June 4, 2018

Monday
Orientation of students to the…
A. School Policies
B. Grading System
C. Topics covered for First Grading Period
1. Scientific Method:
1.1. Research Paper
1.2. Hypothesis
1.3. Method of Testing Hypothesis (identifying dependent/ independent variables)
1.4. Collects, organize and interpret data
1.5. Makes conclusions based on the data, accounting and rejecting hypothesis
2. Solutions:
2.1. Different types of solutions
2.1.1. Unsaturated
2.1.2. Saturated
2.1.3. Supersaturated
2.2. Difference Between Percentage by Weight and Volume
2.3. Factors affecting Solubility
3. Acids and Bases:
3.1. Common Acids and Bases
3.2. Concept of pH
3.3. Properties of Acids and Bases using Natural Indicators
4. Substance and Mixtures
4.1. Properties of Substances and Mixtures
4.2. Difference of Substance and Mixtures
5. Elements and Compounds
5.1. Classification of Elements and Compounds
5.2. Composition of Compounds
5.3. Information of Common Elements such as names, symbols and its classification (Metals, Non-metals and
Metalloids in the periodic table)
5.4. Properties of Metals and Non-metals
5.5. Examples of elements considered as Metals and Non-metals

Topics covered for Second Grading Period

1. Living Things and their Environment
“Parts and Functions”
1.1. Levels of Organization – cells, tissues, organs, organization and organism
1.2. Parts of microscope and their functions
1.3. Parts of plant and animal cell and their functions.
2. Heredity: Inheritance and Variations
2.1. Sexual and Asexual Reproduction
2.2. Process of Fertilization
2.3. Differentiate offspring resulting from asexual reproduction with that from sexual reproduction
3. Interaction:
3.1. Biotic and Abiotic Components
3.2. Ecological Relationships
3.2.1. Producers and Consumers
3.2.2. Symbiotic Relationships
3.2.3. Parasitism
3.2.4. Mutualism
3.2.5. Commensalism
3.2.6. Non-symbiotic
3.2.7. Competition
 3.2.8. Predation
4. Transfer of Energy

Topics for Third Grading Period

1. Constant and Uniformly Accelerated Motions
1.1. Motions
1.1.1. Distance/ Displacement
1.1.2. Speed/ Velocity
1.1.3. Acceleration
2. Waves:
2.1. Transvers vs. Longitudinal Waves
2.2. Mechanical vs. Electromagnetic Waves
2.3. Characteristics of Waves
2.3.1. Frequency
2.3.2. Amplitude
2.3.3. Wavelength
2.3.4. Wave Velocity
3. Sound
3.1. Characteristics
3.1.1. Pitch
3.1.2. Loudness
3.1.3. Quality
4. Light
4.1. Characteristics of Light
4.1.1. Color
4.1.2. Intensity
4.1.3. Frequency
4.1.4. Wavelength
5. Health
5.1. Methods of Heat Transfer
5.2. Good and poor conductors of heat and their specific uses.
6. Electricity
6.1. Three types of charges
6.2. Charging process

Fourth Grading Period

1. Locating places on Earth using a coordinate system.
2. Location of the Philippines with respect to the continents and oceans of the world.
3. Physical features of the Philippines
4. Protection and conservation of natural resources.
5. Interaction in the Atmosphere
5.1. Land and sea breeze
5.2. Monsoons
5.3. Intertropical Convergence Zone
5.4. Ozone Depletion
5.5. Greenhouse Effect
6. Seasons in the Philippines
6.1. Relation of seasons to the position of the Sun in the sky.
6.2. Causes of seasons in the Philippines.
June 5,2018
Tuesday
Continuation of Orientation
 June 6, 2017
Wednesday
I. Objectives:
At the end of the lesson the students should be able to:
1. define science
2. give the two main division of science
3. Get acquainted with the different branches of science.

II. Subject Matter:

A. Topic: What is Science?
B. Reference: Science Links by Valdez
Pages 7-8, Integrated Science
Pages 3-4 by Lilia Vingco
C. Materials: Strips of paper, manila paper, chart diagram and pentel pen.

III. Procedure
A. Motivation:
When you come across with the word “Science”, what comes into your mind?
B. Lesson Proper:
A. Activity A.
Instruction for the activity: Given 4 pcs blank strips of paper, write your idea about science and paste it to the
diagram provided by the teacher.

Science

B. Analysis A. Focus Questions based on activity

1. What is your own understanding about science?
2. What are you doing in your science?
3. Was the activity easy or hard?
4. What are the difficulties you encountered in doing the activity?
Activity B:
Given the strips of paper about the branches of science. Group the strips of paper based on their
similarities.

