MATATAG K to 10 School Pacita Ramos Mendoza Memorial NHS Grade Level 7-Thales/7-Newton

Curriculum Weekly
Lesson Log Name of Teacher Arlene L. Villanueva Learning Area Science
Teaching Dates Week 4 Quarter 1
and Time August 19- 22, 2024

SCIENCE (CHEMISTRY) / QUARTER 1 / GRADE 7

I. CURRICULUM CONTENT, STANDARDS, AND LESSON COMPETENCIES

Learners learn that there are specific processes for planning, conducting, and recording scientific
A. Content investigations
Standards

B. Performance By the end of the Quarter, learners recognize that scientists use models to describe the particle model of matter.
Standards They use diagrams and illustrations to explain the motion and arrangement of particles during changes of state.
They demonstrate an understanding of the role of solute and solvent in solutions and the factors that affect
solubility. They demonstrate skills to plan and conduct a scientific investigation making accurate
measurements and using standard units

C. Learning Learning Competency

Competencies 1. The learners follow the appropriate steps of a scientific investigation which include:
and
Objectives a. Aim or problem,
b. Materials and equipment,

c. Method or procedures,
d. Results including data, and
e. Conclusions.

D. A. Designing a Scientific Investigation

E. Integration ● Scientific literacy and Scientific Qualities

● Innovation and Technology
● Ethical Considerations
● Health and wellbeing
● Environmental Sustainability

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II. LEARNING RESOURCES

● Quarter 1 Week 4 Worksheet.

III. TEACHING AND LEARNING PROCEDURE NOTES TO TEACHERS

DAY
A. Activating Prior 1 (August 19, 2024) Encourage them to provide
Knowledge examples of each phase and
1. Short Review describe how matter transitions
between them.
Begin the lesson by asking students to recall the different phases of matter
discussed in the previous lesson (solid, liquid, gas).

B. Establishing 1. Lesson Purpose Announce with excitement,

Lesson Purpose "Today, we'll transform into
Roleplaying: Superhero scientists scientists ourselves and learn a
superpower: designing our own
2. Unlocking Content Vocabulary experiments!"
● Scientific Investigation Clearly state the learning
A step-by-step process scientists use to answer questions about the world. objectives using language
(Consider showing a diagram representing the steps: Aim/Problem, students can understand.
Materials, Method, Results, Conclusion).
● Aim/Problem Introduce Key Terms: Introduce
The question you want to answer through your experiment. the essential vocabulary terms
students will encounter
● Materials & Equipment
throughout the lesson. Use
The tools and supplies you need to conduct your experiment. clear and concise language with
● Method/Procedure student-friendly definitions.
The detailed plan outlining exactly what you will do, step-by-step, to test
your question (like a recipe for an experiment!).
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 ● Data Have students create their own
The information you collect during your experiment (observations, definitions in their own words
measurements). or draw pictures to represent
the terms.
● Results
The findings of your experiment, presented using tables, charts, or
graphs.
● Conclusion
Your explanation of what your results mean and how they answer your
initial
question.

C. Developing and Active recall of concepts and/or

Deepening tasks covered in the previous
Understanding day must be noted to transition
Steps of a Scientific Investigation to the lesson continuation.

1. Explicitation Begin by eliciting students'

ideas about the scientific
process. Use the picture
below as prompt.

● "What do you think scientists do when they want to learn

something new?" or "How do scientists figure out the answers to
their questions?" Encourage students to share their thoughts and
ideas, emphasizing that there is no right or wrong answer at this
stage.
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Here's a breakdown of each step in a scientific investigation with a more On a presentation slide,
detailed explanation: present the steps of a
scientific investigation. Before
a. Aim or Problem: beginning to reveal what
● This is the heart of your investigation. It's the question you want to happens in each step, ask
answer through your experiment. students about what each step
● A good aim is: first.
o Clear and Specific: It should be a focused question about what you
want to investigate. Don't try to answer too many things at
once.
o Answerable through an Experiment: The question should
be
something you can test by collecting data.
o Measurable: You should be able to measure or observe
something to find an answer.

