Template 7E Science Lesson Plan

ZAMBOANGA DEL SUR NATIONAL HIGH SCHOOL
LESSON PLAN IN SCIENCE

Teacher: MATTHEW T. SABASALES
Subject: GRADE VII - SCIENCE
Sections: RUBIA, POINSETIA
Topic/Subject Matter and Localization &
Date Objectives Day 7 E's Activities and Tasks
Text/Reference Indiginization
1. Enumerate the different parts Cotent Standard: Allow the students
of the plant and animal cells to enumerate the Elicit:
different parts of
the community as
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The learners demonstrate an
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understanding of: well as identifying
on
the difference between animal the functions of Engage:
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and plant cells these parts as to
the community
being a functional
Performance Standard: unit. (Barangay
level, City level,
2. State the function of the Country level)
different parts of the cells. The learners should be able to:
employ appropriate techniques Eplore:
using the compound microscope
to gather data about very small
objects
ay
Septemeber 3-5, 2018
e sd
Tu
Competency:
differentiate plant and animal cells Explain:

according to presence or absence
of certain organelles;
3. Compare and contrast plants Subject Matter:

and animal cells
Elaborate:
"CELL STRUCTURE AND

FUNCTION"
ay
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Extend:
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Resources:
K-12 Teachers Guide and Learners

Modules
Pages:
Evaluate:
78 - 81
Observers' Comments/Suggestions:
Checked By:

of the plant and animal cells to enumerate the Elicit:
different parts of
The learners demonstrate an the community as
understanding of: well as identifying
the difference between animal the functions of Engage:
and plant cells these parts as to
the community
being a functional
unit. (Barangay
A
Performance Standard:
N/
level, City level,
2. State the function of the Country level)
different parts of the cells. The learners should be able to:
employ appropriate techniques Eplore:
objects
Septemeber 18-19, 2018
Competency:
differentiate plant and animal cells Explain:

according to presence or absence
of certain organelles;
3. Compare and contrast plants Subject Matter:

and animal cells
Elaborate:
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da
es
Tu
"CELL STRUCTURE AND
FUNCTION"
Extend:
Resources:

Modules
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Evaluate:
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Pages:
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78 - 81
Checked By:

of the Compound Microscope. to explain to the Elicit:
class the purpose
of using
the parts and functions of the "Antiohos" by their
compound microscope lolos and lolas.
(Antiohos is the
local term for eye
glassess used to
aid the eyes during
old age) Then
relate the idea to
lenses and
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microscope.)
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1. Enumerate the different parts
of the Compound Microscope. to explain to the
class the purpose
of using
the parts and functions of the "Antiohos" by their
compound microscope lolos and lolas. Engage:
(Antiohos is the
local term for eye
glassess used to
Performance Standard: aid the eyes during
old age) Then
2. Explain the importance of relate the idea to
using microscope in the field of lenses and
biology. employ appropriate techniques microscope.) Eplore:
Septemeber 20-21, 24 2018
objects
Competency:
identify parts of the microscope

and their functions; Explain:
focus specimens
using the compound microscope;
3. Describe and state the function Subject Matter:

of the different part of the
microscope as well as view a live
spicemen into it. Elaborate:
"Microscopy"
ay
id
Fr
Extend:
Resources:

Modules
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Pages:
on
da Evaluate:
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86 - 93
Checked By:

1. Describe other life form such Cotent Standard: Allow the students
as fungi, bacteria and algea. to taste a common Elicit:
local delicacy
The learners demonstrate an commonly
understanding of: prepared when
organisms that can only be seen families goes to
through the microscope, many of
the beach… (Guso
Engage:
which consist of only one cell
or Lato) allow
them to describe
Performance Standard: the organism used
in that delicacy
and ask them is it
plant or is it
animal? Eplore:
7 2018
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them to describe
the organism used
in that delicacy
2. Explain the importance of and ask them is it
these organisms to the living plant or is it
The learners should be able to: animal?
world employ appropriate techniques Eplore:
Septemeber 25, 27 2018
objects
Competency:
identify beneficial and harmful Explain:

microorganisms;
3. Identify some organism which Subject Matter:

belong to the identified kingdom.
Elaborate:
"Other Life Forms"
Extend:
Resources:
ay
sd
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Modules
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Pages:
Evaluate:
95 - 106
Checked By:

