Grades 7 School Grade Level 7

Daily Lesson Log Teacher Learning Area Science

I. OBJECTIVES
A. Content Standards the properties of substances that distinguish them from mixtures classifying substances as elements or compounds
investigate the properties of mixtures of varying concentrations using available make a chart, poster, or multimedia presentation of common elements showing their
B. Performance Standards
materials in the community for specific purposes names, symbols, and uses
C. Learning Competencies/ distinguish mixtures from substances based on a set of properties; recognize that substances are classified into elements and compounds;
Objectives Write the LC code S7MT-Ie-f-4 S7MT-Ig-h-5
for each
Substances and Mixtures Elements and Compounds
II. CONTENT
Activity 3. My Unknown Sample: Substance or Mixture? Activity 1. Water, “Wat-er “You Made Of?
LEARNING RESOURCES
A. References
1. Teacher’s Guide pages
2. Learner’s Material pages
3. Textbook pages
IV. PROCEDURES
A. Reviewing previous lesson Distinguish substance and mixture according to its features. Have you ever heard of a Filipino invention of car powered by water? Is it
or presenting the new lesson really the water that was substituted in placed of gasoline that runs the car?
Without using senses, identify which is which from samples of liquid solutions What are the elements that made up the water?
B. Presenting examples/
of distilled, mineral, sea water and vinegar. What about solutions of benzoic Is it possible to break down water into molecules of pure elements? Can we
instances of the new lesson
acid with salt, sugar, MSG? obtain and confine these elements? How?
C. Discussing new concepts Different substances has their own unique melting and boiling point. How will What is an electrolysis? What are its parts and its functions? How were you
and practicing new skills #1 you apply this in determining your substances? able to determine if it is an oxygen or a hydrogen?
V. EVALUATION/ Explain how were you able to determine your substances in the set-up? Discuss the process of electrolysis.
FORMATIVE (Any form of
Summative Test/Performance
Test). Give a brief description
and sample questions.
VI. REFLECTION
A. Were all the objectives
attained? Why or why not?
B. What went well? What went
wrong?
C. Mastery level of the learner.
% of those who did not master
the competencies (80% below)
% of those who averagely
mastered the competency/ies
(81%-91%)
% of those who proficiently
mastered the competency/ies
(91%-100%)
VI. UTILIZED LOCALIZED/ Thermometer, Sugar and Salt, Benzoic acid, MSG Syringe, Battery, Wire connectors
INDIGENIZED LEARNING Video clip as an alternative
RESOURCES (Kindly identify)
VII. LOG
Grades 7 School Grade Level 7
Daily Lesson Log Teacher Learning Area Science
Teaching Date and Time Quarter First

I. OBJECTIVES
A. Content Standards classifying substances as elements or compounds
B. Performance Standards make a chart, poster, or multimedia presentation of common elements showing their names, symbols, and uses
C. Learning Competencies/ recognize that substances are classified into elements and compounds;
Objectives Write the LC code S7MT-Ig-h-5
for each
Elements and Compounds Elements and Compounds
II. CONTENT
Activity 1. Water, “Wat-er “You Made Of? Activity 2. The Periodic Table: It’s Element-ary!
LEARNING RESOURCES
A. References
1. Teacher’s Guide pages
2. Learner’s Material pages
3. Textbook pages
IV. PROCEDURES
A. Reviewing previous lesson Have you ever heard of a Filipino invention of car powered by water? Is it With these pictures presented, can you name the element?
or presenting the new lesson really the water that was substituted in placed of gasoline that runs the car?
What are the elements that made up the water? What is a periodic table of elements? Why it is considered the most
B. Presenting examples/
Is it possible to break down water into molecules of pure elements? Can we important tool of a chemist?
instances of the new lesson
obtain and confine these elements? How?
C. Discussing new concepts What is an electrolysis? What are its parts and its functions? How were you Why elements are arranged that way? In horizontal? In vertical?
and practicing new skills #1 able to determine if it is an oxygen or a hydrogen?
V. EVALUATION/ Discuss the process of electrolysis. Identify the most commonly used elements. What are its symbols?
FORMATIVE (Any form of
Summative Test/Performance
Test). Give a brief description
and sample questions.
VI. REFLECTION
A. Were all the objectives
attained? Why or why not?
B. What went well? What went
wrong?
C. Mastery level of the learner.
% of those who did not master
the competencies (80% below)
% of those who averagely
mastered the competency/ies
(81%-91%)
% of those who proficiently
mastered the competency/ies
(91%-100%)
VI. UTILIZED LOCALIZED/ Syringe, Battery, Wire connectors Pictures of different elements
INDIGENIZED LEARNING Video clip of the brief history of the periodic table
RESOURCES (Kindly identify)
VII. LOG
Grades 7 School Grade Level 7
Daily Lesson Log Teacher Learning Area Science
Teaching Date and Time Quarter First