b. Materials and Equipment:

● This is the list of tools and supplies you need to conduct your experiment.
● Consider these points:
o Adequacy: You should have everything needed to carry out
your
procedures effectively.
o Safety: Choose materials that are safe to use and handle.
o Availability: Ensure the materials are readily available or easily
obtainable.

c. Method or Procedures:
● This is the detailed step-by-step plan for conducting your experiment.
It outlines exactly what you will do to test your aim.
● A good method should be:
o Clear and Concise: Write specific instructions that are easy to
understand and follow, even by someone else.
o Sequential: List the steps in the order they will be performed.
o Repeatable: The method should be written in a way that allows
others to repeat your experiment and get similar results.
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 d. Results including Data:
● This section documents the findings of your experiment. It includes all
the information you collected during the investigation.
● Data can be presented in various ways:
o Observations: Detailed descriptions of what you saw, smelled,
heard, etc., during the experiment.
o Measurements: Quantitative data collected using tools like
rulers, thermometers, or scales.
o Tables and Charts: Organized presentations of your data for
easier analysis.
o Graphs: Visual representations of your data to identify trends or
relationships.

e. Conclusions:
● This is where you interpret your results and answer your initial
question (aim).
● A good conclusion should be:
o Based on Evidence: It should be derived directly from the data
you collected during the experiment.
o Explanatory: Explain what your findings mean in relation to your
aim.
o Supports or Rejects: State whether your data supports or
rejects your initial hypothesis (if one was formulated).

2. Worked Example
Let students accomplish LAS 1 on Following the Steps of a Scientific
Investigation found on Quarter 1 Week 3 Worksheet.

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Week 4 - Day 2 (August 20, 2024)

1. Recall

● Briefly review the key steps of a scientific investigation from the previous
lesson (Aim/Problem, Materials & Equipment, Method/Procedures, Results
& Data, Conclusions). You can use pictures or videos (optional) to jog
students' memories.
● Ask students to share examples of each step from their own understanding.

2. Explicitation

Introduce the concept of the "Method" in a scientific investigation.

Explain that the method is like a recipe - it tells you exactly what to do,
step-by-step, to answer your question (aim).

● Highlight the importance of a clear and concise method. It should

be easy to understand and follow, even for someone else who
wasn't involved in designing the experiment.

3. Introducing Hypothesis and Variables (10 minutes):

● Before diving into the worked example, introduce the concept of a

hypothesis. Explain that a hypothesis is an educated guess or a
prediction about the outcome of an experiment based on your
observations and prior knowledge.
● Example: "Hypothesis: Plants placed in a sunny location will grow
taller than plants placed in the shade."
● Now, introduce the concept of variables in an experiment. Explain that
variables are factors that can change in an experiment. Here are the
three main types of variables:
o Independent Variable: This is the factor you deliberately change
or manipulate in your experiment to see its effect on something
else. (In our example, the independent variable is the amount of
sunlight)

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 o Dependent Variable: This is the factor that you measure or observe
in response to the changes made in the independent variable. (In our
example, the dependent variable is plant growth)
o Controlled Variables: These are factors that you keep the same
throughout the experiment to ensure a fair test. (In our example, we
want to control the amount of water both plants receive, pot size,
etc.)

Worked Example
Present a scenario: You've noticed that some brands of paper towels Ask them to supply entries
seem to be more absorbent than others. You wonder, "Do different for the following items.
brands of paper towels absorb the same amount of water?" Sample answers are
provided. Process their
Hypothesis: _________________________________________________________ responses.

Independent Variable: _______________________________________________ Sample Response:

Dependent Variable: _________________________________________________ Hypothesis: Brand A paper towel

will absorb more water than
Controlled Variables: Brand B paper towel.

