Grade 7 Grade 7 School SEBITANAN INTEGRATED SCHOOL Grade Level 7

Quarter 3 Daily Lesson Log Teacher MARY GRACE S. MENDOZA Learning Area Force, Motion & Energy (Physics)
Junior HS Science Teaching Dates April 10-14, 2023 Quarter Third Page 1

Week No. 1 MONDAY TUESDAY WEDNESDAY THURSDAY FRIDAY

I. OBJECTIVES
Content Standard Motion in One Dimension
Performance Standard Conduct a forum on mitigation and disaster risk reduction
Create and interpret visual
Describe the motion of an object in terms of distance and representation of the motion
Learning Competency Differentiate quantities in terms of magnitude and direction.
displacement. of objects such as tape
charts and motion graphs.
Code: S7FE-IIIa-1 S7FE-IIIa-2 S7FE-IIIb-3
Describe motion of an Define acceleration and Infer speed and
Differentiate distance Differentiate speed from
DAILY TASK object through words and solve problems on acceleration through
from displacement. velocity.
visuals. acceleration. graphical interpretation.
Motion in One Dimension
[Link] of Motion
1.1 Distance or displacement
II. CONTENT
1.2 Speed or velocity
1.3 Acceleration
[Link] Detectors
III. LEARNING RESOURCES
Teacher’s Guide TG pp.3-4 TG pp. 5-6 TG pp.6-7 TG pp.7 TG pp.7
[Link].1-5 LM pp.5-7 LM pp.10-13 LMpp.12-13
Learner’s Materials 1 Edition Part 2
st 1st Edition Part 2 LM pp.8-91st Edition Part 2 1st Edition Part 2 1st Edition Part 2

Additional Materials
IV. LEARNING TASKS Grade 7
Define motion. When do we say that the Differentiate distance from What is speed? Check the Quarter 3
(emphasize frame of object moved? displacement (definition, What is velocity? output/assignment of Page 2
reference) What are the ways of units, scalar/vector) student on acceleration
describing motion?
ELICIT What are causes or factors Can 2 objects have the same
that affect the movement of displacement though they
objects? travel at different distances?

What is the SI unit for time?

Group students into 3 Present situations through How do you describe the Ask 2-3 volunteers to The teacher may present a
Let them organize their illustrations showing the motion of typhoons? illustrate or draw their sample graph showing the
group and prepare a difference between How about those of runners? motion or trip from their motion of an object
presentation (any situation distance and displacement. house to school.
that shows motion). Ask another volunteer to What is a graph?
Note the situation they Let them identify which is (Withhold answers) describe that motion. Is the use of graphs useful?
presented. distance and which is In what way?
displacement: The teacher may
A. A boy runs 30m download videos with
from the church acceleration
ENGAGE going to the plaza.
B. The bus runs ([Link]
50km/hr. [Link]
[Link]/modules)
Ask them how did they
know that it is distance?
Displacement? (Withhold
answers)
Essential Questions: Essential Question: Essential Question: Essential Question: Essential Question: Grade 7
What are the ways of Differentiate distance from Differentiate speed from What is acceleration? How can we infer speed Quarter 3
describing motion? displacement. velocity? How can we determine from acceleration through Page 3
How is each done? acceleration? graphical interpretation?
Perform Activity 1 Perform the following Perform activity 3 Perform activity 4A in LM Perform Activity 4B in LM
Where is It ? activity: Fun walk LM pp. 8-10 pp.10-11 pp11-14
pp 2-3 of L.M. Road map
1. Divide the class Doing Detective Work
into 5 groups. (Teacher may prepare
2. Assign area for ahead the materials
each group (Assign needed in the activity)
locations that will pass
through different points
before reaching the final
point.) Ex. From library
EXPLORE to canteen, entrance
gate to principal’s office,
etc.
3. Let the students
devise ways to easily
measure distance. The
teacher may check
the nonstandard
measurement of
student.
4. Using appropriate
measuring device
(meter stick), students
will gather data that will
be needed in the road
map. Make sure to take
down notes of the
different building, Grade 7
landmarks, corners they Quarter 3
pass by. Page 4
[Link] gathered data the
group will draw road
map of the location
assigned to them on a
manila paper. Decide on
the most convenient
scale to use when
drawing a road map.
Example :
Ex. 30cm=5m
30cm=10m
Label the road map
properly, specify the length
of the road.
Answer the Guide Using their drawn road Answer the Guide Questions Answer the Guide Answer the Guide
Questions map, let them measure the Questions. Questions:
total distance travelled from
What are the ways of the starting point to the final Let the students define What does the distance-
describing the motion of point. acceleration based on their time graph indicate?
objects? understanding of the
EXPLAIN 1. What is the total activity. What does the speed–time
length of path you graph indicate?
travelled in your Derive the equation on
assigned location? how to solve for Lecturette:
2. What quantity had acceleration based on the Line graph interpretations of
you measured? definition given by the a.d-t graph
3. Define distance student b.v-t graph
based on their
activity.
Using the same road map Emphasize that any Grade 7
let them draw a straight line change in the velocity of Quarter 3
from the starting point an object results in an Page 5
direct to the end point acceleration. This include
1. What is the change in speed,
shortest distance from (increasing speed or
the starting point to the decreasing speed) and
end point? change in direction of
2. What is this motion.
quantity called?
Acceleration is the rate
Let them define change of velocity:
displacement. v
a  t

Solve the problem below:

What is the acceleration of
the boy who runs at a
speed of 5 m/s and
increases his speed to 7
m/s in 2 seconds?
Motivation activity revisited: Differentiate distance from How do you define speed? Let the students define What can we infer from a d-t
displacement. acceleration and give graph and a v-t graph?
Ask the students if their Derive the formula of speed equation on how to solve
presentation showed Give some more examples based on the definition given for acceleration.
motion. differentiating distance from by the students.
ELABORATE
displacement.
Let them describe the (Mention also scalar and If the speed is paired with
motion in words and vector quantities.) direction what do you call
visuals. that quantity?
How do speed and velocity Grade 7
differ from each other? Quarter 3
Paper pencil test Paper pencil test Paper pencil test Paper pencil test Paper pencil test Page 6
[Link] of the following Determine whether the 1. Which of the following 1. What can we infer
situations describes following describes Multiple choice: define acceleration? from the graph in terms
motion in words? distance or displacement. 1. Which of the following a. The change in of the object’s speed
[Link] bus moving 15km 1. A horse runs 10m statements velocity over time and its direction of
east from school going south. differentiates speed interval. motion?
[Link] running monkey 2. A girl runs 20 from velocity? b. The change in
c. ball rolling of the floor meters from the a. Speed is the distance over time distance
[Link] of the above church. distance travelled c. A change in
3. A bus travels per time of travel velocity
2. The following data show 100km. while velocity is the d. All of the above
the motion of the falling 4. A jet plane travels total length 2. Determine the
object at different time 300miles. travelled by a acceleration of a bus time(sec)
intervals: 5. Duck walks 2m to body. that has a speed of
EVALUATE the river bank. b. Speed is the ratio 40m/s in 10 sec from
of distance the church going to
timer: 00:00 travelled to time of the plaza.
min : sec travel while 2. What does the graph tell
↓ velocity is the ratio us in terms of the object’s
of displacement to acceleration?
0m time of travel
c. Speed is in m/s or Speed (m/s)
Timer : 00:15 km/hr. while
min : sec velocity is m/s2
↓ d. All of the above