1. Identify the Different Cotent Standard: Show the students
Reproductive mechanism of a local delicacy Elicit:
different Organism as well as "Balot" and ask
their parts. The learners demonstrate an them how many
understanding of: days is the duck
reproduction being both asexual eggs to hatch? Link Engage:
or sexual this to the idea of
reproduction
among ducks.
y
da
on
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2. State the Function of Each part

of the reproductive system of The learners should be able to:
different organism employ appropriate techniques Eplore:
objects
ber 1-4, 2018
Competency:
Explain:
October 1-4, 2018
7. differentiate asexual from sexual
reproduction in terms of:
7. 1 number of individuals
involved; Explain:
7. 2 similarities of offspring to
parents;
8. describe the process of
fertilization;
3. Describe the reproductive Subject Matter:

mechanism of different organism
Elaborate:
"Reproductive System"
Extend:
Resources:

Modules
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Evaluate:
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Pages:
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106 - 109
Checked By:

1. State How the different Biotic Cotent Standard: Show the students
component of an ecosystem the picture of a
interact with each other. local Mountain Elicit:
The learners demonstrate an (Mt. Palpalan) and
ay
understanding of: allow them to

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organisms interacting with each enumerate the

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other and with their environment different

to survive organisms as well Engage:
as non living things
Performance Standard: found in the
mountain.
2. State the Importance of having
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The learners should be able to:

varied ecological relationships Eplore:
da
conduct a collaborative action to

on
present in a certain ecosystem preserve the ecosystem in the

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locality
Competency:
October 5, 8-11, 2018
Explain:
da
us
Te
October 5, 8-11, 2018
9. differentiate biotic from abiotic
components of an ecosystem;
10. describe
the different ecological
relationships found in an
ecosystem; 11.
predict the effect of changes in Explain:
one population on other
populations in the ecosystem; and
12. predict
the effect of changes in abiotic
factors on the ecosystem.
3. Describe the Relationship Subject Matter:

between two organisms within an
ecosystem.
Elaborate:
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"Interaction in the
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Ecosystem"
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Extend:
Resources:
Modules
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Evaluate:
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Pages:
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110 - 127
Checked By:

1. Define point of reference. Cotent Standard: Show the students
the picture of a
1. Descriptors of Motion: local land mark in Elicit:
Pagadian
(Rotonda) and
allow them to
ay
id
enumerate
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different ways to
reach that Engage:
location.
1.1 Emphazise that the
Point of Reference starting point
Performance
1.2 Distance or Standard:
Displacement (Point of
1.3 Speed or Velocity reference) is very
2. Explain the importance of 1.4 Acceleration
significant in
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Point of reference in describing The learners shall be able to: Eplore:

d
conduct a forum on mitigation and finding the target

on
motion of an object. location.

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disaster risk reduction

November 5-7, 2018
Competency:
y
Explain:
da
us
Te
November 5-7, 20 The learners should be able to…
1. describe the motion of an
object in terms of Point of Explain:
reference, distance or
displacement, speed or velocity,
and acceleration;
3. Locate objects in a certain Subject Matter:

location based on point of
reference Elaborate:
"Motion: Point of
ay
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Reference"
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Extend:
Resources:

Modules
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Pages: Evaluate:
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130 - 133
Checked By:

1. Diffentiate Distance from Cotent Standard: Show the students
Displacement the picture of a
Pagadian
(Rotonda) and
allow them to
ay
id
estimate the
Fr
distance of this
location from a Engage:
centain point of
1.1 reference.
Point of Reference Emphazise that
1.2 Distance or Displacement
Performance Standard: measuring
1.3 Speed or Velocity Distance is
2. Explain the importance of 1.4 Acceleration
different from
y
Eplore:
da
The learners shall be able to:

Distance or Displacement in measuring
on
conduct a forum on mitigation and

understanding Motion of an
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disaster risk reduction displacement.

object.
Competency:
November 8-9, 2018
The learners should be able to…

1. describe the motion of an
y
Explain:
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object in terms of Point of

us
reference, distance or
Te

and acceleration;
3. Measure Distance and Subject Matter:

displacement of a moving object
Elaborate:
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3. Measure Distance and
Novembe
displacement of a moving object
Elaborate:
"Motion: Distance and
Displacement"
Extend:
Resources:

