Grades 7 School Grade Level 7

Daily Lesson Log Teacher Learning Area Science

I. OBJECTIVES
A. Content Standards scientific ways of acquiring knowledge and solving problems some important properties of solutions
perform in groups in guided investigations involving community based prepare different concentrations of mixtures according to uses and
B. Performance Standards
problems using locally available materials availability of materials
describe the components of a scientific investigation; investigate properties of unsaturated or saturated solutions; S7MT-Ic-2
C. Learning Competencies/
S7MT-Ia-1 express concentrations of solutions quantitatively by preparing different
Objectives Write the LC code
concentrations of mixtures according to uses and availability of materials;
for each
S7MT-Id-3
Scientific Method Solutions Solutions
II. CONTENT Activity 1. What Solutions Do You Activity 2. What are the Properties
Find in Your Home? of Solution?
LEARNING RESOURCES
A. References
1. Teacher’s Guide pages
2. Learner’s Material pages
3. Textbook pages
IV. PROCEDURES
Do you know the story of Have you experience conducting Given two glasses of water, how will Can an oil be mixed with water?
A. Reviewing previous lesson Archimedes? Charles Goodyear? How experiments in science subjects in you know if one glass has sugar in it Mongo seeds? Powdered juice?
or presenting the new lesson did they solve their problems? your elementary days? How do you do while the other does not?
it?
What is/are the problem/s that our What are the parts of a scientific What is homogenous? What can you What are the characteristics to be
B. Presenting examples/ community is facing now? What about experiment? Explain each. say about the size of the particles of a observed for a mixture to be classified
instances of the new lesson problems that have been faced before saline? Of a syrup? as solution?
and was able to solve?
What is a scientific inquiry? How do What is a scientific method? How do What is a solution? What makes a What is solute? Solvent? Solubility?
C. Discussing new concepts you think were you able to solve a you relate your experience in mixture categorized into solution? Do Miscibility? Filtration? Number of
and practicing new skills #1 problem? conducting experiments with the solutions exists in gaseous state? Solid phases?
steps of a scientific method? state? Give examples.
V. EVALUATION/ Cite example of a problem in your Relate the steps of the scientific Identify solutions in household,
FORMATIVE (Any form of community. How are going to solve it? method with your ways of solving stores, schools and other possible
Summative Test/Performance places.
Test). Give a brief description What about failure? How are you problems in the community you have
and sample questions. going to defeat it? done yesterday.
VI. REFLECTION
A. Were all the objectives
attained? Why or why not?
B. What went well? What went
wrong?
C. Mastery level of the learner.
% of those who did not master
the competencies (80% below)
% of those who averagely
mastered the competency/ies
(81%-91%)
% of those who proficiently
mastered the competency/ies
(91%-100%)
VI. UTILIZED LOCALIZED/ Pictures of possible problems in a Written experiment with data. Pictures of solutions found at home Powdered juice, alcohol, mongo juice,
INDIGENIZED LEARNING community. and other places oil, salt
RESOURCES (Kindly identify)
VII. LOG
 Grades 7 School Grade Level 7
Daily Lesson Log Teacher Learning Area Science
Teaching Date and Time Quarter First

Monday Tuesday Wednesday Thursday

I. OBJECTIVES
A. Content Standards some important properties of solutions
B. Performance Standards prepare different concentrations of mixtures according to uses and availability of materials
C. Learning Competencies/ investigate properties of unsaturated or saturated solutions; S7MT-Ic-2
Objectives Write the LC code
for each
Solutions Solutions
II. CONTENT
Activity 3. What is the Evidence that a Solution is Saturated? Activity 4. Size Matters!
LEARNING RESOURCES
A. References
1. Teacher’s Guide pages
2. Learner’s Material pages
3. Textbook pages
IV. PROCEDURES
A. Reviewing previous lesson What happen to a syrup if more sugar is added? Why do you think iodized salt is now more preferred to use in cooking than
or presenting the new lesson table salt.
B. Presenting examples/ How is viscosity related to the amount of solute added to a solvent? Which is faster to dissolve, a table salt of large crystals or a crushed salt?
instances of the new lesson
C. Discussing new concepts What is saturation? Will there be a time that come that solvent will no longer Explain in terms of molecular structure why bigger solute is longer to dissolve
and practicing new skills #1 hold or dissolve a solute? Why? than smaller ones.
V. EVALUATION/ How do you know that a solution is saturated? What are the two ways to Is it fine to consume old stocks of powdered goods for cooking such as breading
FORMATIVE (Any form of increase the concentration of solution? mix, MSG, flavorings, etc.? Why?
Summative Test/Performance
Test). Give a brief description
and sample questions.
VI. REFLECTION
A. Were all the objectives
attained? Why or why not?
B. What went well? What went
wrong?
C. Mastery level of the learner.
% of those who did not master
the competencies (80% below)
% of those who averagely
mastered the competency/ies
(81%-91%)
% of those who proficiently
mastered the competency/ies
(91%-100%)
VI. UTILIZED LOCALIZED/ Sugar Table salt
INDIGENIZED LEARNING Water Iodized salt
RESOURCES (Kindly identify) Measuring cup Measuring cup
VII. LOG
 Grades 7 School Grade Level 7
Daily Lesson Log Teacher Learning Area Science
Teaching Date and Time Quarter First