5m 2. Classify the ff. as to Time(sec)

speed or velocity.
a. 20 km/hr.
Timer : 00:20 b. 15 m/s west 3. What can we infer from Grade 7
min : sec c. 345 km/hr. going to the graph in terms of speed Quarter 3
↓ Dumaguete. and acceleration of the Page 7
object?
10m 3. A boy runs 50m in 5
sec. from the flagpole Speed (m/s)
Timer: 00: 25 to the principal’s office
↓ min : sec and back. What is his
speed? What is his
displacement?
15m Time(sec)

What is the position of the

object after 15 sec?

3-4 What are the ways of

describing the motion of
objects?
Let the students define Let the student make a Supposing the motion of Let the students solve an Let students prepare for the
distance and displacement road map from their house typhoon is described through additional problem on summative test.
based on their own to school using its speed only, would you be acceleration.
understanding or previous approximate measurement alarmed? Why? An object is accelerating at
EXTEND information. and let them identify the 4 m/s2. How long will it
total length or distance take to change its speed
from their house to school from 8 m/s to 12 m/s?
and the displacement they
travel .

V. REMARKS
VI. REFLECTION
Grade 7
From the evaluation,
Quarter 3
No. of Learners who
earned: Page 8
 80% and Above:
 Below 80%:
Did the remedial lessons
work? No. of Learners who:
 have caught up
with the lesson
 continue to require
remediation
Which of my teaching
strategies worked well?
Why did these work?
What difficulties did I
encounter which my
Principal/ Supervisor can
help me solve?
What innovation or localized
materials did I use/ discover
which I wish to share with
other teachers?

Prepared by:

MARY GRACE S. MENDOZA

Subject Teacher
Checked:

GOODWILL C. GUINTU
Head Teacher III
Prepared by: Checked by:
Grade 7, Quarter 3 Teacher: School Head:
Daily Lesson Log
Week No. 1 Signature: Signature:
Date Submitted: Date:
Grade 7 Grade 7 School SEBITANAN INTEGRATED SCHOOL Grade Level 7
Quarter 3 Daily Lesson Log Teacher MARY GRACE S. MENDOZA Learning Area Force, Motion & Energy (Physics)
Junior HS Science Teaching Dates March 20-24 2023 Quarter Third Page 9

Week No. 2 MONDAY TUESDAY WEDNESDAY THURSDAY FRIDAY

I. OBJECTIVES
Content Standard Waves as Carriers of Energy
Performance Standard
Infer that waves carry energy. Differentiate transverse from Relate the characteristics of waves.
longitudinal waves, and
Learning Competency
mechanical from
electromagnetic.
Code: S7LT-IIIc-4 S7LT-IIIc-5 S7LT-IIId-6 S7LT-IIId-6
Summative Test
Define waves and classify
Differentiate mechanical Enumerate and describe
them according to the
*Conduct a forum from electromagnetic the different Determine the wave’s
DAILY TASK motion of particles in
on mitigation and waves. characteristics/ properties velocity.
relation to the direction of
disaster risk of waves.
reduction. wave motion.
Waves
[Link] of waves
[Link] of waves
II. CONTENT
2.1 Amplitude
2.2 Wavelength
[Link] Velocity
III. LEARNING RESOURCES
Teacher’s Guide TG pp.10-11 TG pp.18-19 TG pp.15-17 TG pp. 17
LM pp.24-26 1st Edition Part LM pp.20-23 1st Edition Part LM pp.20-23 1st Edition
Learner’s Materials LM pp.15-20 1st Edition Part 2
2 2 Part 2
LM, basin filled with water Electromagnetic spectrum Ruler, a basin filled with a rope (at least 5m long), Grade 7
stone, rope(5m), colored chart. Learners Module water, a rope (at least 5m colored ribbon, watch or Quarter 3
Additional Materials
ribbon, coil spring, paper boat long), colored ribbon, watch digital timer Page 10
or digital timer
IV. LEARNING TASKS
In your Elem. Science, what What is a wave? Differentiate mechanical What are the different
are the ways of transferring Differentiate longitudinal from wave from electromagnetic characteristics/ properties of
energy? transverse wave. wave? wave?
ELICIT Expected answers:
[Link] ( using simple Give other examples of Give examples for each.
machines) transverse and longitudinal
2. heat waves.
Let the students’ wave to their How do sound waves reach Show an illustration of a How fast do waves travel?
seat mate and let them our ears? wave. Can we quantify the speed
observe the motion of their of the wave?
hand. What about the light waves
coming from the sun? How
Using a basin with water do they reach earth?
throw a stone in the middle of
the basin. Aside from classifying waves
according to the direction of
Let them guess the different
ENGAGE Let the student describe what particles in relation to the
characteristics of wave
is being formed? waves’ motion, is there
based on the illustration.
another way of classifying
Let them put their hand on the them?
voice box as they say
“ahhhhh!!!!”

