
Q2. Where are these five most our natural resources?
abundant metals located?
Q3. What geologic structures
are found near the location of
the metallic deposits?
Q4. Write a statement to
connect the presence of
metallic deposits with trenches
or volcanic areas.
Q5. Why do you think are
metallic deposits abundant in
 places where there are
trenches or volcanoes?
Q6. Are there metallic deposits
in your area?
Q7. What could be reason for
the presence or absence of
metallic deposits in your area?
You can download the detailed
map of Trenches, Faults and
volcanoes in the Philippines
from the website of Phivolcs.
Q8. If there are metallic
deposits, what activities tell
you that there are indeed
deposits in or near your
area/province?
- Where are the mineral Why do people destroy natural
deposits in the Philippines? resources? How would you do it? (Make a
- Give the relevance of the group plan on the protection
E. ELABORATE
geologic features of a place to How would you protect and and preservation of our natural
the abundance of its mineral conserve resources? resources)
deposits.
- List down the 5 most Write a short essay about: Write an essay: “Plan your
abundant METALS in the “Too much is taken from Earth work. Work your plan.”
country. and too much is put into
F. EVALUATE - Enumerate at least 3 factors Earth!” (10 points) Use one
that determine the abundance whole sheet pad paper.
of minerals in a certain
place/locality.
Prepare a short skit on
As a student, how can you Explain the following on your protection and preservation of
help conserve our natural science notebook, to be our natural resources. (Group
resources? checked next meeting: Presentation to be presented
G. EXTEND
(optional) Make a poster next meeting)
and slogan on The 5 R’s of ENVIRONMENTAL
conservation of natural PRESERVATION.Why?
resources.
V. REMARKS
VI. REFLECTION
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
lessons work? No. Of
learners who have
caught up with the
lesson
D. No. of learners who
earned 80% on the
formative assessment
E. Which of the 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

SCHOOL TULALIAN NATIONAL HIGH SCHOOL Grade Level 7

GRADE 1 TO 12 TEACHER CHARISH G. CATUNGAL Learning Area SCIENCE

Teaching Dates and Times FEBRUARY 17-21, 2020 Quarter FOURTH QUARTER
 DAILY LESSON LOG

MONDAY ( 2/17/2020) TUESDAY (2/18/2020) WEDNESDAY (2/19/2020) THURSDAY (2/20/2020) FRIDAY(2/21/2020)

SAMPAGUITA – No class SAMPAGUITA – 9:45 – 10:45 SAMPAGUITA – 9:45 – 10:45 SAMPAGUITA – 9:45 – 10:45 SAMPAGUITA – 9:45 – 10:45
ROSE – No Class (will use LP dated 2/17/2020) (will use LP dated 2/18/2020) (will use LP dated 2/19/2020) ROSE – 10:45 – 11:45
I. Objectives GUMAMELA- 12:45 – 1:45 ROSE – 10:45 – 11:45 ROSE – 10:45 – 11:45 ROSE – 10:45 – 11:4 GUMAMELA -12:45 – 1:45
(will use LP dated 2/17/2020) (will use LP dated 2/18/2020) (will use LP dated 2/19/2020)
GUMAMELA -12:45 – 1:45 GUMAMELA 12:45-1:45 GUMAMELA -NO CLASS
G. A. Content Standards The learners demonstrate an understanding of the different phenomena that occur in the atmosphere

H. B. Performance Standards The learners shall be able to analyze the advantage of the location of the Philippines in relation to the climate, weather, and seasons