Modules
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Evaluate:
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Pages:
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134 - 137
Checked By:

Sections: RUBIA
Text/Reference Indigenization
1. Define Speed Cotent Standard: Show the students
the picture of a
Pagadian
(Disneyland
Pagadian) and
allow them to (3Minutes)
estimate how long
will it take for an
average student to
reach there from
1.1 Point of Reference the location of the
1.2 Distance or Displacement school by walking,
1.3 Speed or Velocity by running, or by
1.4 Acceleration ridding a tricycle.
Engage:
(3Minutes)
NOVEMBER 12,2018
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od
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Explore:
(15Minutes)
NOVE
2. Explain the significance of
speed in understanding Motion Explore:
as well as the risks it contribute
to road accidents. The learners shall be able to: (15Minutes)
conduct a forum on mitigation and
disaster risk reduction in road
accidents.
Competency:
The learners should be able to…

1. describe the motion of an Explain:
object in terms of Point of
reference, distance or (15Minutes)
and acceleration;

Text/Reference Indigenization
3. Solve Problems pertaining to Subject Matter:

speed of a moving object.
Elaborate:
(10Minutes)
"Motion: SPEED"
Extend:
(5Minutes)
Resources:

Modules
Pages:
Evaluate:
(9Minutes)
174- 176
Checked By:
UR NATIONAL HIGH SCHOOL
PLAN IN SCIENCE
Quarter: TWO
7 E's Activities and Tasks Strategies Remarks/ Reflection

Enumerate the different organ systems possessed by human * Inquiry Based ______ of Learners who earned 80% above
beings as well as on plants. Approach ______ of Learners who require additional
* activities for remediation
Did the
Allow the students to enumerate the different parts of the Cppperative remedial lesson work?
community as well as identifying the functions of these parts as Learning ______Yes ______No
to the community being a functional unit. (Barangay level, City ______ of Learners who caught up the lesson
level, Country level) *Lecture and ______ of Learners who continue to require
Discussion remediation
* Video
Students by group will perform activity number 12 (Plant and Presentation Strategies used that work well:
Animal Cells) ___ Group collaboration
___ Games
___ Solving Puzzles/Jigsaw
___ Answering preliminary activities/exercises
___ Carousel
___ Diads
___ Think-Pair-Share (TPS)
___ Computer Assisted Instruction (CAI)
___ Differentiated Instruction
ay
___ Role Playing/Drama

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ue
___ Discovery Method / Inquiry Based Approach

*Students by group will report to the class their group output. ___ Lecture and Discussion Method
The teacher will then process their presentation and address Why?
some detected misconception. ___ Complete IMs
___ Availability of Materials
___ Students’ eagerness to learn
___ Group member’s Cooperation in doing their tasks
Difficulties Incountnerred:
___ Bullying among pupils
*Using a given handout the teacher will ellaborate to the ___ Pupils’ behavior/attitude
students details on the different parts of the cell in both ___ Colorful IMs
animals and plant cells as well as on bacteria ___ Unavailable Technology Equipment (AVR/LCD)
* The teacher will then give ___ Science/ Computer/ Internet Lab
some detailed discussion on the comparison and contrast of ___ Additional Clerical works
Planned Innovations:
plant and animal cells. ___ Localized Videos
___ Making big books from views of the locality
Relating the organization of the different parts of the cell to the ___ Recycling of plastics to be used as Instructional
Materials
organization of the community.. Explaining how these ___ local poetical composition
components of the community behave and act according to the Remarks:
total well being of the society which is similar to what is
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exhibited by the parts of the cell.