Let the students describe

what they feel as they make
sound.
Essential Questions: Essential Question: Essential Question: Essential Question: Grade 7
What is a wave? Differentiate electromagnetic What are the different How do we measure the Quarter 3
What are the classifications of waves from mechanical characteristics/ properties of wave’s velocity? Page 11
waves? waves? waves?
EXPLORE
Perform Activity 1. LET’S Perform Activity 3 Perform Activity 2.A and 2B Perform Activity 2.C
MAKE WAVES! LM pp.24-26 Anatomy of a Wave Anatomy of a wave
LM pp.15-20 Mechanical vs. LM page 23
Electromagnetic waves.
Answer the Guide Questions Answer the Guide Questions The teacher sums up the Let the students fill in
results of the activity and Table2. The speed of the
asks the following questions : wave (page 23) and let
them discuss how they
What do you call the highest obtain their data.
point of a wave?
The lowest point? Lecture:
Derivation of basic wave
What is wavelength? motion formulas
What is its unit of measure? [Link] v=d/t
for speed
EXPLAIN
What is wave’s frequency? [Link] wavelength
What is its unit of measure? property
analogous
What wave characteristic to distance
refers to the time required for [Link] period
one complete wave to pass a property
given point? What is its unit analogous
to time
of measure?
[Link] Wave speed=
response wavelength/
What wave characteristic in #1&#2
refers to the maximum period
displacement above or below [Link] Frequency and
Grade 7
it equilibrium or normal on the period are
reciprocal or Quarter 3
position? What is its unit of definition
of T=1/f Page 12
measure?
frequency
and period
What is
their
relationship
6. From v=λ / T or λ /
your 1/f
response v= λf
in number
5 how
else can
the
formula
for wave
speed be
written?
Define wave. Differentiate mechanical What are the different [Link] do we determine
waves from electromagnetic characteristics / properties of waves speed/ velocity?
What are the classifications of waves. a wave?
waves? [Link] is the relationship
Cite some examples of among wave speed,
ELABORATE mechanical waves. wavelength, and frequency?

Cite some examples of 3. Suppose you observe an

electromagnetic waves. anchored boat which rises
and falls once every 4.0
seconds as waves which
crests are 25 meters apart Grade 7
pass by it. Quarter 3
[Link] is the frequency Page 13
of the observed waves?
[Link] is the speed of
the waves?
Multiple choice: Multiple Choice: Multiple Choice: Multiple choice:
[Link] a transverse wave, the [Link] waves 1. Identify the 1. Waves in a lake are 5.00
individual particles of the transport energy from properties/characteristic m in length and pass an
medium_ . one place to another of wave by labelling the anchored boat 1.25 sec
[Link] in circles through given illustration. apart. The speed of the
[Link] in ellipses [Link] vibrating a d wave is
c. Moves parallel to particles of medium. a. 0.25 m/s
the direction of b. Particles travelling b. 4.00m/s
wave’s travel with the wave. c. 6.25 m/s
[Link] perpendicular c. Vibrating particles and d. impossible to find
to the direction of travelling particles. b c from the given
wave’s travel. d. None of the above information
EVALUATE [Link] a longitudinal wave, the [Link] type of waves can 2. Which of the ff.
direction of particles’ propagate even without a describes a crest? 2.A wave with a speed of
motion is to medium. [Link] highest portion of 10 m/s has a 2-m
the direction of wave’s [Link] wave a wave. wavelength. Solve its
motion [Link] wave [Link] lowest portion of frequency.
[Link] c. Sound wave a wave
[Link] [Link] wave c. Both a and d
c. Opposite [Link] the following as [Link] of the above
[Link] of the above mechanical or
electromagnetic wave
3 – 5. [Link] wave [Link] of the ff.
A wave is a travelling [Link] wave describes a
3 _ that transfers c. Earthquake wave wavelength?
4_ and information but a. distance between Grade 7
NOT 5_ . any successive Quarter 3
identical parts of the Page 14
wave.
b. highest point reach
by a wave
c. The maximum
displacement of a
wave
d. All of the above

Let the students cite other Let the students give the Assign students to do Solve the problem below:
examples of transverse and uses of the electromagnetic research on examples of Six waves pass a certain
longitudinal waves. waves: waves and their uses. point in 2 seconds. How
EXTEND Radiowaves long does it take for the
Lightwaves wave to complete one
Microwaves cycle?

V. REMARKS

VI. REFLECTION
From the evaluation,
No. of Learners who earned:
 80% and Above:
 Below 80%:
Did the remedial lessons Grade 7
work? No. of Learners who:
Quarter 3
 have caught up with
the lesson Page 15
 continue to require
remediation
Which of my teaching
strategies worked well?
Why did these work?
What difficulties did I
encounter which my Principal/
Supervisor can help me
solve?
What innovation or localized
materials did I use/ discover
which I wish to share with
other teachers?

Prepared by:

MARY GRACE S. MENDOZA

Subject Teacher
Checked:

GOODWILL C. GUINTU
Head Teacher III
Prepared by: Checked by:
Grade 7, Quarter 3 Teacher: School Head:
Daily Lesson Log
Signature: Signature:
Week No. 2
Date Submitted: Date:
Grade 7 School SEBITANAN INTEGRATED SCHOOL Grade Level 7 Grade 7
Daily Lesson Log Teacher MARY GRACE S. MENDOZA Learning Area Force, Motion & Energy (Physics) Quarter 3
Junior HS Science Teaching Dates March 27-31 2023 Quarter 3 Page 16

Week No. 3 MONDAY TUESDAY WEDNESDAY THURSDAY FRIDAY

I. OBJECTIVES
Content Standard The learners demonstrate an understanding of the characteristics of sound.
Performance Standard The learners shall be able to create harmonious music using indigenous products.
.
Describe the Explain sound production in the Describe how organisms produce,
characteristics of sound human voice box, and how transmit, and receive sound of
Learning Competency using the concepts of pitch, loudness, and quality of various frequencies (infrasonic,
wavelength, velocity, and sound vary from one person to audible, and ultrasonic sound).
amplitude. Another.
Code: S7LT-IIId-7 S7LT-IIIe-8 S7LT-IIIe-9
Identify the different
Describe how sound characteristics of sound.
Describe how sound waves of Create harmonious
waves are produced and
DAILY TASK SUMMATIVE TEST different frequencies are music using indigenous
transmitted Describe how sound waves
received products
are received by the human
ear.
1. Characteristics of
sound [Link]
II. CONTENT Sound Sound Frequencies
1.2 Loudness
1.3 Quality of Sound
III. LEARNING RESOURCES
Teacher’s Guide Pages 33-34 Page 35 Page 36 Pages 37-38
Pages 31-34 Pages 35-36 Pages 38-39 Pages 40-41
Learner’s Materials
1st Edition Part 2 1st Edition Part 2 1st Edition Part 2 1st Edition Part 2
Shoe box, cardboard Sounding box, wooden rod, Picture of ultrasound Indigenous materials Grade 7
Elastic rubber bands ruler and guitar apparatus/machine, animals like Quarter 3
Additional Materials Pair of scissors , ruler bats or dogs, table showing the Page 17
different frequency range of some
sounds.
IV. LEARNING TASKS
Classify sound waves as 1. What is sound wave? What are the characteristics of Enumerate the
to: 2. What are needed in sound waves? characteristics of sound.
a. the movement of the sound production?
particles in relation to the 3. What are the media for Enumerate the parts of the ears
ELICIT motion of the wave sound transmission? and their functions
4. Compare the
b. need or no need of a transmission of sounds
medium in different media (solid,
liquid, gas).
Place your fingers on your Post on the board the different Select 2 students (one who has Let the students go
throat while saying –YES strips of paper with the following soprano voice and the other one outside for 5 minutes then
YES YO… terms: with bass voice) and let them sing let them collect indigenous
-Frequency a common song. materials found in the
What did you feel? -Wavelength surroundings.
-Amplitude What other examples of high-pitch ( or the teacher may
Were there vibrations in the -Loudness and low-pitch sounds can you assign the students days
ENGAGE throat? -Pitch give? before to bring the
Ask students what they know materials)
Try it again and this time, about the terms.
say – “Mom! Phineas Test the materials if they
and Ferb are making a produce sound.
title sequence!”
Essential Question: Essential Question: Essential Question: What are the Essential Question: What Grade 7
How are sound waves What are the different different classifications of waves sound characteristic Quarter 3
produced and transmitted? characteristics of sound waves? according to their frequencies? enables us to differentiate Page 18
Differentiate one from the other. one sound from the other?
EXPLORE
Let the students perform Students perform Activity2. Reading Activity by group: Let the students perform
Activity1. My Own Properties and Characteristics LM pp 38-39 Activity 3 on the learners’
Sounding Box. of Sound module on pages 40-41.
(pages 32-33, 1st ed. Part (pages 35-37)
2)
Data processing may be Discuss the answers to the Let the students identify and give Allow the students to
done by group presentation guide questions. the importance of the different perform.
and class classifications of sound waves
discussion of the guide Allow students to interact. according to their frequencies. How was your gig? Did
questions to probe the you enjoy the activity?
concept of sound Lecturette:
EXPLAIN
Propagation. Sound Reception