• Independent Variable: Brand of

paper towel (Brand A vs. Brand B)

Method: Dependent Variable: Amount of

water absorbed (measured in
● Step 1: milliliters)
● Step 2:
● Step 3:
Controlled Variables:
● Step 4:
● Step 5:
● Size of paper towel pieces (use
Results: the same size for both brands)
_________________________________________________________________________ ● Amount of water used in each
_________________________________________________________________________ trial
Week 4 - Day 3 (August 21, 2024)

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3. Lesson Activity ● Type of container used to hold
Let students Accomplish LAS 2 on Science Quarter 1 Week 4 Worksheet the water

Method:

● Step 1: Gather two identical

glasses or containers, two
different brands of paper towel
(Brand A and Brand B), a ruler,
a marker, and a measuring cup.

● Step 2: Mark a line at 10 ml on

each glass or container
(controlled variable).

● Step 3: Pour 10 ml of water

into one of the containers
(controlled variable).

● Step 4: Tear off two same-sized

pieces of paper towel from
Brand A (independent variable).
Fold them together if needed for
absorbency.

● Step 5: Place the Brand A

paper towels in the water for 5
seconds. Then, carefully remove
the paper towels and squeeze
out any excess water back into
the container for 10 seconds.

● Step 6: Measure the remaining

water level in the container using
the ruler. Record the amount of
water absorbed by Brand A
(dependent variable) in milliliters.
Repeat steps 3-6 using two same-

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 Let students present their work. Some will present LAS while other the output for Provide feedback when
extended practice. necessary.

D. Making Week 4 - Day 4 (August 22, 2024)

Generalizations You can pose open-ended
1. Learners’ Takeaways questions or prompts that
* Today we learned about designing scientific investigations. What surprised encourage them to think about
you the concepts covered and their
the most about this process? understanding of designing
* Think about the scientific investigation you designed today. What was the
most scientific investigations.
challenging part, and how did you overcome it?
* Why is it important to have a clear and detailed method (procedure) when
designing an experiment?

2. Reflection on Learning
Think about the scientific investigation you designed today. What was the
most
challenging part, and how did you overcome it?
Why is it important to have a clear and concise method (procedure) when
designing an experiment?

IV. EVALUATING LEARNING: FORMATIVE ASSESSMENT AND TEACHER’S

REFLECTION NOTES TO TEACHERS

A. Evaluating
Learning 1. Formative Assessment

Instructions:

1. Exit Ticket: Provide students with an exit ticket with the following
prompts:
o Write down a scientific question you are curious about.
o What materials would you need to investigate this question?
o Describe two or three steps you would take to test your question.
2. Group Discussion: Divide students into small groups and have them
share
their chosen scientific questions and their initial ideas for procedures.
Encourage them to discuss the following:
o Is the question clear and answerable through an experiment?
o Are the materials listed appropriate and sufficient for the
investigation?
o Do the proposed steps provide a clear and sequential plan for
testing
the question?
o
3. Variable Identification: After students have had a chance to refine
their procedures, ask them to consider the variables in their
investigation. Have them identify:
o The independent variable (the factor they will change)
o The dependent variable (the factor they will measure or
observe) o At least two controlled variables (factors they will
keep the same)

Throughout the lesson, observe students' participation in discussions and their

written work. Look for the following:

● Can students identify the key steps of a scientific investigation?

● Can students apply their understanding of the steps to design a simple
investigatio
n?
● Can students correctly identify the independent, dependent, and controlled
variables in their investigation?
B. Teacher’s Note observations on
Remarks any of the following Effective Practices Problems Encountered
areas:

strategies explored

materials used
learner
engagement/
interaction

others

C. Teacher’s Reflection guide or prompt can be on:

Reflection ▪ principles behind the teaching
What principles and beliefs informed my
lesson?
Why did I teach the lesson the way I did?
student
▪ s
What roles did my students play in my lesson?
What did my students learn? How did they
learn?

▪ ways forward
What could I have done differently?
What can I explore in the next lesson?

Prepared by: Noted:

ARLENE L. VILLANUEVA MARGARITA H. DELEN

Teacher III School Head