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DAILY School Grade Level &

LESSON
SERES NATIONAL HIGH SCHOOL Quarter 7- Quarter 3
LOG Teacher FHEBE S. SELORIO Learning Area SCIENCE
JUNIOR HIGH SCHOOL Inclusive Dates Week 2 (February 12-16,2024 Topi
The Compound Microscope
Scheduled Time 2:00-3:00 (G7-Diamond) c:
Monday Tuesday Wednesday Thursday Friday
(Feb. 12, 2024) (Feb. 13, 2024) (Feb. 14, 2024) (Feb. 15, 2024) (Feb. 16, 2024)
I. OBJECTIVES Objectives must be met over the week and connected to the curriculum standards. To meet the objectives, necessary procedure must be followed and if needed, additional lessons, exercises, and remedial activities may be done for developing content
knowledge and competencies. These are assessed using Formative Assessment strategies. Valuing objectives support the learning of content and competencies and enable children to find significance and joy in learning the lessons. Weekly
objectives shall be derived from the Curriculum Guides.
Measure distance and time Measure distance and time Describe speed CARS in Science
A. Content Standard
B. Performance Standards conduct a forum on mitigation and disaster risk reduction
C. Learning Competencies / Describe the motion of an object in terms of distance or displacement, speed or velocity, and acceleration (S7FE-IIIa-1)
Objectives (Write the LC Code)

II. CONTENT Let’s Do The Motion

Content is what the lesson is all about. It pertains to the subject matter that the teacher aims to teach. In the Curriculum Guide, the content can be tackled in a week or two.
List of materials to be used in different days. Varied sources of materials sustain children’s interest in the lesson and in learning. Ensure that there is a mix of concrete and manipulative materials as well as paper-based
III. LEARNING RESOURCES materials. Hands-on learning promotes concept development.
A. References
1. Teacher’s Guide pages
2. Learners’ Materials pages
3. Textbook pages Integrated Science I Page Integrated Science I Page Integrated Science I Page Integrated Science I
107-108 107-108 107-108 Page 107-108
4. Additional Materials from Science 7 ADM-SLM-Lets Do the Motion
Learning Resources Portals
5. Other Learning Resource Division Task Sheet  Ruler, Mechanical toy car  Meters stick,  Task Sheet
Motorcycle,
individual
IV. PROCEDURE (7 Es: 1-Elicit; 2 -Engage; 3-Explore, 4-Explain; 5-Elaborate; 6- Evaluate7- Extend)
 Have the students recall
on the 4 basic  Ask: When can you say  Have some students
mathematical operations that a body is in motion? describe their path
from home to school
1-ELICIT (addition, subtraction, Conduct short review quiz
multiplication and division)  Have then describe
about the description of point
what instance in
of reference, position,
their walking hours
distance and displacement
that will let them
(Happy and Sad face)
walk faster or slow
2-ENGAGE   Working with the  Have them describe  Board work on
  Reciting in chorus on skip previous groups, fast and slow motion solving speed
counting by 3 to 9 distribute Activity 2-How
 Have the students solve Far?  Divide the students
simple multiplication- into group of girls and
division problems boys
 Distribute activity
sheets
 Have each group read
and understand the
contents of the
activity

 Orient students on
safety precautions on
conducting outside
activity

 Work in pair for  Let each group answer the  Have the students do activity  Individual solving of
division problem guide questions embedded 2 speed based on their
3-EXPLORE in Activity 2 activity data
solving with from 1
(How Fast can you run?)
to 3 digits
 Pair presentation Let each representative from  Have each group explain  Call 3 volunteers to
and explanation each group present the their tally of different speed present and explain
4-EXPLAIN answers and explanation of of their classmates their solution
the given guide questions.
 The teacher will  Can displacement be  Present the mathematical  Have the students
present the greater than distance? Why equation of speed to the elaborate the different
principle of division or why not? class and discuss the units uses for speed,
fundamentals in problem distance and time in
using the data
 Give one difference between solving MKS and CGS
gathered on distance and displacement
5-ELABORATE distance and time based on the given v=d/t
example.
 Present 2 examples of the
computation with data take
from the speed from the
boys’ group and the girls’
group
 3-item solving speed  Students will be given a  4-item:20-point
using division Assessment Task Sheet  10-point solving speed using problem solving
6-EVALUATE operation (Please refer to page 12 What I gathered data
have learned)

 Students will be given  Have the student respond to Have the students answer
work problems on “What Can I do?” on page 13  Have the students solve 2 this question:
7-EXTEND division operation problems involving speed
What is acceleration?
REMARKS
Reflect on your teaching and assess yourself as a teacher. Think about your students’ progress this week. What works? What else needs to be done to help the students learn? Identify what help your Instructional
V. REFLECTION Supervisors can provide for you so when you meet them, you can ask them relevant questions.
A. No. of learners who earned 80% in the
evaluation.
B. No. of learners who require additional
activities for remediation
C. Did the remedial lessons work? 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 it work?
F. What difficulties did I encounter which
my principal or supervisor can help me
solve?
G. What innovation or localized materials
did I used/discover which I wish to share
with other learners?

Checked by:
LEODEGRACIA H. LEODEGRACIA H. CASTILLON LEODEGRACIA H. CASTILLON, LEODEGRACIA H. LEODEGRACIA H.
CASTILLON EdD EdD EdD CASTILLON EdD CASTILLON EdD
School Principal-I School Principal-I School Principal-I School Principal-I School Principal-I