Discussion should also be

extended to cover media
on which sound travel and
speed of sound
*You can try this one. A. Enumerate and differentiate Differentiate infrasonic, ultrasonic Let them watch the video:
Place your ear against one the characteristics of sounds. and audible sounds The great Gig in the Sky
end of a tabletop. Ask a [Link]
friend to gently tap the Discuss how sound waves are Application: (Show them pictures of watch?v=sxo0OJkbaMY
other end of the table with received by the human ear. ultrasound machine, bats hanging
ELABORATE a pencil or a ruler. What on the branches of trees, sonar
happens? Then ask your Application: device, etc.)
friend to again gently tap Father and son duo interpret the  What is the function of
the other end of the table loudness of a sound differently. ultrasound machine?
but this time, make sure The son considers the rock
that your ear is not music, a soft music while the  How do bats search for Grade 7
touching the table. What father considers it a loud sound. their food at night? Quarter 3
happens? In which The father may even interpret  Give some applications of Page 19
situation did you encounter the sound as a distorted sound, sonar device.
louder and more which is known as noise. Noise
pronounced sound? In is a wave that is not pleasing to
which situation did you the senses. Compare the hearing capacity of
encounter the sound older persons to younger ones.
clearly?
If possible, let the students watch
*Ask the students to look at the video presentation about
figure 3 on page 34 about Human audio Spectrum
the molecules of different [Link]
media. qNf9nzvnd1k
* Analyze the spacing of
particles and come up with
a concept that sound
travels fastest in solids and
slowest in gases.
* Discuss also about the
three factors of which the
sound speed is dependent
of:
(atmospheric pressure,
relative humidity, and
atmospheric temperature)

Which would best transmit

sound: steel, water or gas?
Answer the following. I. Modified True or False Fill in the blanks. Evaluate students’ Grade 7
[Link] of the following 1. Pitch refers to the 1. The response of the performance using the Quarter 3
produce sound? highness or lowness of human ear is limited to a Rubric for Scoring Page 20
[Link] cymbals in an sound. range of frequencies of
empty space 2. Amplitude refers to how about _ to 20, 000
b.a bell ringing in a soft or how intense the Hz.
vacuum sound is as perceived 2. These frequencies are
c. vibrating objects by the ear and referred to as
d.a table at rest interpreted by the brain. frequencies or sonic
[Link] to the speed of 3. The pitch of a high frequencies.
light, sound travels _ frequency sound is low. 3. Vibrational frequencies
[Link] 4. A low frequency sound beyond 20,000 Hz are
[Link] has a high pitch. called frequencies.
c. at the same speed 5. Loudness is a 4. Extremely low frequencies
[Link] is not enough psychological sensation are known as
EVALUATE information to compare the that differs for different frequencies.
two. people. 5. The human _ is not
[Link] quality of sounds capable of detecting
[Link] of the following enable us to differentiate ultrasonic or infrasonic
would transmit sound the sound of a piano from sound.
fastest? that of a guitar.
[Link] cabinet
[Link] in the ocean II. Trace the flow of sound
c. air in your classroom energy from the outer ear to the
[Link] in a swimming memory center of the brain.(use
pool arrows)

4.A sound wave is a

[Link] wave
[Link] wave
c. transverse wave
d. longitudinal wave Grade 7
Quarter 3
[Link] waves cannot Page 21
travel in a _.
[Link]
[Link]
c. steel
[Link]
Study table 1 on page 34. Research: Extend your designs to
Speed of sounds in Which occurs first? Lightning come up with quality
different materials or thunder? Explain instruments using
indigenous materials for
EXTEND
*Bring the following submission. You can be
materials tomorrow: famous with your artworks.
sounding box, wooden rod,
ruler, guitar

V. REMARKS

VI. REFLECTION
From the evaluation,
No. of Learners who
earned:
 80% and Above:
 Below 80%:
Did the remedial lessons Grade 7
work? No. of Learners
who: Quarter 3
 have caught up Page 22
with the lesson
 continue to
require
remediation

Which of my teaching
strategies worked well?
Why did these work?
What difficulties did I
encounter which my
Principal/ Supervisor can
help me solve?
What innovation or
localized materials did I
use/ discover which I wish
to share with other
teachers?