Learning Competency: S7ES-IVd5

The learners should be able to discuss how energy from the Sun interacts with the layers of the atmosphere.
At the end of the session the At the end of the session the At the end of the session the At the end of the session the
C. Learning students will be able to: students will be able to: students will be able to: students will be able to:
Competencies/ a. Identify the different layers a. Explain the concept of a. Relate the concept of
Objectives. Write a. Identify the effects of some of the atmosphere greenhouse effect. greenhouse to the increasing
the LC code for human activities on natural b. Describe the features of b. Construct a model temperature of Earth’s
each resources. each layer greenhouse atmosphere.
c. Explain the basis for the
division of the layers of the
atmosphere
II. CONTENT The Philippine Environment
III. LEARNING
RESOURCES
A. REFERENCES
1. Teacher’s Guide pp.300-303
pages
2. Learner’s Materials
pages
3. Textbook pages
4. Additional Materials
from Learning
Resource (LR) portal
B. Other Learning
Resources
IV. PROCEDURES
 What are the three layers or What are the layers of the Does greenhouse retains
spheres of the Earth? atmosphere? heat or release heat?
What is the basis of dividing
What is the meaning of
the atmosphere into different
A. ELICIT resources? How do you classify
layers?
them?
What are the different gases or
elements that made up the
Earth’s atmosphere?
Identify some resources that What layer maintains the When you hear of the word What is the difference
we have in the country. existence of life? “Greenhouse”, what comes to between GREENHOUSE
you mind? EFFECT and GLOBAL
A word GREENHOUSE will be WARMING? Explain.
posted in the board. Students
B. ENGAGE will think of word/words
associated with the posted one
and give their brief explanation
as to why these words are
connected to the
GREENHOUSE.
- The students will go to their Perform Activity 1 Perform Activity 2: Discuss:
respective groups and assigned What is the basis for dividing Does a greenhouse retain or What is the GREENHOUSE
area Earth’s atmosphere into release heat? EFFECT?
Perform the following: layers?
C. EXPLORE Activity 6
“How do people destroy
natural resources?”

D. EXPLAIN Discuss Table 2. 1. What are the five layers? 1. What is a greenhouse? Discuss: “Analogy of a Car”
Ways People Destroy Natural Estimate the height of each 2. What does a 1. What is greenhouse
Resources layer. greenhouse do? effect?
2. In which layer is 3. Why does a greenhouse 2. Why is “Greenhouse
temperature increasing with could relate to the Effect” related to the
increasing altitude? Earth’s atmosphere? warming of the Earth’s
3. In which layer is 4. What are the so-called atmosphere?
temperature decreasing with
“greenhouse gases”?
increasing altitude?
5. Why are greenhouse
4. What is the relationship
between temperature and
gases like the glass in
height in the - troposphere? - the greenhouse?
6. Is Earth getting warmer?
 stratosphere? - mesosphere? - Cite the evidences.
thermosphere? - exosphere?
5. Observe the whole graph.
What is the basis for the
division of Earth’s
atmosphere?
6. From the graph, can you
generalize that the higher the
layer of the atmosphere (that
is closer to the Sun), the hotter
the temperature? Why or why
not?
Why do people destroy natural 1. How does each layer of the 1. How will you compare a Does greenhouse retain or
resources? atmosphere differ from one greenhouse to the Earth’s release heat?
another? atmosphere? How is greenhouse related to
E. ELABORATE
How would you protect and 2. How are the layers of the 2. How do greenhouse gases the increasing temperature of
conserve resources? divided? make the Earth warmer? Earth’s atmosphere?

Write a short essay about: Make a short chant about the Answer the following 1. Is greenhouse effect
“Too much is taken from Earth different layers of the questions in ½ crosswise: bad? Why or why
and too much is put into atmosphere. 1. What are the greenhouse not?
Earth!” (10 points) Use one gases? 2. What is the
whole sheet pad paper. 2. What do these gases do? relationship between
F. EVALUATE 3. Why are scientists Greenhouse effect
concerned about the and the warming of
greenhouse effect? Explain (3 Earth’s atmosphere?
points)

Explain the following on your Search for other information Questions, to be answered What is the impact of
science notebook, to be about Earth’s atmosphere to and checked next meeting. greenhouse Effect to life on
checked next meeting: be shared and discussed with Write down in your science Earth as well as the
G. EXTEND The 5 R’s of the class on the meeting. notebook: environment?
ENVIRONMENTAL (5 points) Why is the average temperature
PRESERVATION. of Venus very much higher than
that of Earth? Explain
V. REMARKS
VI. REFLECTION
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
lessons work? No. Of
learners who have
caught up with the
lesson
D. No. of learners who
earned 80% on the
formative assessment
E. Which of the 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