I. OBJECTIVES
A. Content Standards classifying substances as elements or compounds
B. Performance Standards make a chart, poster, or multimedia presentation of common elements showing their names, symbols, and uses
C. Learning Competencies/ recognize that substances are classified into elements and compounds;
Objectives Write the LC code S7MT-Ig-h-5
for each
Elements and Compounds Elements and Compounds
II. CONTENT
Activity 3. The “Matter” on Labels Activity 4. The Iron-y of Food
LEARNING RESOURCES
A. References
1. Teacher’s Guide pages
2. Learner’s Material pages
3. Textbook pages
IV. PROCEDURES
A. Reviewing previous lesson In earlier days, sailors suffered diseases like scurvy and anemia due to long What is an iron? Do iron as essential nutrients same with iron that made the
or presenting the new lesson trips onboard. Why do you think they were afflicted with such diseases? concrete nails or metals?
Are you a diet conscious? What does a diet conscious person more particular How do you know that the food that we eat is made up of elements and
B. Presenting examples/
about? How does he know the amount of nutrition compounds he is taking substances? What if the food has no minerals and vitamins in it, what do we
instances of the new lesson
from the food that he eat? call it? Give examples.
What is a nutrition fact from a food manufactured commercially? What is this How do you obtain iron from a food? What are your indicators to test the
C. Discussing new concepts
all about? Make a list of minerals and vitamins. Its functions, uses, food presence of iron?
and practicing new skills #1
sources, and deficiency opposite to it.
V. EVALUATION/ Explain why some people, particularly the aging ones, take food supplements. Describe the process of obtaining and testing the presence of iron from a
FORMATIVE (Any form of food.
Summative Test/Performance
Test). Give a brief description
and sample questions.
VI. REFLECTION
A. Were all the objectives attained?
Why or why not?
B. What went well? What went wrong?
C. Mastery level of the learner.
% of those who did not master the
competencies (80% below)
% of those who averagely mastered the
competency/ies (81%-91%)
% of those who proficiently mastered
the competency/ies (91%-100%)
VI. UTILIZED LOCALIZED/ Chart of vitamins and minerals Food rich in iron
INDIGENIZED LEARNING Video clip of different diseases due to deficiency in minerals and vitamins. stirrer
RESOURCES (Kindly identify)
VII. LOG
School Grade Level 7
Grades 7 Teacher Learning Area Science
Daily Lesson Log Teaching Date and Time Quarter First