Physics Chemistry Meteorology Geology

Oceanography Seismology Volcanology
Zoology Zoology Botany Physiology
Anatomy Histology Cytology Taxonomy
1.1.1.1.1.1.1.1.

A B

Analysis B: Focus Questions based on activity

1. How did you group the pictures?
2. Is it easy or hard for you to group the pictures?
C. Abstraction:
1. Based on the activity is the meaning of science?
2. What are the two main division of science?
3. Are there similarities or differences guide you in grouping them?
 4. What are the different branches of natural science and biological sciences?
D. Application
A. Direction: Choose the letter of the correct answer.
1. A systematized body of knowledge based on facts principles through observations and experimentation.
a. Biology b. Science c. Physics
2. The science that deals with the study of non-living things.
a. physical b. natural c. biological
3. The branch of science that deals with the study of weather and climate.
a. Physics b. Chemistry c. Meteorology
4. The science that involve the study of living things.
a. natural b. biological c. physical
5. Science comes from a Latin word scientia means:
a. observation b. experimentation c. knowledge

B. Direction: Group the following into Physical and Biological Science

Chemistry Botany Zoology

Ecology Biochemistry Soil Chemistry
Physics Hydrology

A B
Natural Science Biological Science

E. Assignment
(Assignment Notebook)
Give at least 5 branches of science that belong to Physical Science.

June 7,2018
Thursday
Please refer to plan dated June 6,2018 , Objectives were not meet due to time
constrain.

June 8, 2018
Friday
Conducted recitation on the topic
 June 8, 2017

I. Objectives
At the end of the lesson the students should be able to:
1. define science inquiry
2. identify and describe the different science processes
II. Subject Matter
Topic: Science Process
Reference: Breaking Through Science 7 by Corazon Felicerta pp. 2-5
Materials: Strip of papers
III. Procedure
A. Motivation
B. Lesson Proper
A. Activity (Trial and Error Method)
B. Lesson Proper
Check the work of students and discuss the different science processes.
a. observing
b. inferring
c. predicting
d. classifying
e. measuring
f. analyzing
g. communicating
C. Generalization
1. What is meant by science inquiry?
2. What are the different science processes?
IV. Evaluation
A. Direction: Choose the letter of the correct answer.
1. A process of breaking down observation into components and seeing relationships among them.
a. inferring b. observing c. analyzing
2. A logical interpretation of your observation based on experience or prior knowledge.
a. observing b. inferring c. predicting
3. Making an “intelligent guess” about the outcome of an experiment or an event.
a. analyzing b. classifying c. predicting
4. Sharing the results of the experiment or research to others.
a. measuring b. analyzing c. communicating
5. The basic science process which determine the size of an object with the use of measuring instrument.
a. measuring b. analyzing c. inferring

B. Direction: Given the situation identify to what science process it belongs

1. Jose set the pitcher inside the refrigerator. The pitcher feels cold as grasps it. He drink the juice, smell the
smell the pineapple and enjoy the sweet. (observing)
2. He said that the juice was prepared and placed in the refrigerator earlier that day. (inferring)
3. After drinking the juice he left the pitcher of cold juice on the table for a few minutes. He drank another
glass of juice and noticed it was not cold anymore. He said that if he would leave the juice longer on the
table it would start to grow warm. (predicting)
4. Maria opens the refrigerator and noticed that the different food products are arranged. There is a place
for meat and frozen foods, for bottled products and fruits and vegetables. (classifying)
5. Lyka conducted a research and shared the results and findings to her classmates. (communicating)
V. Assignment
Give 5 examples of qualitative observation.
 June 16, 2017
I. Objectives
At the end of the lesson the students should be able to:
1. Identify and describe the science processes
II. Subject Matter
Topic: Science Processes
Reference: Breaking Through Science 7 by Corazon Felicerta pp. 2-5
Materials: Manila paper, paper strips, cartolina
III. Procedure
A. Review
B. Lesson Proper
Discuss the science processes in finding solution to a problem
a. Predicting
b. Classifying
c. Measuring (a) precision (b) accuracy
d. Analyzing
e. Communicating
C. Generalization
1. What are the different science processes?
2. What is the difference between precision and accuracy?
D. Application
How are you going to classify your class?
IV. Evaluation
1. Analyzing a process of breaking down observation into components and seeing relationships
among them.
2. Inferring a logical interpretation of your observation based on experience or prior knowledge.
3. Scientific process the process of discovery
4. Predicting making an intelligent guess.
5. Communicating a process of sharing the results of experiment to others.
6. Precision it describes how close the measured value to one another.
7. Accuracy it describes how close the measured value to the accepted or true value.
8. Observing the basic science process in which you use your senses to gather information.
9. Measuring a science process which determine the size of an object with the use of
measuring instruments
10. Science a systematized body of knowledge based on facts.
V. Assignment
In a ¼ sheet of paper, list down 5 sentences showing a comparison of observation and influence. Underline the
part of the sentence that is observation twice and once for inference.
 June 21, 2017
Wednesday

