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REGIONAL TRAINING ON CROSS-SPECIALIZATION OF GRADE 7 – 10 SCIENCE TEACHERS ON

THEIR NON-MAJOR SCIENCE SUBJECTS

DECEMBER 13-21, 2018
PAGADIAN BAY PLAZA HOTEL, PAGADIAN CITY
DEMONSTRATION TEACHING
DAILY LESSON PLAN
School: PROPER DIMAYA NATIONAL HIGH SCHOOL Grade Level: 7
Teacher: JOY MARIE MORALES- LAO Learning Area: SCIENCE
Time Allotment/Date: 60 mins. (Dec 20, 2018) Quarter: 1st

I. OBJECTIVES .
A. Content Standards Demonstrate an understanding of the properties of substances that distinguish
them from mixtures.
B. Performance Standard Investigate the properties of mixtures of varying concentrations using available materials in
the community for specific purposes.
C. Learning Competencies Distinguish mixtures from substances based on set of properties.
Write the LC code for each S7MT-Ie-f-4
Objectives: At the end of the lesson, the students can:
a. Identify a matter to be a substance or a mixture;
b. Tabulate data through observing common
samples/characteristics of substances and mixtures; and
c. State the importance of substance and mixture in our daily lives.
II. CONTENT Substances and Mixtures
III. LEARNING RESOURCES

A. References
1. Teacher’s Guide pages pp.45-47
2. Learners Material pages pp.49-52

3. Textbook pages
4. Additional materials from Power point presentation, printed materials, laptop, markers, water, coffee, sugar
Learning Resource (LR) portal.
B. Other Learning Resource Internet sources
IV. PROCEDURES
A. Reviewing previous lesson
or presenting the new  Preparatory Activities
lesson -Prayer
-Greetings
-Physical Arrangement
ELICIT
-Checking of Attendance
 The teacher ask questions if they tried drinking coffee or milk at home
with and without sugar. How does it taste?
B. Establishing a purpose for the  Presentation of the learning objectives.

lesson
ENGAGE
C. Presenting examples/instances  Sing some lines from the song “We are the World”
of the new lesson.  Ask the students, in what way should we act as human? What does
it mean by being one?
D. Discussing the new concepts  The teacher presents a video clip about the basic concepts of the lesson.
and practicing new skills #1  The group is divided in three (3). Each group is given a table and task to
EXPLORE list down the substance and mixture seen from the video.
E. Discussing the new concepts

and practicing new skills #2
F. Developing mastery  The teacher process the guide questions given.
(Leads to formative
assessment 3)
EXPLAIN
G. Finding practical application of  The class is divided into three groups. Each group investigate the
concepts and skills in daily properties of substance and mixture with the available materials given.
living Using a table, the students will differentiate substance from a mixture.
ELABORATE  After they investigate, the group present their results in the way of:
 G1- singing
 G2- broadcasting
H. Making generalization and  G3- rap
abstraction about the lesson The group will be guided with a rubric.
I. Evaluating learning  Directions: In a one fourth sheet of paper, write the letter of the correct
EVALUATION answer.
1. The following are examples of a pure substance,
except:
a. paper b. coffee powder c. water d.
fruit salad
2. Which of the following is an example of mixture?
a. A glass of juice b. milk powder c. sugar
d. salt
3. Which statement is not TRUE regarding pure
substance?
a. Pure substances are homogeneous.
b. Pure substances boil and melt at
particular temperature.
c. Pure substances are made up of only one
kind of element.
d. Pure substances can be further broken
down into simpler substances.
4. Seawater is a mixture made up of salts and water.
Which of the following statements BEST
describes seawater?
a. Seawater has components that are
chemically bonded.
b. Seawater has components that are
strongly bonded to one another.
c. Seawater cannot be filtered and it shows
a single physical appearance.
d. Seawater shows the different physical
characteristics of the components.
5. Which is true about making halo- halo?
I. To feel satisfaction during summer.
II. To help us identify homogeneous from
heterogeneous mixture.
a. I only.
b. II only
c. Both I & II
d. None of these.
J. Additional activities for

application or remediation  For three minutes, the teacher will let the students to roam around and
EXTEND list at least three substances and three mixtures that can be seen inside
the classroom.
V. REMARKS
VI. REFLECTION
A. No. of learners who earned

80% in the evaluation
B. No. of learners who require
additional activities for
remediation who scored below
80%
C. Did the remedial lesson
worked? No. of learners who
have caught up with the lesson
D. No. of learners who continue to
require remediation
E. Which of my teaching
strategies worked well? Why
did this work?
F. What difficulties did I
encounter which my principal
or supervisor can help me
solve?
G. What innovation or localized
material did I use/discover
which I wish to share with
other teachers?
JOY MARIE M. LAO ULPIANO L. MORALES JR. EDNA S. MONTEBON

Teacher-1 SCHOOL HEAD, ZAMBO. SIBUGAY DIV. SCHOOL HEAD, ISABELA CITY DIV.

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REGIONAL TRAINING ON CROSS-SPECIALIZATION OF GRADE 7 – 10 SCIENCE TEACHERS ON

THEIR NON-MAJOR SCIENCE SUBJECTS

II. CONTENT Substances and Mixtures

III. LEARNING RESOURCES

2. Learners Material pages pp.49-52

B. Establishing a purpose for the  Presentation of the learning objectives.

E. Discussing the new concepts

J. Additional activities for

A. No. of learners who earned

JOY MARIE M. LAO ULPIANO L. MORALES JR. EDNA S. MONTEBON

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