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* Video presentation about the comparison of this

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interactions of parts of the cell to the interaction of parts of the

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community.
Teacher made test

Thursday and Friday is Science Camp
(Students are on outdoor activities)
IRISH HAZEL B. JAIM

Head Teacher I - Science Department

PLAN IN SCIENCE
Quarter: TWO
Implemented on Sept 3-5, 2018 * Inquiry Based ______ of Learners who earned 80% above
Approach ______ of Learners who require additional
Did the
Implemented on Sept 3-5, 2018 Cppperative remedial lesson work?
Learning 
______Yes ______No
______ of Learners who caught up the lesson
*Lecture and ______ of Learners who continue to require
* Video
Implemented on Sept 3-5, 2018 as a take home activity for the Presentation Strategies used that work well:
A
N/
learners individually due to shortening of class schedule in the ___ Group collaboration
___ Games
previous meeting due to the preparation of the school ___ Solving Puzzles/Jigsaw
intramurals. ___ Answering preliminary activities/exercises
___ Carousel
___ Diads
*Through a discussion form, the teacher will draw learners ___ Lecture and Discussion Method
experiences during their performance of the take home activity Why?
so that the teacher can process the learners undersatanding of ___ Complete IMs
the concepts they have derived from the activity. ___ Availability of Materials
students details on the different parts of the cell in both ___ Colorful IMs
animals and plant cells as well as on bacteria ___ Unavailable Technology Equipment (AVR/LCD)
* The teacher will then give ___ Science/ Computer/ Internet Lab
some detailed discussion on the comparison and contrast of ___ Additional Clerical works
y
da
plant and animal cells. ___ Localized Videos

es

Tu
Relating the organization of the different parts of the cell to the ___ Recycling of plastics to be used as Instructional
Materials
organization of the community.. Explaining how these ___ local poetical composition
components of the community behave and act according to the Remarks:
total well being of the society which is similar to what is
exhibited by the parts of the cell.
* Video presentation about the comparison of this
interactions of parts of the cell to the interaction of parts of the
community.
Teacher made test

Sept. 10-14, 2018 is our Intramurals
and Sept. 17, 2018 is a local holiday
IRISH HAZEL B. JAIM


PLAN IN SCIENCE
Quarter: TWO

Enumerate the two major type of cell and site examples to * Inquiry Based ______ of Learners who earned 80% above
each. Approach ______ of Learners who require additional
Did the
Cppperative remedial lesson work?
Learning ______Yes ______No
*Lecture and ______ of Learners who continue to require
* Video
Presentation Strategies used that work well:
___ Group collaboration
___ Games
ay

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___ Carousel
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Did the
Allow the students to explain to the class the purpose of using Cppperative remedial lesson work?
Learning 
"Antiohos" by their lolos and lolas. (Antiohos is the local term ______Yes ______No
for eye glassess used to aid the eyes during old age) Then relate ______ of Learners who caught up the lesson
the idea to lenses and microscope. *Lecture and ______ of Learners who continue to require
* Video
Students Individually have performed activity number 15 The Presentation Strategies used that work well:
compound Microscope during the long week no class due to ___ Group collaboration
___ Games
the RPMS Rollout seminar with the teachers. At this time the ___ Solving Puzzles/Jigsaw
teacher will just have to refresh upon the mind of the learners ___ Answering preliminary activities/exercises
how they manage to perform the activity at home. ___ Carousel
___ Diads
*Students through discussion method will report to the class ___ Lecture and Discussion Method
their group output. The teacher will serve as facilitator of the Why?
activity and later process their understatnding and address ___ Complete IMs
some detected misconception. ___ Availability of Materials
students details on the following: ___ Colorful IMs
a. Different type of Microscope ___ Unavailable Technology Equipment (AVR/LCD)
b. Parts and Function of the Compound ___ Science/ Computer/ Internet Lab
Microscope c. How to use the ___ Additional Clerical works
compound microscope ___ Localized Videos
Show a video clip on how to take care of the compound ___ Recycling of plastics to be used as Instructional
Materials
microscope as well as on how the microscope is utilized in
ay
___ local poetical composition

various fields like in engineering, biotechnology, in forensics,
id
Remarks:
Fr
crime sene investigations as well as on research.
Teacher made test

Sept. 10-14, 2018 is our Intramurals
and Sept. 17, 2018 is a local holiday
IRISH HAZEL B. JAIM