I. Objectives
At the end of the lesson the students should be able to:
1. Define scientific method
2. Enumerate and describe the steps involved in scientific method
II. Subject Matter
A. Topic: Scientific Method
B. Reference: Breaking Through Science 7 by Corazon Felicerta pp. 18-21, Integrated Science pp. 32-34
III. Procedure
A. Lesson Proper:
a. Unlocking of difficulties
1. Hypothesis
2. Variables
3. Experiment
4. Control Variables
b. Activity
 Trial and Error Method
 The teacher give out a piece of Manila paper and stripes of paper that contains different steps.
 Students will arrange the strips of paper from step 1 to the last step of the scientific method.
c. Discuss the different steps in scientific method.
d. Define the scientific method
B. Generalization
1. What do we mean by scientific method?
2. What are the steps involved in scientific method?
IV. Evaluation
A. Direction: Choose the letter of the correct answer.
1. It is define as a temporary answer to the problem.
a. Gather information b. define the problem c. hypothesis
2. In which step of the scientific method experiment happens?
a. Test the hypothesis b. formulate the hypothesis c. verify the conclusion
3. In every type of scientific investigation, data must be collected through asking, reading and researching.
To what state the statement belongs?
a. Define the problem b. gather information c. test the hypothesis
4. In what step of the scientific method found that the experimenter report the experiment to check if the
conclusion is correct?
a. Test the conclusion b. make a conclusion c. verify the conclusion
5. “Which of the detergent will remove chocolate stain without damaging or decolorizing the blouse” is an
example of
a. Formulate the hypothesis b. Identify or define the problem c. make a conclusion
6. There are three kinds of variables. Which variable is changed in the experiment by the experimenter?
a. Controlled b. dependent c. independent
B. Complete the ladder of the scientific method
Define or identify the problem

