Daily Lesson Log in science VII VIII.docx

daily lesson log in science vii and science viii

1. School San Pablo National High School Grade level Grade 7
Inclusive dates July 29-31, August 1-2, 2024 Learning Area Science
Time 7:55 – 8:40
8:40 – 9:25
Quarter 1

Monday Tuesday Wednesday Thursday Friday
I. Objectives

To familiarize
students with the
course structure,
expectations, and
resources, fostering a
supportive and
engaging learning
environment.
Recognize that scientists
use models to explain
phenomena that cannot
be easily seen or
detected;
Describe the Particle
Model of Matter as “All
matter is made up of tiny
particles with each pure
substance
having its own kind of
particles.”
Recognize that matter
consists of tiny particles.
Assess learners understanding of
lessons through a quiz.
II. Content Orientation The Particle Model The Particle Model The Particle Model The Particle Model
III. Learning Resources Grade 7 Science Lesson
Exemplar
Grade 7 Science Lesson
Exemplar
Grade 7 Science Lesson
Exemplar
Grade 7 Science Lesson
Exemplar
Grade 7 Science Lesson
Exemplar
A. References
1. Teaching Guide pages
2. Learners’ Materials pages pp 1-21 pp 1-21 pp 1-21 pp 1-21
B. Other Learning Resources
IV . Procedures
A. Reviewing the previous
lesson or presenting the
new lesson
a. Prayer
b. Checking of
attendance
Review the models of
matter
Explicitation: Recall Explicitation: Thought-
Provoke

B. Exploring/ Giving
Motivation
Classroom Management Ask learners the following
questions:
1. How can we visualize
things that cannot be
seen by the eye?
2. How can we visualize
things that is too big, and
complex be examined in
actuality?
Atomic Model Building Worked Example: Tom’s
World

C. Discussing new concepts
and practicing skills
Orientation on grading
system
Conduct of profiling
“Scavenger hunt” activity Scientific Models in
Focus: Atomic Models
Through Time
Particle Model of Matter

2. D. Making generalizations Introduction to scientific
models think-pair-share
Reflection on Learning
E. Evaluating learning LAS 2 in the Worksheet
for Science 7
Activity: The Sneaky
Particle Party! (LAS 3)
Formative Assessment: Multiple
Choice Questions
F. Giving assignments Take home activity
V. Reflection
A. What teaching strategies went
well? Why did these work?

B. What difficulties did I encounter
that my principal can help me
solve?

C. What localized material can I
share to my learners?

VI. Remarks:



Checked by:
CLARIZA C.
SATORRE,PhD

CLARIZA C.
SATORRE,PhD

CLARIZA C.
SATORRE,PhD

CLARIZA C.
SATORRE,PhD


CLARIZA C. SATORRE,PhD
Noted:

MA. TERESITA ESCOBIA
P-III



MA. TERESITA ESCOBIA
P-III



MA. TERESITA ESCOBIA
P-III



MA. TERESITA ESCOBIA
P-III



MA. TERESITA ESCOBIA
P-III

Date:

3. School San Pablo National High School Grade level Grade 8
Inclusive dates July 29-31, August 1-2, 2024 Learning Area Science
Time 7:10 – 7:5
1:45 – 2:30

Quarter 1

Monday Tuesday Wednesday Thursday Friday
I. Objectives

To familiarize
students with the
course structure,
expectations, and
resources, fostering
a supportive and
engaging learning
environment.
Objectives:
1. Identify the forces
acting on an object
at rest.
2. Explain why
objects stay at
rest.
. (S8FE-Ia-15)


Describe the conditions when two forces
balance
(S8FE-Ia-16)

Demonstrate how a
body responds to
changes in motion.


Assess learners
understanding of lessons
through a quiz.
II. Content Orientation Lesson 1: BALANCED
AND UNBALANCED
FORCES

Module I: FORCE AND MOTION
Lesson 2: BALANCED AND
UNBALANCED FORCE

FORCE AND MOTION
NEWTON’S THREE
LAWS OF MOTION
The Law of Inertia


III. Learning Resources


C. References
3. Teaching Guide pages pp 8-10 pp 8-10 pp 10-11

pp 10-11


4. Learners’ Materials pages pp 8-10 pp 8-10 pp 10-11

pp 10-11


D. Other Learning Resources EASE Physics, Module
10. Lesson 3

EASE Physics, Module
10. Lesson 3
EASE Physics, Module 10. Lesson 3

EASE Physics, Module
10. Lesson 3


IV . Procedures
G. Reviewing the
previous lesson or
presenting the new
lesson
c. Prayer
d. Checking of
attendance
Present statements in
class and ask the
students if they agree
or disagree with them
What are the forces acting on an object at
rest? What are examples of balanced
forces?

Differentiating balanced
and unbalanced forces

4. H. Exploring/ Giving
Motivation
Classroom Management Analyze the
pictures to be
presented on the
television screen

Students were given time to watch a
short video clip about balanced and
unbalanced forces
(
www.youtube.com/watch?v=HEJOybRxclk)

Let the students
guess the word being
defined by solving the
jumbled letters.


I. Discussing new
concepts and practicing
skills
Orientation on grading
system
Conduct of profiling
Picture presentation Do the activity 2 in Lesson Guide Science
8 (First Quarter) pp. 8 – 9 or Learners’
Module pp. 7

The learners will
analyze the picture
of the two wrestlers
by comparing their
masses and relating
the concept of mass to
inertia. (see figure on
pp. 11 LG grade 8 First
Quarter)

J. Making generalizations The teacher will place
a ball or any object on
top of a table and ask
questions.

1. When the cardboard is at rest, how
do the magnitudes and directions of
the pair of forces acting on it
compare?
If you draw the lines of action of all the
forces acting on the board and extend the
lines, what will you get?

Newton's first law
states that an object at
rest will stay at rest or
an object in motion will
stay in motion and
travel in straight line, as
long as no external net
force acts on it. The
object will change its
state of motion only if
there is unbalanced or
net force acting upon it.
Inertia is measured in
terms of mass. An
object having greater
mass has greater
inertia


K. Evaluating learning Do the activity 1
Forces on object at
rest in Lesson Guide
Science 8 (First
Quarter) pp. 5 or LM
pp. 5- 6
Multiple choice Multiple choice Formative Assessment:
Multiple Choice Questions

5. L. Giving assignments Ask the students to
write situation/
examples where the
presence of other
forces are beneficial.
Write your answer in
your notebook.

1. Define
acceleration.
2. What is stated in
the second law of
motion?


IV. Reflection
D. What teaching strategies
went well? Why did these
work?

E. What difficulties did I
encounter that my principal
can help me solve?

F. What localized material can
I share to my learners?

V. Remarks:



Checked by:





CLARIZA C.
SATORRE,PhD


CLARIZA C.
SATORRE,PhD


CLARIZA C. SATORRE,PhD


CLARIZA C.
SATORRE,PhD


CLARIZA C. SATORRE,PhD
Noted:





MA. TERESITA
ESCOBIA
P-III



MA. TERESITA
ESCOBIA
P-III



MA. TERESITA ESCOBIA
P-III



MA. TERESITA
ESCOBIA
P-III



MA. TERESITA ESCOBIA
P-III

Date: