DLL First

SCHOOL CATMON INTEGRATED SCHOOL GRADE LEVEL SEVEN
TEACHER CARLA RAFAELA D. NICOLAS LEARNING AREA SCIENCE

SUGGESTED
50 mins QUARTER FIRST
TIME FRAME
I. OBJECTIVES
The learners demonstrate an understanding of properties of metals and non-metals
A. Content Standards
The learners should be able to formulate hypothesis, collect, organize and interpret data
B. Performance Standards about the investigation
Describe some properties of metals and non-metals such as luster , malleability,

C. Learning Competencies/
Objectives ductility, and conductivity.
Write the LC code for each S7MT-Ij-7
II. CONTENT Metals and Non-metals
III. LEARNING RESOURCES
A. References
1. Teacher’s Guide pages
2. Learner’s Materials p.74-75
pages
3. Textbook pages
4. Additional Materials from www.goodle.com
Learning Resource (LR)
portal
5. Other Learning Materials Colored paper, Marker
IV. PROCEDURES
A. Reviewing previous Elicit: Vocabulary
lesson or presenting (The activities in this section
will evoke or draw out prior
the new lesson concepts or prior experiences
from the students) Instructions: Arranged the jumbled words to define the answers in the
questions below
TALEM 1. Material that is typically hard, opaque, shiny and has

good thermal conductivity
NNO-ETMAL 2. Mostly lacks of metallic attribute and good insulators of

heat
LUESTR 3. Shiny
DTILECU 4. Capable of being drawn out into wire or thread
LLEMAABLE 5. Capable of being extended or shaped by beating with

hammer
Show up a metal object and a non-metal object. Ask the
students to list differences between the two objects.
Engage: Show up two metal objects. Ask students to list similarities
B. Establishing a (The activities in this section
purpose for the will stimulate their thinking and
help them access and connect
between the two objects.
lesson prior knowledge as a jumpstart
to the present lesson
Have students go back to the list created when they
brainstormed about the original group of objects you showed
them, and come up with a list of properties for metals and a list
of properties for non-metals.
C. Presenting The teacher will help to clear any misconceptions about metals,
examples/instances
of the new lesson nonmetals, and metalloids. A major misconception is students
don’t realize that the periodic table organizes metals, nonmetals,
and metalloids.
Explore: I-lab It!
(In this section, students will be
given time to think, plan,
investigate, and organize
collected information; or the
performance of the Each of the stations is differentiated to challenge students using a
planned/prepared activities
from the students’ manual with different learning style
data gathering with Guide
Questions)
D. Discussing new
concepts and EXPLORE IT!
practicing new skills
#1
Students will explore a stack of cards by their unique physical
properties. Students will identify what is displayed on the card as
either having physical properties that classify them as either metals or
non-metals.
WATCH IT!
Students will be watching a five and a half minute video explaining the
physical properties of metals and nonmetals. Students will then answer
questions related to the video and record their answers on their lab
sheet. For example: What side of the periodic table are metals and
nonmetals found? Describe the difference between dull and luster and
identify which property metals have. What does malleable mean?
Which is more malleable, metals or nonmetals?
ILLUSTRATE IT!
Visual students will love this station. Students will color in, on their lab
E. Discussing new sheet, where one could find metals, nonmetals, and metalloids.
concepts and Students will also create a key that explains what the colors represent.
#2
ORGANIZE IT!
The organize it station allows your students to place cards under
columns that represent physical properties as either those of metals,
nonmetals, and metalloids. Shiny luster, brittle, properties of metals
and nonmetals and just a few cards that students will be working to
organize.
Explain: During the explanation piece, the teacher will be clearing up any
involved in an analysis of their misconceptions with an interactive PowerPoint and anchor chart.
exploration. Their
understanding is clarified and
modified because of reflective
activities)/Analysis of the
gathered data and results and
be able to answer the Guide
Questions leading to the focus
concept or topic for the day.
F. Developing mastery
(leads to Formative
Assessment 3)
When students are given choice the ‘buy-in’ is much greater than when
G. Finding practical the teacher tells them the project they will have to create. The
applications of
elaboration project will allow students to create a presentation to
concepts and skills in
daily living teach about metals, nonmetals, and metalloids.
Metals, Nonmetals Student Project