I. OBJECTIVES
A. Content Standards some important properties of solutions
B. Performance Standards prepare different concentrations of mixtures according to uses and availability of materials
C. Learning Competencies/ express concentrations of solutions quantitatively by preparing different concentrations of mixtures according to uses and availability of materials;
Objectives Write the LC code S7MT-Id-3
for each
Solutions Solutions
II. CONTENT
Activity 5. How Fast does Coffee Dissolve in Hot Water? In Cold Water? Activity 6. Which Dissolves Faster in Hot and in Cold Water: Sugar or Salt?
LEARNING RESOURCES
A. References
1. Teacher’s Guide pages
2. Learner’s Material pages
3. Textbook pages
IV. PROCEDURES
A. Reviewing previous lesson Milo is refreshing when prepared in ice-cold water. How will you do it? How do temperature affect the What is the melting point and boiling
or presenting the new lesson solubility of a solution? point of sugar and salt?
Does the temperature affects the solubility of solutions? Based on recorded With two different kinds of With two different kinds of
B. Presenting examples/
time, by how much? substances, which dissolve faster in substances, which dissolve faster in
instances of the new lesson
cold water, a sugar or a salt? hot water, a sugar or a salt?
C. Discussing new concepts Explain in terms of molecular structure why hotter solvent increases the Sugar and salt is of different composition. They are made up of different kinds
and practicing new skills #1 solubility of the solution. of element. This affect the rate of solubility of the two. How?
V. EVALUATION/ Compare the time it takes preparing a coffee with ice cold water with all your Why do you think one dissolve faster Why do you think one dissolve faster
FORMATIVE (Any form of might of stirring and of a coffee with just hot water. than the other in cold water? than the other in hot water? Compare
Summative Test/Performance Compare your observation with facts your observation with facts of sugar
Test). Give a brief description of sugar and salt with its melting and salt with its boiling point.
and sample questions. point.
VI. REFLECTION
A. Were all the objectives attained?
Why or why not?
B. What went well? What went wrong?
C. Mastery level of the learner.
% of those who did not master the
competencies (80% below)
% of those who averagely mastered the
competency/ies (81%-91%)
% of those who proficiently mastered
the competency/ies (91%-100%)
VI. UTILIZED LOCALIZED/ Milo Salt
INDIGENIZED LEARNING Coffee Sugar
RESOURCES (Kindly identify) Hot and Ice cold water Hot and cold water
VII. LOG
 Grades 7 School Grade Level 7
Daily Lesson Log Teacher Learning Area Science
Teaching Date and Time Quarter First

I. OBJECTIVES
A. Content Standards the properties of substances that distinguish them from mixtures
B. Performance Standards investigate the properties of mixtures of varying concentrations using available materials in the community for specific purposes
C. Learning Competencies/ distinguish mixtures from substances based on a set of properties;
Objectives Write the LC code S7MT-Ie-f-4
for each
Substances and Mixtures Substances and Mixtures
II. CONTENT
Activity 1. Seawater! See water and salt! Activity 2. Looks may be Deceiving
LEARNING RESOURCES
A. References
1. Teacher’s Guide pages
2. Learner’s Material pages
3. Textbook pages
IV. PROCEDURES
A. Reviewing previous lesson Why do distilled mineral water more expensive than purified mineral water? Given two glasses of water, how will you know if one glass has sugar in it while
or presenting the new lesson the other does not? What if it contains harmful chemicals?
B. Presenting examples/ What is distillation? What are the processes that it undergoes? Can you tell which is which among the solutions of saline, syrup, benzoic acid?
instances of the new lesson How?
C. Discussing new concepts Identify the use and purpose of distillation process Measuring the temperature of a boiling solution is the ultimate recourse in
and practicing new skills #1 determining its purity. Why?
V. EVALUATION/ Devise your own distillation set-up. Explain the purpose of each part and the Explain how to determine the purity of solution by observing changes in its
FORMATIVE (Any form of processes it undergoes. temperature until reaching boiling point. Compare each set-up with the
Summative Test/Performance recorded temperature every minute.
Test). Give a brief description
and sample questions.
VI. REFLECTION
A. Were all the objectives attained?
Why or why not?
B. What went well? What went wrong?
C. Mastery level of the learner.
% of those who did not master the
competencies (80% below)
% of those who averagely mastered the
competency/ies (81%-91%)
% of those who proficiently mastered
the competency/ies (91%-100%)
VI. UTILIZED LOCALIZED/ Bottle Thermometer, Sugar and Salt,
INDIGENIZED LEARNING Straw/tube Benzoic acid
RESOURCES (Kindly identify) cloth Video clip as an alternative
VII. LOG