PLAN IN SCIENCE
Quarter: TWO

Enumerate the two major type of cell and site examples to each * Inquiry Based ______ of Learners who earned 80% above
as well as parts of the compound microscope. Approach ______ of Learners who require additional
Did the
Allow the students to taste a common local delicacy commonly Cppperative remedial lesson work?
Learning 
prepared when families goes to the beach… (Guso or Lato) ______Yes ______No
allow them to describe the organism used in that delicacy and ______ of Learners who caught up the lesson
ask them is it plant or is it animal? *Lecture and ______ of Learners who continue to require
* Video
Students Individually have performed activity number 16 ; Presentation Strategies used that work well:
Other Life Forms during the long week no class due to the ___ Group collaboration
___ Games
RPMS Rollout seminar with the teachers. At this time the ___ Solving Puzzles/Jigsaw
___ Diads
y
da
___ Lecture and Discussion Method

es
Why?
Tu
* Video
Students Individually have performed activity number 16 ; Presentation Strategies used that work well:
Other Life Forms during the long week no class due to the ___ Group collaboration
___ Games
RPMS Rollout seminar with the teachers. At this time the ___ Solving Puzzles/Jigsaw
___ Diads
*Students through discussion method will report to the class ___ Lecture and Discussion Method
their output from the activityt. The teacher will serve as Why?
facilitator of the activity and later process their understatnding ___ Complete IMs
and address some detected misconception. ___ Availability of Materials
students details on the following: ___ Colorful IMs
a. The 6 major kingdoms of the living world ___ Unavailable Technology Equipment (AVR/LCD)
b.Common characteristics ___ Science/ Computer/ Internet Lab
and body features of the organisms which belong to the same ___ Additional Clerical works
kingdom. c. Common Habitats and ___ Localized Videos
mode of nutrition d. Common examples ___ Making big books from views of the locality
and representative organism. e. ___ Recycling of plastics to be used as Instructional
Economic and health related benifits of the different life forms Materials
as well as their harmful effects to humans. ___ local poetical composition
Remarks:
A summary video clip will be shown to the learners as to how

does this organism plays their role in the living world and how
does these organism benefit other organism.
Teacher made test
September 26, 2018 is a seminar for

teachers on Child Protection and BUllying
IRISH HAZEL B. JAIM


PLAN IN SCIENCE
Quarter: TWO

Show the learners the "Balot" and how the duck inside looks * Inquiry Based ______ of Learners who earned 80% above
like. Let the learners discribe the duck inside the egg. Approach ______ of Learners who require additional
Did the
Show the learners a video presentation about human Cppperative remedial lesson work?

embryonic development from meeting of the sperm to Learning ______Yes ______No
becoming a fetus and upto a fully grown baby inside a mothers ______ of Learners who caught up the lesson
womb. (Video is downloaded from youtube.com) *Lecture and ______ of Learners who continue to require
* Video
y
Strategies used that work well:

da
Sudents will be watching again another video about the Presentation

on
different reproductive mechanism of different organisms. Then

M
___ Games
they will be answering a worksheet to be given to them by the ___ Solving Puzzles/Jigsaw
teacher by group. ___ Answering preliminary activities/exercises
___ Carousel
___ Diads
___ Pupils’ behavior/attitude
___ Colorful IMs
___ Unavailable Technology Equipment (AVR/LCD)
___ Colorful IMs
___ Science/ Computer/ Internet Lab
___ Additional Clerical works
*Using a given handout the teacher will ellaborate to the ___ Localized Videos
students details on the following: ___ Making big books from views of the locality
a. Different reproductive mechanism of different ___ Recycling of plastics to be used as Instructional
organisms (Asexual and Sexual) Materials
b. Teacher will discuss the parts Remarks:
and the function of the different reproductive system of
different organism.
Learners will make a summary outline on the reproductive parts

and their functions among human beings as well as the human
embryonic development.
Teacher made test

September 28, 2018 will be the
schedule of mysting by the DOH for
the duenge problem and one hope
seminar for teachers...
IRISH HAZEL B. JAIM