Formulate the hypothesis

 8

10

V. Assignment
1. Provide the hypothesis to the problem:
Why do saw bugs stay under the bed?
2. Have an advance study reading about the inventions of some scientists
 June 28, 2017
Wednesday
I. Objectives
At the end of the lesson, the students should be able to:
1. Identify some skills, values and attitudes that are common among the scientist.
2. Enumerate and identify some outstanding foreign and Filipino scientist and their inventions.
II. Subject Matter
A. Topic: The Skills, Values and Attitude of a Scientist
B. Reference: Breaking Through Science 7 by Corazon C. Felicerta pp. 32-35
C. Materials: Manila paper, strips of paper, profile of outstanding scientist
III. Procedure
A. Recall: What are the steps involved in scientific method?
B. Motivation:
 Do you know yourself well?
 What are your strengths and weaknesses?
 What are your skills, values and attitudes?
C. Lesson Proper
a. (Trial and Error Method)
 The teacher post the strips of paper containing values, attitudes and skills on the board.
 Call students to connect it to the meaning provided in the manila paper.
b. Discuss and give examples on each values, skills or attitudes.
c. Present the profile of some outstanding scientists.
d. Discuss the discoveries of each scientist.
D. Generalization
 What are the skills, values or attitude that are possesses by the scientists?
 Name some of the scientists and their contributions or discoveries
E. Application
As a student, what attitudes you must possess to lead you to be successful in any endeavour that you will be
chosen.
IV. Evaluation:
Fill in the blanks. Give the word to complete the sentence.
1. Patience steadfastness, despite opposition, difficulty or adversity.
2. Logic is the ability to make inferences and see relationship of facts and events.
3. Intellectual Honesty freedom from deceit and untruthfulness, ability to give credit to whom it is due.
4. Critical Thinking ability to evaluate ideas and recognize the implications and practical consequences
of given assumption.
5. Humility ability to accept one’s strength and limitations.
V. Assignment
Aside from the given example, give at least 2 outstanding scientist with their invention.
 July 3, 2017
Monday
I. Objectives
At the end of the lesson the students should be able to:
1. Identify and describe the different laboratory apparatus and its uses.
II. Subject Matter
A. Topic: Laboratory Apparatus and its uses
B. References:
 Breaking Through Science 7 by Corazon B. Felicerta, Leticia Pinar pp. 43-45
 Science Links by Meliza P. Valdoz, Joanna N. Abistado, Jazon M. Mariano pp. 20-23
C. Materials:
 Laboratory Apparatuses
 Manila paper
 Double edge tape
 Strips of paper
D. Values Integration
Cooperation
III. Procedure:
A. Motivation: Do you know the things of a carpenter? The doctor? The students?
B. Lesson Proper:
a. Activity (Trial and Error)
 Give the instruction on what to do and distribute the materials needed by each group.
 Give 20 minutes for them to perform.
b. Presentation and checking of work of each group.
C. Discussion
Discuss the uses of laboratory apparatus.
D. Generalization
1. Call students to choose a laboratory apparatus inside the tray/box provided by the teacher.
2. Let them identify and describe the uses.
IV. Evaluation
A. Multiple Choice 1-5
Read the following questions carefully and write the letter of your choice.
1. The laboratory apparatus used to hold and heat liquids is called?
a. Reagent bottle b. Bunsen burner c. beaker
2. The laboratory apparatus used to heat and evaporate liquids is called?
a. Beaker b. evaporating dish c. reagent bottle
3. The laboratory apparatus used to transfer liquids into smaller container, so they will not spill.
a. Mortar and pestle b. funnel c. crucible
4. The laboratory apparatus used to stir solutions to dissolve substance is called?
a. Stirring rod b. test tubes c. stopper or cork
5. The laboratory apparatus used to view or observe small objects.
a. Petri dish b. microscope c. evaporating dish
B. Identification: 6-10
The teacher will show the apparatus for the students to identify.
6. Thermometer
7. Reagent bottle
8. Mortar and Pestle
9. Erlenmeyer flask
10. Beaker
V. Assignment
Select one laboratory apparatus you want, draw it in a short bond paper, color it and label them with uses.
 July 10, 2017
Monday
I. Objectives
At the end of the lesson the students should be able to:
1. Identify and describe the different laboratory safety symbols.
II. Subject Matter
A. Topic: Laboratory Safety Symbols
B. Reference: Breaking Through Science 7 by Corazon C. Felicerta pp. 45-47
C. Drawing of Laboratory Safety Symbols
III. Procedure
A. Motivation:
Have you gone to Iloilo or San Jose? While riding in van or bus, what signs/ symbols did you see?
B. Lesson Proper
1. Explain the safety rules in conducting an experiment in the laboratory room.
2. Present some laboratory symbols.
C. Generalization
1. Why safety is important in the laboratory?
2. The teacher will prevent the laboratory symbols and the students give the meaning.
D. Application
 One of your classmates break a test tube. What will you do?
 What do you think will happen if you are not acquainted with the laboratory safety symbols?
IV. Evaluation
Matching Type: Match Column A to Column B.
1.
a. Breakage

2.
b. No flame

3.
c. Poison

4.
d. General safety awareness

5.
e. Flame

f. Corrosive chemicals
V. Assignment
In a short bond paper, draw one safety symbol. Write the meaning and precautionary measures.
 July 12, 2018
Wednesday

I. Objectives
At the end of the lesson the students should be able to:
1. Define and describe the two components of solution
2. Classify solutions into solid, liquid and gas.
II. Subject Matter
A. Topic: Types of Solutions
B. Reference: Learners Manual
C. Materials:
water,spoon,salt, sample of liquid solutions(alcohol, juice), solid solutions( cans, jewelry)
III. Procedure:
A. Motivation:
 The teacher will mix a spoonful of table salt into a glass of water.
 What happened to the salt crystals?
 How can you say that the salt is still there?
B. Lesson Proper:
 Salt water is an example of a solution.
 A process by which a solution is formed is called DISSOLUTION.
 (The teacher will asked more example of solutions).
 Solution has two components. (SOLUTE and SOLVENT).
 From the given example let the students identify the solute and solvent.
 Describe the solute and solvent?
 The teacher will asked more examples of liquid solution.
 Discuss the solid and gaseous solution.
 Give more example of solutions and let the students identify the solute and the solvent, identify
the type of solution.
C. Generalization:
A. Multiple Choice:
1. Which of the following is an example of liquid solutions?
a. Alloy b. alcohol c. gold d. ring
2. A kind of mixture in which the particles are spread evenly throughout is referred to
a. Solution b. solvent c. solute d. none at all
3. Solution is an example of a______?
a. Alcohol b. miscible c. solution d. mixture
4. What do you call the substance that readily dissolves in another substance?
a. Solution b. solvent c. soluble d. solute
5. Soft drinks is an example of liquid solution. It is a mixture of _______?
a. Liquid and solid c. solid and gas
b. Liquid and gas d. solid and liquid
B. Simple Recall:
1. (SOLUTE) the dissolve substance in a solution.
2. (SOLVENT) the substance that dissolves the solute.
3. (MISCIBLE) two or more liquids that form single layer when mixed.
4. (Alloy) a solution of solid dissolve in another solid.
5. (Dissolution) a process by which a solution is formed.
IV. Assignment:
In ½ crosswise: In a given solution, identify the solute and the solvent; and to what type
the solution belongs:
solution solute solvent Type of solution
1. LPG gas gas gaseous
2. Bronze solid solid solid
3. Soda water solid liquid liquid
4. Air gas gas gaseous
5. Steel solid solid solid
6. Charcoal filter solid gas gas
7. Naphthalene in air solid gas gas
8. Humid air liquid gas gaseous
9. Ocean water solid liquid liquid
10. Rubbing alcohol liquid liquid liquid
 July 13, 2018
Thursday