Elaborate:
(This section will give students Choose one project from the list below.Make sure to include
the opportunity to expand and
solidify/concretize their comparison of metals and non-metals using their physical properties
understanding of the concept
and/or apply it to a real-world
H. Making situation) Cartoon- Draw a cartoon that helps you remember how to
generalizations and compare metals and non-metals using the ir physical properties
abstractions about
Poem- Write a poem that compares metals and non-metals
the lesson
using their physical properties
Brochure- Construct a brochure that compares metals and non-

metals using their physical properties
Evaluation: List 5 physical properties of all matter
(This section will provide
opportunities for concept check 1. ______________
test items and answer key
which are aligned to the 2. ______________
learning objectives – content
I. Evaluating learning and performance standards 3. ______________
and address misconceptions- if
any) 4. ______________
5. ______________
Extend: Homework
J. Additional activities (This section gives situation
for application or that explains the topic in a new 1. Choose one element from each metals, non-metals,.
context, or integrate it to
remediation another discipline/societal Research each element to find its physical properties.
concern)
V. REMARKS
VI. REFLECTION
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 these work?
F. What difficulties did I encounter which my
principal or supervisor can help me solve?
G. What innovation or localized materials did I
use/discover which I wish to share with other
teachers?
SUGGESTED
TIME FRAME
I. OBJECTIVES
D. Content Standards
E. Performance Standards about the investigation
F. Learning Competencies/ Prepare a Venn diagram to describe properties of metals, non-metals and metalloids.
Objectives
Write the LC code for each S7MT-Ij-7.1
A. References
pages
3. Textbook pages
4. Additional Materials from www.goodle.com
portal
5. Other Learning Materials Colored paper, Marker
IV. PROCEDURES
K. Reviewing previous Elicit:
will evoke or draw out prior What are the physical properties of metal and non-metal objects?
from the students)
METAL, NON-
METAL
L. Establishing a
purpose for the
lesson Engage:
(The activities in this section
will stimulate their thinking and
help them access and connect SIMILARITIES DIFFERENCES
prior knowledge as a jumpstart
The students will make a Venn Diagram showing the properties of metal, non-
M. Presenting metal and metalliods
examples/instances
of the new lesson
N. Discussing new Explore:

concepts and (In this section, students will be
given time to think, plan,
practicing new skills investigate, and organize
#1 performance of the
from the students’ manual with
O. Discussing new data gathering with Guide
concepts and Questions)

#2
P. Developing mastery Explain: During the explanation piece, the teacher will be clearing up any
(leads to Formative involved in an analysis of their misconceptions with an interactive PowerPoint and anchor chart.
Assessment 3) exploration. Their
understanding is clarified and
activities)/Analysis of the
gathered data and results and
be able to answer the Guide
Q. Finding practical
applications of
concepts and skills in
daily living
Metals, Nonmetals Student Project

Elaborate:
(This section will give students Choose one project from the list below.Make sure to include
the opportunity to expand and
solidify/concretize their comparison of metals and non-metals using their physical properties
R. Making situation) Cartoon- Draw a cartoon that helps you remember how to
generalizations and compare metals and non-metals using the ir physical properties
abstractions about
Poem- Write a poem that compares metals and non-metals
the lesson
using their physical properties
Brochure- Construct a brochure that compares metals and non-

