TEACHER Rowena S.

Nadao GRADE LEVEL Seven (VII)

LEARNING AREA Science UNIT 1 Matter
QUARTER First MODULE 1 Doing Scientific Investigations
DAILY
WEEK 1/ DAY 2
LESSON
LOG Date Date
SECTION Section

I. OBJECTIVES  
A. Content Standards The learners demonstrate an understanding of: 
 scientific ways of acquiring knowledge and solving problems
B. Performance Standards The learners should be able to:
   perform in groups in guided investigations involving community based
problems using locally available materials
C. Learning Competencies/ The learners should be able to…
Objectives LC code for each Describe the components of a scientific investigation; S7MT-Ia-b1
 Differentiate qualitative from quantitative observation
Specific Objectives:
 Define two types of observation
 Practice qualitative and quantitative observation
 Develop an understanding about scientific inquiry
II. CONTENT
III. LEARNING RESOURCES
A. References  
1. Teacher’s Guide Pages pp.
2. Learners Guide Pages pp. pp.
3. Textbook Pages Language Across the Curriculum & CLIL in English as an Additional Language ...
4. Additional Materials from
Learning Resource (LR)Portal
B. Other Learning Resources https://undsci.berkeley.edu/lessons/number_patterns.html
https://www.teachenginhttps://www.isd2135.k12.mn.us/cms/lib/MN01001544/Cen
tricity/Domain/54/Qualitative%20and%20quantitative%20practice.pdf
eering.org/activities/view/cub_qandq_activity1
https://studylib.net/doc/
http://mrbrouwer.weebly.com/uploads/3/1/0/9/31095487/qualitativeandquantitati
veobservationsactivity.pdf
https://books.google.com.ph/

IV. PROCEDURES  
Daily Activities Prayer / Greetings
Checking of the Physical Condition of the Room
Checking of attendance
Row/ Group 1 is there any absent? I’m glad to say that no one is absent in
our group...What about group / rows 2?(each representative of the group will be
doing their attendance report)
A. ELICITING: 10 Minute Observation Scavenger Hunt
Reviewing previous lesson or
presenting the new lesson lesson Silently walk around the room making observations about objects. Find objects
that match the descriptions below.

Description Object Senses used/ Instrument

used
Measures about 1-2cm.
wide
Something red
Look transparent
Smooth and black
Something sweet
Weighs 250 – 500 grams

B. ENGAGEMENT:
Establishing a purpose for the lesson
 C. EXPLORATION: Procedure:
Presenting examples/instances of the
new lesson/ Performing Experiments
Observation Senses Instrument To illustrate the task, pick an object and ask
and Activities students to generate a list of all the
things the learner could observe.

1. List at least five observations

2. For each observation identify which sense you used to gain the information.

D. EXPLANATION: Activity:
Discussing new concepts and Qualitative vs. Quantitative
practicing new skills #1 Preliminaries:
Discussing new concepts and
practicing new skills #2 1. Students fill out the Activity Sheet.
2. At the end of the activity, let the learner discuss their results of the activity
with teacher and other learner.
3. Students hand in their papers to teacher.

Procedure:
1. Get a candle, a piece of clay for a base, ruler, and matches;
2. Describe the candle before, during and after it is burned;
3. Include in his/her description at least (4 qualitative and 3 quantitative)
observations before the change, three general statement about change as
he/ she observed them occurring, and five observations (4 qualitative and 1
quantitative) after the change has taken place. And
4. Fill in the chart below

Safety Precautions: This activity requires care to avoid getting burned. Please check
with an adult before attempting it.

Qualitative Observations Quantitative Observations

Before: Before:

1. ___________________
2. ___________________ 1. ___________________
3. ___________________ 2. ___________________
4. ___________________ 3. ___________________
5. ___________________ 4. ___________________
5. ___________________
During:
1. ___________________
During:
2. ___________________
3. ___________________ 1. ___________________
2. ___________________
After: 3. ___________________
1. ___________________
2. ___________________ After:
3. ___________________
1. _________________
2. _________________
3. _________________

Guide Questions:

Define qualitative observations and quantitative observations.

How do you know which observations are qualitative and quantitative?
What factors did you use to determine whether the observation is
 qualitative or quantitative?
Developing mastery (Leads to Key Question:
Assessment 3) the board and write quantitative on one side and
Make a T-chart on the board and write quantitative on one side and qualitative on
the other side. As the lesson progresses, question the students about the
characteristics of quantitative and qualitative and write answers in the respective
places.

Qualitative Observation Quantitative Observation

Use your senses to are made with based on instruments

Observe the result results are measurable

Meaning express through meaning express through

Words numbers

E. ELABORATION:
Finding practical applications of An observation is a fact that you can prove by using your five senses. Your
concepts and skills in daily living five senses are: taste, touch, smell, hearing, sight.
A qualitative observation is observing the “quality” of an object. This
F. GENERALIZATION: means that you are describing what you observe. For example, the color
Making generalizations and
something is, how it feels, the shape, etc. Uses adjectives that are specific.
abstractions about the lesson
A quantitative observation is a measurement made with instruments such
as rulers, scales, cylinders, beakers and thermometers. Quantitative goes
with the word quantity – the number of something. The results are
measurable and the answer must have a number. A quantitative
observation could be she has 2 eyes, she is 120 pounds, she is 5 feet, 6
inches and her shoe size is 7. These observations always have a NUMBER
in them.

Read the following examples and then decide if the example is qualitative (1) or
G. EVALUATION: quantitative (2).
Evaluating learning outcomes 1. It is light green in color. ________ (1 or 2)
2. It taste sour. ______ (1 or 2)
3. One leaf is 9 cm long. ____ (1 or 2)
4. It makes a loud pop sound. ____ (1 or 2)
5. The mass of the computer is 1 1/2 kg. ____ (1 or 2)
6. It smells sweet. ____ (1 or 2)
7. The temperature of the room increases by 8 degrees C. ____ (1 or 2)
8. The flower clusters in 3 blooms. ____ (1 or 2)
9. Feels very rough. ____ (1 or 2)
10. The plant is short. ____ (1 or 2)
11. Leaves are stiff. ____ (1 or 2)
12. The veins are 3 mm wide. ____ (1 or 2)

H. EXTENSION: Look at the picture below and write 3 Qualitative observation and 3 Quantitative
Additional activities for application or Observation
remediation

3 Quantitative Observation 3 Qualitative Observation

1. _______________________ 1. ____________________
2. _______________________ 2. ____________________
3. _______________________ 3. ____________________

V. ASSIGNMENT
Follow Up Activities:
 1. Make additional observations of the burning candle and add them to the
list you have developed
2. Observe an object in your home, such as a glass of cold milk or a cup of hot
coffee. Record your observation

VI. REMARKS

VII. REFLECTION

Grade Level/ Section  

A. No. of learners who earned 80% in

the evaluation
B. No. of learners who require
additional activities for remediation
who scored below 80%
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
work 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
can share with other teachers?
 Date: Checked by:

JONALITA C. CRISTOBAL
Coordinator, Science