I. Objectives:
At the end of the lesson the students should be able to
1. Show and describe the observable characteristics of common solutions found at home or in store.
II. Subject matter:
A. Topic : Solutions and its observable characteristics
B. Reference: learners Manual pages 2& 3
C. Materials: learners Manual, pen and activity sheet
III. Procedure:
A. Pre-Activity:
1. The teacher will give the activity sheet to the students.
2. Students will enumerate the products or solutions found at home or in store.
3. They will describe the observable characteristics or properties of the solutions.
4. Present the output in table form
B. Post-Activity:
1. Checking of output
C. Discussion:
Discuss the naturally occurring solutions and manufactured processed solutions.
D. Generalization:
1. Based on the observable characteristics, are solutions always appear in liquid?
2. What are the naturally occurring solutions?
3. What are the examples of manufactured/processed solutions?
4. What is metal alloy?
IV. Evaluation:
A. Simple recall:

1. A naturally occurring solution having a higher percentage of salt and minerals is called(Seawater)
2. (Rainwater) is a solution containing dissolved gases like oxygen and carbon dioxide.
3. (Air) a naturally occurring solution composed of mixtures of gases.
4. (Vinegar) is an example of processed that contains 5% acetic acid.
5. (Gasoline) a manufactured solution made up of different substances called hydrocarbons.
B. Give at least 5 examples of processed solution.
1. Soft drinks 2. Tea 3. Brewed coffee 4. Rufina patis 5. Pineapple juice in can
V. Assignment: A. Give the properties of the following solutions.
1. Rubbing alcohol
2. Dishwashing liquid
3. Soft drinks (royal true orange)
4. Cologne
5. Air
B. Bring the following materials:
 6 cups water
 6 pcs spoon
 6 plastic cups
 Cooking oil
 Sugar
 Salt
 powdered juice
 mongo seeds
 vinegar
 July 14,2018
Friday
I. Objectives:
At the end of the lesson the students should be able to :
1. Compare the evidence gather with the prediction on the given sample
2. Describe the properties of solutions based on observations.
II. Subject Matter:
A. Topic: Properties of Solution
B. Reference; Learners Manual Grade 7 pages 4 & 5
C. Materials:
water ; vinegar ; powdered juice ; salt
6 plastic cups ; mongo seeds ; 6 pcs spoon ; sugar ; cooking oil
III. Procedure:
A. Checking of Assignment
B. Recall:
What are the naturally occurring solutions? What are the examples?
C. Pre-Lab Discussion:
 Checking of materials
 Discuss the procedure
 Students activity
 Presentation of result
D. Post-Lab Discussion:
 The teacher will give the following characteristics of a solution.
1. It is homogeneous. It is a mixture of one phase only. The component are so well
mixed that all parts of the solution appear the same. Solutions have the
same composition and properties all throughout.
2. The solute cannot be separated from the solvent through filtration because
these are so small that they pass through the filter paper or cheese cloth.
3. A solution is often clear and transparent.
IV. Evaluation:
Fill in the blanks:
1. How many layers were formed when oil mixed with water? (two)
2. Which sample in the activity can be separated by filtration? (mongo seeds)
3. Cite one activity at home where filtration is applicable? (separating milk from meat coconut)
4. What is the solvent used in the set up? (Water)
5. What science process was applied on the first part of the activity? (predicting)
V. Assignment:
In ½ crosswise, list down 3 examples of solid or liquid solution , and give their appearance and
and number of phases.