PLAN IN SCIENCE
Quarter: TWO

Show the students the picture of a local Mountain (Mt. * Inquiry Based ______ of Learners who earned 80% above
Palpalan) and allow them to enumerate the different organisms Approach ______ of Learners who require additional
as well as non living things found in the mountain. * activities for remediation
Did the
Learning 
______Yes ______No
Show the learners a video presentation about introduction of *Lecture and ______ of Learners who continue to require
the ecosystem. A video downloded from youtube.com Discussion remediation
* Video
Students will be answering a worksheet by group. They will ___ Group collaboration
based their answers from their experiences as well as their ___ Games
knowledge from previous science classes. ___ Solving Puzzles/Jigsaw
___ Carousel
___ Diads
*Students by group will report to the class their group output. ___ Differentiated Instruction
The teacher will then process their presentation and address ___ Role Playing/Drama
some detected misconception. ___ Discovery Method / Inquiry Based Approach
Why?
___ Complete IMs
y
da
us
___ Colorful IMs
___ Localized Videos
___ Recycling of plastics to be used as Instructional
Materials
Remarks:
*Students by group will report to the class their group output. ___ Differentiated Instruction
The teacher will then process their presentation and address ___ Role Playing/Drama
some detected misconception. ___ Discovery Method / Inquiry Based Approach
Why?
___ Complete IMs
___ Colorful IMs
*Using a given handout the teacher will ellaborate to the ___ Recycling of plastics to be used as Instructional
students details on the following: Materials
a. Interaction among living and non ___ local poetical composition
living things in the ecosystem Remarks:
b. Various
Relationships of organisms in the ecosystem.
y
c. Energy flow in
da
the ecosystem.
Students will be making a picture collage about food chain and

food web as well as the food pyramid
Teacher made test
IRISH HAZEL B. JAIM


PLAN IN SCIENCE
Quarter: TWO

Show the students a short video clip about Physics for them to * Inquiry Based ______ of Learners who earned 80% above
be ready about the different concept being studied in Physics. Approach ______ of Learners who require additional
Did the
Learning 
______Yes ______No
Show the students the picture of a local land mark in Pagadian
(Rotonda) and allow them to enumerate different ways to reach *Lecture and ______ of Learners who continue to require
that location. Emphazise that the starting point (Point of Discussion remediation
reference) is very significant in finding the target location. * Video
___ Games
Students will perform Activity 18. about Point of reference. ___ Solving Puzzles/Jigsaw
Where in they will be looking for a plastic bottle hidden by the ___ Carousel
teacher. (See Attached Sheet) ___ Diads
___ Colorful IMs
___ Colorful IMs
*Using a given handout the teacher will ellaborate to the ___ Additional Clerical works
students details on the following: Planned Innovations:
a. The definition of Motion ___ Localized Videos
b. Factors that ___ Making big books from views of the locality
couldbest describe the motion of an object. Materials
Students will be writing a concrete description about the Remarks:
location of their respective homes by making a good instruction
by incorporating point of reference in their direction guide.
Teacher made test
IRISH HAZEL B. JAIM


PLAN IN SCIENCE
Quarter: TWO

Choose 3 students from the class to present their direction * Inquiry Based ______ of Learners who earned 80% above
guide from school to their homes from the previous meeting. Approach ______ of Learners who require additional
Did the
Learning 
______Yes ______No
Show the students the picture of a local land mark in Pagadian ______ of Learners who caught up the lesson
(Rotonda) and allow them to estimate the distance of this *Lecture and ______ of Learners who continue to require
location from a centain point of reference. Emphazise that Discussion remediation
measuring Distance is different from measuring displacement. * Video
___ Games
Students will perform Activity 19. aboutDistance and ___ Answering preliminary activities/exercises
Displacement. This activity will be done outside the classroom. ___ Carousel
(See Attached Sheet) ___ Diads
*Students by group will report to the class their group output. ___ Discovery Method / Inquiry Based Approach
The teacher will then process their presentation and address ___ Lecture and Discussion Method
some detected misconception. Why?
___ Complete IMs
___ Colorful IMs
*Using a given handout the teacher will ellaborate to the ___ Unavailable Technology Equipment (AVR/LCD)
students details on the following: ___ Science/ Computer/ Internet Lab
a. Distance ___ Additional Clerical works
b. Planned Innovations:
Displacement ___ Localized Videos
Materials
Remarks:
ay
sd
ne
ed
___ Colorful IMs
*Using a given handout the teacher will ellaborate to the ___ Unavailable Technology Equipment (AVR/LCD)
students details on the following: ___ Science/ Computer/ Internet Lab
a. Distance ___ Additional Clerical works
b. Planned Innovations:
Displacement ___ Localized Videos
Materials
Remarks:
Students will be measuring the distance of their homes from
the school by asking the reading of the Audometer of the
tricycle or their own vehicles by subtracting the initial reading
in the audometer from the final reading when they arrive at
their respective homes. They will also measure the
displacement they have obtained when they are going to stop
somewhere between the two locations they have considered
the starting which is the school and the final direction which is
their homes.
Teacher made test
IRISH HAZEL B. JAIM