metals using their physical properties
Evaluation: List 5 physical properties of all matter
opportunities for concept check 1______________
which are aligned to the 2. ______________
S. Evaluating learning and performance standards 3. ______________
any) 4. ______________
5. ______________
Extend: Homework
T. Additional activities (This section gives situation
for application or that explains the topic in a new
Choose one element from each metals, non-metals,. Research each
remediation another discipline/societal element to find its physical properties.
concern)
V. REMARKS
VI. REFLECTION
H. No. of learners who earned 80% in the
evaluation
I. No. of learners who require additional activities
for remediation
J. Did the remedial lessons work? No. of learners
K. No. of learners who continue to require
remediation
L. Which of my teaching strategies worked well?
Why did these work?
M. What difficulties did I encounter which my
N. What innovation or localized materials did I
teachers?
SUGGESTED
TIME FRAME
I. OBJECTIVES
G. Content Standards
H. Performance Standards about the investigation
Describe some properties of metals and nonmetals through simple

I. Learning Competencies/
Objectives experimentation/demonstration
Write the LC code for each S7MT-Ij-7.2
A. References
pages
3. Textbook pages
4. Additional Materials from https://www.youtube.com/watch?v=7RpyURBNZyU
portal
5. Other Learning Materials
IV. PROCEDURES
U. Reviewing previous Elicit:
will evoke or draw out prior What are the physical properties of metal and non-metal objects?
from the students)
V. Establishing a
Learners will watch a short video followed by guide question: Why do
purpose for the Engage:
lesson (The activities in this section metals conduct electricity?
will stimulate their thinking and
help them access and connect
prior knowledge as a jumpstart
W. Presenting
examples/instances
of the new lesson
X. Discussing new Explore: Do the activity: “Which Can Conduct Electricity, Metals or Nonmetals?”
concepts and (In this section, students will be
given time to think, plan, Learner’s Material pp. 75-77
practicing new skills investigate, and organize
#1 performance of the
from the students’ manual with
Y. Discussing new data gathering with Guide
concepts and Questions)

#2
Explain: Thermal energy can refer to several distinct thermodynamic quantities,

involved in an analysis of their such as the internal energy of a system; heat or sensible heat, which
exploration. Their
Z. Developing mastery understanding is clarified and are defined as types of energy transfer (as is work); or for the
(leads to Formative activities)/Analysis of the characteristic energy of a degree of freedom in a thermal system kT,
Assessment 3) gathered data and results and
be able to answer the Guide where T is temperature and k is the Boltzmann constant.
AA. Finding practical
applications of
concepts and skills in Elaborate:
(This section will give students
daily living the opportunity to expand and
solidify/concretize their
BB. Making situation)
generalizations and
abstractions about
the lesson
Evaluation:
opportunities for concept check
CC. Evaluating learning which are aligned to the
and performance standards
any)
Extend:
DD. Additional activities (This section gives situation
for application or that explains the topic in a new
Journal writing
remediation another discipline/societal
concern)
V. REMARKS
VI. REFLECTION
O. No. of learners who earned 80% in the
evaluation
P. No. of learners who require additional activities
for remediation
Q. Did the remedial lessons work? No. of learners
R. No. of learners who continue to require
remediation
S. Which of my teaching strategies worked well?
Why did these work?
T. What difficulties did I encounter which my
U. What innovation or localized materials did I
teachers?

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SCHOOL CATMON INTEGRATED SCHOOL GRADE LEVEL SEVEN

TEACHER CARLA RAFAELA D. NICOLAS LEARNING AREA SCIENCE

Describe some properties of metals and non-metals such as luster , malleability,

TALEM 1. Material that is typically hard, opaque, shiny and has

NNO-ETMAL 2. Mostly lacks of metallic attribute and good insulators of

DTILECU 4. Capable of being drawn out into wire or thread

LLEMAABLE 5. Capable of being extended or shaped by beating with

Metals, Nonmetals Student Project

Brochure- Construct a brochure that compares metals and non-

N. Discussing new Explore:

practicing new skills

Metals, Nonmetals Student Project

Brochure- Construct a brochure that compares metals and non-

Describe some properties of metals and nonmetals through simple

practicing new skills

Explain: Thermal energy can refer to several distinct thermodynamic quantities,

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