Prepared by:

MARY GRACE S. MENDOZA

Subject Teacher
Checked:

GOODWILL C. GUINTU
Head Teacher III
Prepared by: Checked by:
Grade 7, Quarter 3 Teacher: School Head:
Daily Lesson Log
Signature: Signature:
Week No. 3
Date Submitted: Date:
Grade 7 School Grade Level 7 Grade 7
Daily Lesson Log Teacher Learning Area Force, Motion and Energy (Physics) Quarter 3
Junior HS Science Teaching Dates Quarter Third Page 23

Week No. 4 MONDAY TUESDAY WEDNESDAY THURSDAY FRIDAY

I. OBJECTIVES
Content Standard The characteristics of light
Performance Standard Suggest proper lighting in various activities
Infer that light travels in a
Learning Competency Relate characteristics of light such as colors and intensity to frequency and wavelength.
straight line.
Code: S7LT-IIIf-10 S7LT-IIIg-11
Identify the different
Identify the other sources Determine the
characteristics of light in
of light and infer that characteristics of the To design an experiment
relation to the
DAILY TASK SUMMATIVE TEST brightness of light is color components of light that light travels on a
characteristics of the
dependent on the and describe how other straight line.
other members of the EM
distance of the source. colors are produced.
spectrum.
Characteristics of Light
II. CONTENT 1.1 Intensity or Brightness
1.2 Color
III. LEARNING RESOURCES
Teacher’s Guide G7 TG pages 39-40 G7 TG p. 40 G7 TG 40 G7 41
G7 LM Pages 43-46 G7 LM p. 47-50 G7 LM p. 51-55 G7 LM p. 55-57
Learner’s Materials
1st Edition Part 2 1st Edition Part 2 1st Edition Part 2 1st Edition Part 2
Project EASE Module
Additional Materials
IV. LEARNING TASKS
Show pictures of scientists: What are the different What is an EM spectrum? What are the color
ELICIT Do you know Sir Isaac sources of light? components of the visible
Newton? What about spectrum?
Christian Huygens? Did What comprise the EM Grade 7
you meet them in your spectrum? Which color has the least Quarter 3
earlier grades? energy? Page 24
What is visible spectrum?
Which color has the most
energy?

Game: Give me what I Show picture of James Hold a prism or a bottle Show them a sample of
want Clerk Maxwell. half-filled with water against pinhole camera.
Ask students to give a light Elicit prior knowledge sunlight or any light source
source found in the locality about theory formulated by like a flashlight.
Example: penlight, candle, Maxwell.
alcohol lamp, etc. Ask:
ENGAGE
[Link] do you observe?
Ask them of the different [Link] the colors
light sources in their place you observe.
to arrive at the concept that
there is a variety of light
sources.
Essential Questions: Essential Question: Essential Question: Essential Question:
What are the different What are the different Compare the energies, Describe the path travelled
sources of light? characteristics of light? frequencies and by light.
On what factors does the wavelengths of the different
intensity of light depend? color components of light?
Divide the class into Perform activity 2 My Perform Activity 3.1, 3.2, Perform Activity 4:
EXPLORE
manageable group sizes. Spectrum Wheel 3.3 : Colors of Light-Color Light up Straight !
(LM pages 47-50) of Life! (LM pp 51-55) (LM pages 55-57)
Let students perform
[Link] sources: Note: Teacher
Langis kandila or demonstrates Activity 3.3
lampara (pages 44-46)
Answer the Guide Answer the Guide Students answer the Guide Showcase of outputs Grade 7
Questions Questions Questions in Part I and Part Quarter 3
2 Page 25
Lecturette:
EXPLAIN
*Sources of Light Students fill in the table for
*Difference between Activity 3.3
brightness and intensity
of light
What are the sources of 1. What make up Compare the energies, What have you observed/
light? the frequencies and discovered from the output
electromagnetic wavelengths of the different you have made?
What factors affect the spectrum? color components of light?
intensity of light? 2. Compare Does light travel in a
their How are different colors straight line or not?
wavelengths,
produced?
frequencies and
energies.
3. What are the Identify some applications
ELABORATE different characteristics of light and colors in your
of light as a member of surroundings.
the EM wave Discuss:
spectrum? 1. Dispersion
4. Why are we not 2. Rainbow formation
advised to stay under
the sun after 9:00 in the
morning?

Video Presentation:
The characteristics of light
[Link]
watch?v=IdGWaLRIL4Y
Grade 7 Fill in the blanks. Given: Answer the following: Evaluate their outputs
(1) The brightness of A using a Rubric Scoring
Quarter 3 light depends on the Red
EVALUATE Microwave guide on LM page 56. Page 26
and the Orange
B Yellow
from the
source. C Green
(2) Brightness is Ultraviolet wave Blue
qualitative and is x-rays Violet
dependent on the D
person’s
1. Which color has
. the highest
Choose the letter of the frequency?
(3) Brightness can be
expressed as
best answer. (refer to the 2. Which color has
luminous intensity electromagnetic spectrum the lowest
with a unit known as shown above) frequency?
. 1. Which wave 3. Which color has
corresponds to region the longest
C? wavelength?
a. Visible spectrum 4. Which color has
b. Radio the shortest
c. Sound wavelength?
d. X-ray 5. Which color has
2. Which wave has the highest
the longest energy?
wavelength?
a. Radio wave
b. X-ray
c. Gamma ray
d. microwave
3. Which of the
following is not an
electromagnetic wave?
a. Infrared
b. Radio Grade 7
c. Sound Quarter 3
d. X-ray Page 27
4. Among the
electromagnetic wave,
which has the highest
frequency?
a. Infrared
b. Radio wave
c. Ultraviolet
d. Gamma rays
5. Light is an
electromagnetic wave.
Which characteristic is
common in all EM
waves?
a. Frequency
b. Amplitude
c. Wavelength
d. Speed
What is bioluminescence? Give examples of wireless Study for a Summative
Name some organisms that communication gadgets. Assessment
are bioluminescent. How do those gadgets
affect our everyday lives?
EXTEND .
Bring all the needed
materials listed on page 51
for the next activity.

V. REMARKS
VI. REFLECTION
Grade 7
From the evaluation,
Quarter 3
No. of Learners who earned:
 80% and Above: Page 28
 Below 80%:
Did the remedial lessons
work? No. of Learners who:
 have caught up with
the lesson
 continue to require
remediation
Which of my teaching
strategies worked well?
Why did these work?
What difficulties did I
encounter which my Principal/
Supervisor can help me
solve?
What innovation or localized
materials did I use/ discover
which I wish to share with
other teachers?