PLAN IN SCIENCE
Quarter: TWO

( Mutimedia Aided Instruction) (ICT Integration) * Inquiry Based ______ of Learners who earned 80% above
The Teacher will show a teaser video about various objects in (7E Model) activities for remediation
motion. * Did
Guide Questions: Cppperative theremedial lesson work?
1. what have you ______Yes ______No
observed in the video? 2. Learning ______ of Learners who caught up the lesson
What natural phenomenon is shown in the video? ______ of Learners who continue to require
3. What are the different measurable quantities you can observed *Lecture and remediation
from the video? Discussion
* Multimedia Strategies used that work well:
(Localization/Indigenization) Aided Instruction ___ Group collaboration
Show the ___ Games
students the picture of a local land mark in Pagadian: *Differentiated ___ Solving Puzzles/Jigsaw
Desney Land Pagadian (Araling Panlipunan Integration) ___ Answering preliminary activities/exercises
Guide Instruction
___ Carousel
Questions: ___ Diads
1. How many route is there to reach Disney Land ___ Think-Pair-Share (TPS)
Pagadian from the school? *Interdeciplinary ___ Computer Assisted Instruction (CAI)
2. Which of the identified route do you Approach ___ Differentiated Instruction
think is the shortest distance to reach there? Longest distance? ___ Role Playing/Drama
3. If you will walk ___ Discovery Method / Inquiry Based Approach
towards Disney Land Pagadian with the shortest route, how long do you ___ Lecture and Discussion Method
think will take you to reach there? how about in the longest route? -Mathematics
4. Why?
For Instance two classmates from your class will compete in running -MAPEH ___ Complete IMs
towards Disneyland Pagadian (Cite two students in the class) who do ___ Availability of Materials
you think will arrive there first? Why? -Araling ___ Students’ eagerness to learn
(See Attached Picture of the Local Landmarks in ___ Group member’s Cooperation in doing their tasks
Panlipunan
Pagadian City) - Difficulties Incountnerred:
English
ay

od

(Differentiated Instruction)
M
-EsP ___ Colorful IMs

Students will ___ Unavailable Technology Equipment (AVR/LCD)
perform Activity 19 (Motion: Speed) which caters 3 different modes of ___ Science/ Computer/ Internet Lab
learning. ___ Additional Clerical works
-
*Activity 20-A (Kenisthetic Planned Innovations:
Learners) - MAPEH Integration ___ Localized Videos
Group 1 and 3 will do this (See Attached Activity Sheet) - ___ Making big books from views of the locality
Integration of EsP. ___ Recycling of plastics to be used as Instructional
*Activity 20-B (Visual Learners) - ICT Materials
Integration (CAIMS) and Authentic Learning (GRASP) ___ local poetical composition
Group 2 Remarks:
will do this (See Attached Activity Sheet)
*Activity 20-C (Analytical Learners) - Math
Integration Literacy and Numeracy
Skills Group 4 and 5 will do this
(See Attached Activity Sheet)
learning. ___ Additional Clerical works
-
*Activity 20-A (Kenisthetic Planned Innovations:
Learners) - MAPEH Integration ___ Localized Videos
Group 1 and 3 will do this (See Attached Activity Sheet) - ___ Making big books from views of the locality
Integration of EsP. ___ Recycling of plastics to be used as Instructional
*Activity 20-B (Visual Learners) - ICT Materials
Integration (CAIMS) and Authentic Learning (GRASP) ___ local poetical composition
Group 2 Remarks:
will do this (See Attached Activity Sheet)
*Activity 20-C (Analytical Learners) - Math
Integration Literacy and Numeracy
Skills Group 4 and 5 will do this
(See Attached Activity Sheet)
*Students by group will report to the class their group outputs. (Students
will present their Yell and Song before they present their output -
Auditory Learners) Musical and Auditory skills is facilitated
*The teacher will then process their
presentation and address some detected misconceptions.
*Using a given handout the teacher will ellaborate to the students

