MATATAG K to 10 School BALAGTAS NATIONAL AGRICULTURAL HIGH SCHOOL

Curriculum Weekly Name of Teacher SHERYL C. LOPEZ

Lesson Log
Teaching Date and Time SEPTEMBER 9-13, 2024

DAY 1 DAY 2
I. CURRICULUM CONTENT, STANDARDS, AND LESSON COMPETENCIES
A. Content Standards The learners shall learn different standard units of measurement, orga
B. PerformanceStandards By the end of the quarter, the learners shall perform accurate measure
C. Learning Competencies understanding
The learners shall of the
makerole of solute
accurate and solvent in
measurements solutions
using andunits
standard predic
for
At the end of the lesson, the At the end of the lesson, the learners
learners shall be able to: shall be able to:

•1.use the standard units of •1.use the standard units of physical

physical quantities. quantities.
2.make accurate 2.make accurate measurements of
measurements of physical physical quantities using measuring
D. Learning Objectives
quantities using measuring instruments.
instruments. 3.organize data collected from
3.organize data collected from investigation.
investigation. 4.identify the components of a
4.identify the components of a solution.
solution.

Standard Units of Physical Standard Units of Physical

Quantities Quantities
Measuring Physical Quantities Measuring Physical Quantities
E. Content
Organizing data Organizing data
Components of a Solution Components of a Solution

F. Integration Measurement can be integrated into various aspects across different subject areas in m
II. LEARNING RESOURCES
 •Frontiers of Science and •Frontiers of Science and
Technology Diwa Scholastic Technology Diwa Scholastic Press
Press Inc. Makati City, Inc. Makati City, Philippines
Philippines
•Set-up of Filtration (3D diagram).
A. References •Set-up of Filtration (3D https://quizlet.com/hk/241654822/s
diagram). et-up-of-filtration-3-d-diagram/
https://quizlet.com/hk/241654
822/set-up-of-filtration-3-d-
diagram/

Interactive Measurement Tools Interactive Measurement Tools

(available online) (available online)
B. Other Learning Resources

III. TEACHING AND LEARNING PROCEDURES

Give the meaning of the Briefly revisit the concept of
abbreviated unit of measure standard units of measurement and
shown in Column A. The their importance in scientific
learners will write their answers investigations. Discuss the
in Column B. measurement tools introduced in the
previous lesson.
1. Activating Prior Knowledge

2. Establishing Lesson Purpose

Explain to the learners that the Explain to the learners that the
lesson is about making lesson will allow them to make
Lesson Purpose accurate measurements using actual measurements using
standard units for physical measuring devices with standard
quantities. unit.
 Unlocking Content Vocabulary

3. Developing and Deepening

Understanding
Lesson no.
Introduction to Standard Units: Have students complete a
Define and discuss the measurement activity where they
standard units of measurement measure different quantities, record
for length, volume, and mass. their data, and organize it into a table
Explain the importance of using and chart. Review their work to
standard units for consistency ensure accuracy and proper
1. Explicitation: and accuracy in organization.
measurements.
 Learners will be asked to read Learners will perform an activity titled:
“Reading Between the Lines”
out and answer the following
Objective:
questions:
At the end of the activity, the learners will be
1. What is needed to show the able to make accurate measurements using
accurate measurement of a standard units.
given quantity? A copy of the procedures is found in the
______________________________ Worksheet for Week 6 Activity No. 1 titled
“Reading Between the Lines”
______________________________
After doing the Instructions in the Worksheet,
_______________ learners will read the following questions to
2. What is the SI unit of mass? the class and give their answer.
Temperature? Time? 1. What is the least count of each of the
2. Worked Example: ______________________________ measuring devices you used?
2. What quantities were measured?
______________________________
3. What is the value of the quantity measured
_______________ in each station?
3. What is the official system of 4. From where did you base the unit in your
units used in our country? measurements?
______________________________ 5. What unit is used in measuring volume of
liquid? Of regular-shaped objects?
______________________________
The teacher will analyze learners’ answers,
_______________ give positive feedback/s or clarification,
select the best answer, and post the answers
on the board for learners to copy.

Learners will be asked to read

out and answer the following
questions:
1. Which is longer, 1000 km or
1000 mm? why?
2. Why did the Philippines
adopt the SI units?
3. Learning Activity 3. Why do we still use some of
the English units such as feet,
inches, and degree Celsius in
our daily measurements?