Prepared by: Checked by:

Grade 7, Quarter 3 Teacher: School Head:
Daily Lesson Log
Signature: Signature:
Week No. 4
Date Submitted: Date:
Grade 7 School Grade Level Grade 7 Grade 7
Daily Lesson Log Teacher Learning Area Force, Motion & Energy (Physics) Quarter 3
Junior HS Science Teaching Dates Quarter Third Page 29

Week No. 5 MONDAY TUESDAY WEDNESDAY THURSDAY FRIDAY

I. OBJECTIVES
Content Standard How is heat transferred?
Performance Standard
Learning Competency Infer the conditions necessary for heat transfer to occur.
Code: S7LT-IIIh-i-12
Describe conduction of Determine how different
Define heat and describe Describe convection of
heat and compare the surfaces of the object
DAILY TASK SUMMATIVE TEST how heat transfer takes heat through fluids.
place. heat conductivities of affect its ability to absorb
common materials. heat.
II. CONTENT Heat Transfer Conduction Convection Heat Transfer
III. LEARNING RESOURCES
Teacher’s Guide pp. 34-37 pp. 37-38 pp. 38-40 Pages 40-41
Learner’s Materials pp.191-195 1st Edition pp. 195-1971st Edition pp. 197-1981st Edition Pages 199-2001st Edition
IV. LEARNING TASKS
Ask students to give their What condition is From the Conductivities How is heat transferred by
own ideas about heat necessary in order for heat Table, ask the students: Is conduction and
ELICIT based on what they have transfer to occur? water a very good convection? How are these
learned and their conductor of heat? methods similar to each
experiences. other?
Show students a Ask students to touch or Post this question to the Ask the students about
thermometer and ask them feel some objects found class: Why does water their favorite cold drinks.
ENGAGE
if they have any idea about inside the classroom, like easily gets hot so quickly Then ask them how they
this instrument. Make sure metal bar or grills, or when we heat the bottom of usually make their drinks
that the students know how curtains, glass windows, the pan containing it? If inside the container stay Grade 7
to read them properly and the floor, and the wooden water is a poor conductor cold longer. Quarter 3
also introduce the proper chairs. Then ask them to of heat, how is this Page 30
handling of the instrument. share their observations. possible?
Essential Question: Essential Question: Essential Question: Essential Question:
When will heat transfer What is conduction? How is heat transferred in What is radiation?
take place? fluids?
EXPLORE Perform Activity 1 in LM Perform Activity 2 in LM Perform Activity 3 in LM Perform Activity 4 in LM
pages 192-195 pages 195-197 pages 197-198 pages 199-200
Discuss the table and
graph construction.
Answer the Guide Answer the Guide Answer the Guide Answer the Guide
Questions in the Activity. Questions in the Activity Questions in the Activity Questions in the Activity

EXPLAIN Emphasize that heat

transfer continues to occur
in objects as long as there
is temperature difference.
What is heat? Present the List of Thermal Convection does not only Discuss how sunlight
Conductivities of Common take place in liquids. It also reaches the earth and keep
How does heat transfer Materials takes place in gases, like us alive.
take place? air.
Introduce heat conductors
ELABORATE
and insulators. Materials which absorb What is radiation?
heat will extend and
become lighter and float
atop cooler substance.
What is convection?
Choose the correct Write the correct ANSWER: Write the CORRECT Write the correct ANSWER: Grade 7
ANSWER: [Link] of the following answer: [Link] the following Quarter 3
[Link] in temperature objects is the best thermal [Link] which of the statement: The interior of a Page 31
of the object signifies? conductor? following will convection thermos bottle is silvered to
[Link] of energy [Link] most likely to occur? minimize heat transfer due
[Link] transfer [Link] [Link] and gases to
c. thermal equilibrium c. air [Link] and solids [Link]
[Link] object [Link] [Link] and gases [Link]
[Link] of the following is 2. are the [Link] and plasma c. conduction and
true? materials we use to prevent [Link] of thermal convection
[Link] higher the change our hand from being energy in circulation within [Link] and
in temperature, the higher burned. fluids is termed as radiation
the amount of heat transfer. [Link] the process of [Link] current [Link], convection
[Link] lower the change conduction [Link] current and radiation
EVALUATE [Link] is transferred [Link] of the following is
in temperature the higher [Link] current
the amount of heat transfer. form a lower temperature [Link] of the above the case of heat transfer by
c. Temperature change substance to a higher [Link] or false. radiation?
does not affect amount of temperature substance. The sun DIRECTLY heats [Link] furnace
heat transfer. [Link] is transferred the air in our atmosphere. [Link] of building
[Link] of the above from higher temperature [Link] of the following is c. cooling of parts in
statement is true. substance to a lower an example of convection? furnace
temperature substance. [Link] motion of [Link] received by a
[Link] more heat is added to [Link] amount of energy water when it starts to boil person from a fireplace
a sample of water boiling in is increase [Link] warm air [Link] of the above
a stove, its temperature … [Link] substances gets currents [Link] transfer by
[Link] the same hotter. [Link] mentioned radiation merely depends
[Link] [Link] the process of [Link] mentioned upon:
[Link] conduction, [Link] temperature
[Link] –moving particles [Link] of the body
get larger
d. increases, then [Link]- moving particles [Link] of the following c. kind and extent of its Grade 7
decreases get smaller statements about surface Quarter 3
[Link] different objects [Link]-moving particles convection is true? [Link] of the above Page 32
with different temperatures transfer energy to slower- [Link] always [Link] of the above
are in thermal contact with moving particles involves the circulation of a 4-5 Give 2 examples of
one another. The [Link]-moving particles liquid or gas heat transfer by radiation.
temperatures of the objects transfer energy to fast- [Link] types of currents
determine moving particles. are convection currents
[Link] process by which 5. If you place a piece of c. Convection occurs
thermal energy is hot metal in cold water, the between solids only at high
transferred. temperature of the metal temperature
[Link] heat capacity of would while the [Link] can only
each object. temperature of the water occur during the process of
c. the direction of transfer would _. boiling
of thermal energy between
the objects.
[Link] amount of internal
energy in each object
[Link] which container mix
with tap water will the
greatest amount of heat
transfer be possible?
[Link] with hot
water
[Link] with cold
water
[Link] with tap
water
d. amount of heat transfer Grade 7
does not vary on each Quarter 3
container. Page 33
Explain why woven fabrics Relate the lesson to the Explain why black colored
are considered good mechanism of a hot air shirt feels hot when worn
EXTEND
insulators? balloon and breezes. during warm hours of the
day.

V. REMARKS

VI. RELECTION
From the evaluation,
No. of Learners who earned:
 80% and Above:
 Below 80%:
Did the remedial lessons
work? No. of Learners who:
 have caught up with
the lesson
 continue to require
remediation
Which of my teaching
strategies worked well?
Why did these work?
What difficulties did I
encounter which my Principal/
Supervisor can help me
solve?
What7innovation or localized
Grade
materials did I use/ discover
Quarter 3
which I wish to share with
Page 34
other teachers?