details about speed (Through a powerpoint presentation) - ICT
Integration (CAIMS) *
Teacher Elaborate the details of the concept of speed (Definition and
quantities envolved in the concept)
*Problem Solving will be demonstrated and students will be
allowed to have actual board work on solving speed problems. Literacy
and Numeracy Skills will be facilitated. (See Attached Sample Problems
on separate sheet)
The Teacher will show a short video presentation about various

car accidents due to high speed driving in the roads and
highways.
Task: Make a Slogan or poster to
educate the public about road safety. Art Skills will be
facilitated in this activity.
(See Sample output provided by the teacher)
Deadline of
Submission: November 14, 2018
Instruction: Solve the following problem by group

1. How far will a car reached if it
will be traveling with an average speed of 5 m/s in 50 seconds?
a. 250
meters b. 350 meters 
c. 450 meters d. 550 meters
2. How long will it take for a car to
reach 100 meters if it will be traveling with an average speed of
10 m/s? a. 10
seconds b. 20 seconds
c. 30 seconds d. 40 seconds
3. What
will be the average speed of an ant moving with a distance of
10 meters in 8 seconds?
a. 1.25 m/s b. 2.25
m/s c. 3.25 m/s
d. 4.25 m/s 4.
What will be the average speed of a car that covers 50 meter
distance with in 10 seconds?
a. 3 m/s b. 4 m/s
c. 5 m/s d. 6 m/s
5. How far will a bus reach if it will
be travelling with a speed of 80 m/s in 10 seconds?
a. 700 meters b.
800 meters c. 900
meters d. 1000 meters
IRISH HAZEL B. JAIM, EdD


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ZAMBOANGA DEL SUR NATIONAL HIGH SCHOOL

LESSON PLAN IN SCIENCE

differentiate plant and animal cells Explain:

3. Compare and contrast plants Subject Matter:

"CELL STRUCTURE AND

K-12 Teachers Guide and Learners

ZAMBOANGA DEL SUR NATIONAL HIGH SCHOOL

differentiate plant and animal cells Explain:

3. Compare and contrast plants Subject Matter:

K-12 Teachers Guide and Learners

ZAMBOANGA DEL SUR NATIONAL HIGH SCHOOL

identify parts of the microscope

3. Describe and state the function Subject Matter:

K-12 Teachers Guide and Learners

ZAMBOANGA DEL SUR NATIONAL HIGH SCHOOL

identify beneficial and harmful Explain:

3. Identify some organism which Subject Matter:

ZAMBOANGA DEL SUR NATIONAL HIGH SCHOOL

2. State the Function of Each part

3. Describe the reproductive Subject Matter:

K-12 Teachers Guide and Learners

ZAMBOANGA DEL SUR NATIONAL HIGH SCHOOL

understanding of: allow them to

organisms interacting with each enumerate the

other and with their environment different

The learners should be able to:

conduct a collaborative action to

present in a certain ecosystem preserve the ecosystem in the

3. Describe the Relationship Subject Matter:

ZAMBOANGA DEL SUR NATIONAL HIGH SCHOOL

Point of reference in describing The learners shall be able to: Eplore:

conduct a forum on mitigation and finding the target

motion of an object. location.

disaster risk reduction

3. Locate objects in a certain Subject Matter:

K-12 Teachers Guide and Learners

ZAMBOANGA DEL SUR NATIONAL HIGH SCHOOL

The learners shall be able to:

conduct a forum on mitigation and

disaster risk reduction displacement.

The learners should be able to…

object in terms of Point of

displacement, speed or velocity,

3. Measure Distance and Subject Matter:

K-12 Teachers Guide and Learners

ZAMBOANGA DEL SUR NATIONAL HIGH SCHOOL

The learners should be able to…

Topic/Subject Matter and Localization &

3. Solve Problems pertaining to Subject Matter:

K-12 Teachers Guide and Learners

7 E's Activities and Tasks Strategies Remarks/ Reflection

___ Role Playing/Drama

___ Discovery Method / Inquiry Based Approach

exhibited by the parts of the cell.

* Video presentation about the comparison of this

interactions of parts of the cell to the interaction of parts of the

Teacher made test

IRISH HAZEL B. JAIM

UR NATIONAL HIGH SCHOOL