I. OBJECTIVES
A. Content Standards the common properties of acidic and basic mixtures
B. Performance Standards properly interpret product labels of acidic and basic mixture, and practice safe ways of handling acids and bases using protective clothing and safety gear
C. Learning Competencies/ investigate properties of acidic and basic mixtures using natural indicators;
Objectives Write the LC code S7MT-Ii-6
for each
Acids and Bases Acids and Bases
II. CONTENT
Activity 1. How can You Tell if a Mixture is Acidic or Basic? Activity 2. Color Range, pH Range!
LEARNING RESOURCES
A. References
1. Teacher’s Guide pages
2. Learner’s Material pages
3. Textbook pages
IV. PROCEDURES
A. Reviewing previous lesson What is the taste of an orange juice? A toothpaste? What makes it as such? What is a litmus paper? Describe the use of a litmus paper.
or presenting the new lesson
B. Presenting examples/ What is an acid? A base? pH? What happen to litmus paper when acidic compound poured in it? A basic
instances of the new lesson compound?
How will you test the acidity and basicity of a compound? Describe the reaction and appearance of a litmus paper in compounds with
C. Discussing new concepts strong acid and base.
and practicing new skills #1 Compare the observations in compounds with strong acid with that of weak
acid. Strong base with that of weak base.
V. EVALUATION/ Discuss in a step by step basis a preparation of alternative and improvised Why do you think members of family uses different commercial products such
FORMATIVE (Any form of indicator for the acidity and basicity of a compound? as soap, lotion, shampoo, toothpaste?
Summative Test/Performance
Test). Give a brief description
and sample questions.
VI. REFLECTION
A. Were all the objectives attained?
Why or why not?
B. What went well? What went wrong?
C. Mastery level of the learner.
% of those who did not master the
competencies (80% below)
% of those who averagely mastered the
competency/ies (81%-91%)
% of those who proficiently mastered
the competency/ies (91%-100%)
VI. UTILIZED LOCALIZED/ Eggplant, Mayana leaves, Litmus paper Compounds with different levels of acid and base
INDIGENIZED LEARNING Litmus paper
RESOURCES (Kindly identify) Video clip showing ranges of pH in different substances
VII. LOG
School Grade Level 7
Grades 7 Teacher Learning Area Science
Daily Lesson Log Teaching Date and Time Quarter First

I. OBJECTIVES
A. Content Standards the common properties of acidic and basic mixtures properties of metals and nonmetals
properly interpret product labels of acidic and basic mixture, and practice safe ways show and describe properties given different kinds of metals
B. Performance Standards
of handling acids and bases using protective clothing and safety gear
C. Learning Competencies/ investigate properties of acidic and basic mixtures using natural indicators; describe some properties of metals and non-metals such as luster, malleability,
Objectives Write the LC code S7MT-Ii-6 ductility, and conductivity.
for each S7MT-Ij-7
Acids and Bases Metals and Non-metals
II. CONTENT
Activity 3. What Happens to Metals When Exposed to an Acidic Mixture? Activity 1. Which can Conduct Electricity, Metals or Nonmetals?
LEARNING RESOURCES
A. References
1. Teacher’s Guide pages
2. Learner’s Material pages
3. Textbook pages
IV. PROCEDURES
A. Reviewing previous lesson Have you ever been to coastal towns? What did you observe with their What is a metal? A non-metal?
or presenting the new lesson houses’ metal roofing? Why?
The dog of watcher Jong urinate in the hinge attached to the concrete post of What is a conductor? What is an insulator? Can electricity be transmitted to
B. Presenting examples/
our school gate every time it happen to pass by. What then happened to the metal? To non-metal?
instances of the new lesson
hinge of the gate? Why?
C. Discussing new concepts What is a rust? How it is being formed? How will you protect metals from What is an electricity? What happen at molecular level?
and practicing new skills #1 rusting?
V. EVALUATION/ Discuss how rust is formed. What are the ways to protect metal from rusting? What is the atomic structure of metal? Of non-metal? Why some materials
FORMATIVE (Any form of permit electricity and others does not. Explain at molecular level.
Summative Test/Performance
Test). Give a brief description
and sample questions.
VI. REFLECTION
A. Were all the objectives attained?
Why or why not?
B. What went well? What went wrong?
C. Mastery level of the learner.
% of those who did not master the
competencies (80% below)
% of those who averagely mastered the
competency/ies (81%-91%)
% of those who proficiently mastered
the competency/ies (91%-100%)
VI. UTILIZED LOCALIZED/ Weak acid, Strong acid, Nails Electrical wire with insulation, Multi-tester
INDIGENIZED LEARNING
RESOURCES (Kindly identify)
VII. LOG