Prepared by: Checked by:

Grade 7, Quarter 3
Teacher: School Head:
Daily Lesson Log
Signature: Signature:
Week No. 5
Date Submitted: Date:
Department of Education
Negros Island Region
DIVISION OF NEGROS OCCIDENTAL

Grade 7
Quarter 3 School Grade Level Grade 7
Grade 7
Page 35
Daily Lesson Log Teacher Learning Area Force, Motion & Energy (Physics)
Junior HS Science Teaching Dates Quarter Third

Week No. 6 MONDAY TUESDAY WEDNESDAY THURSDAY FRIDAY

I. OBJECTIVES
Content Standard How is heat transferred? Charges and the different charging processes
Performance Standard
Infer the conditions
Learning Competency necessary for heat transfer Describe the different types of charging process.
to occur.
Code: S7LT-IIIh-i-12 S7LT-IIIj-13
Define static electricity
To identify situations and identify the different Explain how charging by
Summative Test State the Law of
DAILY TASK involving the different types of charges. induction is done.
Conservation of Charges.
methods of heat transfer. Explain how objects are
charged by friction.
Law of Conservation of
II. CONTENT Heat Transfer Charges Charging by Induction
Charges
III. LEARNING RESOURCES
Teacher’s Guide Pages 42-43 Pages 46-49 Page 48 Pages 49
Pages 203-205 Pages 207-208
Learner’s Materials Pages 200-2021st Edition p. 206
1st Edition 1st Edition

Additional Materials

Junior HS Science Weekly Lesson Log & Lesson Plan Exemplar First Version: November 2016
Department of Education
Negros Island Region
DIVISION OF NEGROS OCCIDENTAL

IV. LEARNING TASKS Grade 7

What are the 3 Methods of What are the sub-atomic What are the types of What are the types of Quarter 3
heat transfer? particles that make up all charges? charges? Page 36
Do different objects absorb, matter?
ELICIT
reflect and transmit heat The different compositions How does an object How are objects charged by
differently? of these particles determine become positively and friction?
their electrical properties. negatively charged?
What examples of heat Get your hairbrush or comb Why do teenagers are Show the class pictures of
transfer is evident around and try to brush your hair attracted to their opposite the different kinds of
us? Can you name these? for 2 minutes. Then, put the sex? improvised electroscope
hairbrush near the tiny bits such as umbrella
of paper. What have you electroscope and Gilbert’s
observed? How is this electroscope. Actual
ENGAGE
possible? improvised electroscope
maybe provided.

Then allow them to

demonstrate how each one
work.
Essential Question: Essential Question: Essential Question: Essential Question:
How is heat transferred What are the two types of How is the Law of How is charging by
between objects or places? charges? Conservation of charges induction done?
EXPLORE apply to the charging
processes?
Perform Activity 5 in LM Perform Activity 1 in LM Refer to Activity in Perform Activity 2 in LM
pages 200-202 pages 204-205. LM pp.204-205 pages 207-208

Junior HS Science Weekly Lesson Log & Lesson Plan Exemplar First Version: November 2016
Department of Education
Negros Island Region
DIVISION OF NEGROS OCCIDENTAL

Explain how each situation Answer the Guide Let the students discuss Answer the Guide Grade 7
in the table show a specific Questions in the Activity the Law of Conservation of Questions in the Activity Quarter 3
EXPLAIN means of heat transfer Charge and the Page 37
Electrostatic Law. Lecturette:
Conductors vs. Insulators
Present the diagram Differentiate the two types Discuss the Law of Discuss the difference
showing the basic parts of of charges. Conservation of Charges between conductors and
a thermos bottle. Let the and Electrostatic Law. insulators.
students examine the parts Explain how objects are Cite examples of
and the materials used. charged by friction. conductors and insulators.
Allow them to explain how
these containers keep the How is charging by
ELABORATE
liquid hot or cold for a induction done?
longer period of time. Let
them also explain how the Video Presentation:
methods of heat transfer Charging by
are affected by each of the induction(TutorVista)
material. [Link]
atch?v=mL6Zb2pO9CA
Write the CORRECT Answer the following Fill in the blanks: Answer the following
answer: questions: A. The Law of questions:
The lady is cooking a 1-2 What are the two types Conservation of Charges [Link] of the following
noodle soup using a pan of charges? states that 1 can be attracted by
EVALUATE
made of metal. [Link] will happen when Cannot be created nor positively charged objects?
[Link] does heat travel two like charges are 2 but can be [Link] positively
through the pan? brought together? 3_ from one charged object
[Link] radiation A. They will repel each material to another. [Link] other object
[Link] convection other C.A neutral object

Junior HS Science Weekly Lesson Log & Lesson Plan Exemplar First Version: November 2016
Department of Education
Negros Island Region
DIVISION OF NEGROS OCCIDENTAL

c. by dispersion [Link] will attract each B. Electrostatic Law states D. No other objects Grade 7
d. by conduction other that like charges 4_ 2.A negatively charged rod Quarter 3
[Link] does heat travel [Link] will neutralize each and unlike charges is brought near a metal that Page 38
through the soup? other. 5 _. rests on a wooden box. You
[Link] radiation [Link] have no effect on touch the opposite side of
[Link] convection each other. the can momentarily with
c. by dispersion [Link] of the following your finger. If you remove
[Link] conduction describe the usual way by your finger before removing
[Link] what direction does which a material can gain a the rod, what will happen to
heat travel through the positive charge? the can?
soup? [Link] gaining protons [Link] will be discharged
[Link] top to bottom [Link] gaining electrons [Link] charged will remain
[Link] bottom to top [Link] losing protons as it was.
c. both A and B [Link] losing electrons [Link] will become positively
[Link] A or B [Link] you comb your hair charged
4. Which of the following and the comb becomes [Link] will become negative
explains why the lady is positively charged, what [Link] it possible to charge an
able to hold the handle of will happened to your hair? electrical insulator?
the pan with her bare [Link] will remain uncharged [Link] because they hinder
hands? [Link] will be repelled by the charges from passing
I. The handle is made of comb through them
good insulator of heat. [Link] will become positively [Link], because insulators
II. The handle has low charged have no free charges in
thermal conductivity [Link] will become negatively them
[Link] handle has high charged [Link], because they can
thermal expansion also conduct electricity
a.I and II only [Link]. Because electrons
b.I and III only can be transferred between
c. II and III only insulators through friction.

Junior HS Science Weekly Lesson Log & Lesson Plan Exemplar First Version: November 2016
Department of Education
Negros Island Region
DIVISION OF NEGROS OCCIDENTAL

d. I, II, and III [Link] of the following is Grade 7

[Link] of the following a good example of Quarter 3
methods of heat transfer is conductors? Page 39
not taking place in the [Link]
given situation? [Link]
[Link] [Link]
[Link] [Link] rod
c. radiation [Link] of the following is
[Link] of them an example of insulator?
[Link]
[Link]
[Link]
[Link]
Cite 5 situations inside the Cite other situations where Bring a balloon, soft drink Two neutral conducting pop
classroom and identify the static electricity is present? can and a Styrofoam cup cans are touching each
method of heat transfer. by group. other. A positively charged
balloon is brought near one
of the cans. The cans are
separated while the balloon
is nearby. After the balloon is
removed the cans are
EXTEND brought back together. When
touching again, can touched
by the balloons is
.
[Link] charged
[Link] charged
[Link]
[Link] to tell

Junior HS Science Weekly Lesson Log & Lesson Plan Exemplar First Version: November 2016
Department of Education
Negros Island Region
DIVISION OF NEGROS OCCIDENTAL

V. REMARKS Grade 7
Quarter 3
VI. REFLECTION Page 40
From the evaluation,
No. of Learners who earned:
 80% and Above:
 Below 80%:
Did the remedial lessons
work? No. of Learners who:
 have caught up with
the lesson
 continue to require
remediation
Which of my teaching
strategies worked well?
Why did these work?
What difficulties did I
encounter which my Principal/
Supervisor can help me
solve?
What innovation or localized
materials did I use/ discover
which I wish to share with
other teachers?

Prepared by: Checked by:

Grade 7, Quarter 3
Teacher: School Head:
Daily Lesson Log
Signature: Signature:
Week No. 6
Date Submitted: Date:

Junior HS Science Weekly Lesson Log & Lesson Plan Exemplar First Version: November 2016
Department of Education
Negros Island Region
DIVISION OF NEGROS OCCIDENTAL

Grade 7 School Grade Level Grade 7 Grade 7

Daily Lesson Log Teacher Learning Area Force, Motion & Energy (Physics) Quarter 3
Junior HS Science Teaching Dates Quarter Third Page 41

Week No. 7 MONDAY TUESDAY WEDNESDAY THURSDAY FRIDAY

I. OBJECTIVES
Content Standard Charges and the different charging processes
Performance Standard Construct a Simple Electric Circuit
Describe the different types
Learning Competency Describe the importance of earthing or grounding
of charging process
Code: S7LT-IIIj-13 S7LT-IIIj-14 S7LT-IIIj-14 S7LT-IIIj-14
Explain how lightning
Explain how discharging
To charge a material by occurs and discuss ways Describe an electric circuit and
DAILY TASK process occurs through SUMMATIVE TEST
conduction. of avoiding dangers identify its components.
grounding or earthing.
associated with lightning.
II. CONTENT Charging by conduction Discharging Process Lightning Electric circuit
III. LEARNING RSOURCES
Teacher’s Guide p. 50 pp. 48-49 p.50 p.51
p.209-210 p. 207 p.210-211 p. 211
Learner’s Materials
1st Edition 1st Edition 1st Edition 1st Edition
Additional Materials
IV. LEARNING TASKS
How do we charge an What are the three kinds of Enumerate and differentiate What explains the occurrence of
object by induction? charging processes? the three charging lightning?
ELICIT Give an example of processes?
charging by induction. How does discharging
process occur?

Junior HS Science Weekly Lesson Log & Lesson Plan Exemplar First Version: November 2016
Department of Education
Negros Island Region
DIVISION OF NEGROS OCCIDENTAL

Have you experienced Have you seen the wire or Have you heard about Have you ever thought or Grade 7
having a tingling sensation conductor at the back of people who were struck by wondered why at one click your Quarter 3
when opening the metal your appliances that is lightning? What happened lamps glow or your electric fan Page 42
door knob after walking on a buried on the ground? to them? spins or pictures of objects
ENGAGE carpeted floor? What do you think is the appear on your TV screen?
purpose of this?
How do the appliances at home
get the needed electrical supply
to make them operate?
Essential Question: Essential Question: Essential Question: Essential Question:
How is charging by When does discharging How does lightning occur? How does an electric circuit work?
conduction done? process occur?
Perform Activity 3 pp. 209- Perform Activity 4 p. 210 in Perform Activity 5
EXPLORE
210 in the Learner’s the Learner’s Module Let There Be Light !
Module. Using the assigned p. 211 in the Learner’s Module.
researches on facts about
lightning.
Answer the Guide Lecture: Answer the Guide Answer the Guide Questions in
Questions in the Activity. Revisit the results of Questions in the Activity. the Activity.
Acitivity 1 (Charged
Interactions)
and discuss how
EXPLAIN
discharging process occurs.

Emphasize the importance

of grounding.

Junior HS Science Weekly Lesson Log & Lesson Plan Exemplar First Version: November 2016
Department of Education
Negros Island Region
DIVISION OF NEGROS OCCIDENTAL

Video Presentation: Video Presentation: What will you do to avoid Discuss the functions of each part Grade 7
Charging by conduction Need for Grounding the dangers of lightning? of the simple circuit. Quarter 3
[Link] Page 43
ELABORATE atch?v=dqwm36hj46Q [Link] Video Presentation: Input on electrical symbols used
atch?v=k3OHzKz0qNc How Lightning Works? in circuit diagrams.
How is charging by [Link]
conduction done? What is the importance of .com/nature/natural…/lightni Lecturette:
grounding or earthing? [Link] Energy Transfer in a circuit.

Give the correct answer: Discuss briefly how Write your answer in ½ CW: Give the correct answers:
1. is a charging discharging in grounding [Link] how lightning [Link] electric circuit.
process which involves the happens and give its occurs? [Link] are the four essential
contact between bodies. importance. [Link] at least 3 ways to parts of a simple circuit? Give the
EVALUATE 2-3. Conduction occurs avoid dangers of lightning. function of each part.
between body and
body.
4-5. Give two situations that
illustrate charging by
conduction.
Make a research on facts Make a poster illustrating What do electrical engineers or
about lightning. the adverse effects of electricians do in designing the
lightning to humans in their household electrical plans to
environment. make their work faster and
EXTEND easier?
Bring the following materials
for the next activity:
Connecting wire with alligator
clips, 3 or 1.5 V battery, Pliers
or wire cutter, 1.5 W bulb/LED

Junior HS Science Weekly Lesson Log & Lesson Plan Exemplar First Version: November 2016
Department of Education
Negros Island Region
DIVISION OF NEGROS OCCIDENTAL

V. REMARKS Grade 7
Quarter 3
VI. REFLECTIONS Page 44
From the evaluation,
No. of Learners who earned:
 80% and Above:
 Below 80%:
Did the remedial lessons
work? No. of Learners who:
 have caught up
with the lesson
 continue to require
remediation
Which of my teaching
strategies worked well?
Why did these work?
What difficulties did I encounter
which my Principal/ Supervisor
can help me solve?
What innovation or localized
materials did I use/ discover
which I wish to share with other
teachers?

Prepared by: Checked by:

Grade 7, Quarter 3
Teacher: School Head:
Daily Lesson Log
Signature: Signature:
Week No. 7
Date Submitted: Date:

Junior HS Science Weekly Lesson Log & Lesson Plan Exemplar First Version: November 2016