4. Making Generalizations
1. Learner’s Takeaway
Essential Questions: Learners will fill the empty boxes of the concept map with the right term/s through the fa
Summarize key points about the importance of using standard units for measurem

2. Reflection on Learning •Learners will be asked if the lesson today has helped them make accurate measureme
IV. EVALUATING LEARNING: FORMATIVE ASSESSMENT AND TEACHER’S REFLECTION
A. Evaluating Learning
Formative Assessment 5 item questions after the discussion was presented through powerpoint presentation to
Homework (Optional)
B. Teacher's Remarks Day 3 will be the continuation of Day 2 Task due to insufficient time. (Post Activity)
Note Observations on any of the following
areas:
Strategies Explored
Materials Used Materials in the LAS
Learner Engagement / Interaction
Others It is hard to execute a lesson that is new to us specially if we do not have a specific teach
Effective Practices Collaborative learning; video presentation
Problems Encountered The activities in the LAS needs more time to accomplish. Most are suggested to be done
C. Teacher's Reflection Reflection guide or prompt can be on:
principles behind the teaching I did not follow all the activities listed in the Lesson exemplar and LAS, we modify it depe
students They learned the lessons by doing the different activities and the teacher applied varied
ways forward

Prepared by: Checked by:

SHERYL C. LOPEZ ERMINA M. ASIS

Teacher III MT II, Science Coordinator
RICULTURAL HIGH SCHOOL Grade Level GRADE 7
Learning Area SCIENCE
Quarter 1

DAY 3 DAY 4 DAY 5

s of measurement, organize collected data and identify the components of a solution.

rform accurate measurements and organize collected data. They can also demonstrate an
in solutions
using standardandunits
predict whether quantity,
for physical a given solute will dissolve
and organize in a given
the collected solvent
data when carrying out a scientific
At the end of the lesson, the learners At the end of the lesson, the At the end of the lesson, the learners
shall be able to: learners shall be able to: shall be able to:

•1.use the standard units of physical •1.use the standard units of •1.use the standard units of physical
quantities. physical quantities. quantities.
2.make accurate measurements of 2.make accurate measurements of 2.make accurate measurements of
physical quantities using measuring physical quantities using physical quantities using measuring
instruments. measuring instruments. instruments.
3.organize data collected from 3.organize data collected from 3.organize data collected from
investigation. investigation. investigation.
4.identify the components of a 4.identify the components of a 4.identify the components of a solution.
solution. solution.

Standard Units of Physical Standard Units of Physical Standard Units of Physical Quantities
Quantities Quantities Measuring Physical Quantities
Measuring Physical Quantities Measuring Physical Quantities Organizing data
Organizing data Organizing data Components of a Solution
Components of a Solution Components of a Solution

s different subject areas in mathematics, science, social studies, technical education, health and physical education.
•Frontiers of Science and •Frontiers of Science and •Frontiers of Science and Technology
Technology Diwa Scholastic Press Technology Diwa Scholastic Press Diwa Scholastic Press Inc. Makati City,
Inc. Makati City, Philippines Inc. Makati City, Philippines Philippines

•Set-up of Filtration (3D diagram). •Set-up of Filtration (3D diagram). •Set-up of Filtration (3D diagram).
https://quizlet.com/hk/241654822/s https://quizlet.com/hk/241654822 https://quizlet.com/hk/241654822/set-
et-up-of-filtration-3-d-diagram/ /set-up-of-filtration-3-d-diagram/ up-of-filtration-3-d-diagram/

Online videos on measurement Interactive video on solutes and Interactive digital simulations of
techniques solvents (available on the solutions
Interactive measurement practice educational platform) Video clips demonstrating the dissolution
worksheets process

Learners shall perform accurate The learners will identify and write down
measurements using standard units the measurement of each of the following
for physical quantity and organize substances/material.
the data collected from
investigation.

Explain to the learners that the The learners shall be able to differentiate
lesson will help them analyze their solute from solvent.
data to come up with an accurate
conclusion or idea.
The learners will use the terms in the
vocabulary box above to fill in the blanks.
Each term should be used once only. Then,
they will write a sentence to show they
understood each term.
1. A/an ____________is a substance that
dissolves into a solvent.
Sentence:
____________________________
2. A/an ___________ is a liquid in which a
solute dissolve into.
Sentence:
____________________________
3. A/an ____________is a mixture of a solute
dissolved in a solvent.
Sentence:
____________________________
4. Sugar is __________________ in water.
Sentence:
____________________________
5. Sand is _______________ in water.
Sentence:
____________________________

The learners will read a story and sing a

song titled “Rain Rain Go Away”
Once upon a time, in a faraway land, a
sugar family lived in a small house in the
forest. When it was summertime, the
three children were happy for they could
play outside. But during rainy seasons,
they were all sad and just stared at the
window and sing: “Rain, Rain, Go Away,
Rain, rain, go away”.
Come again another day,
All the children want to play,
Rain, rain, go away”. (3x)
 Learners will perform an activity 1. Why do you think children are afraid to go out of
entitled “Order in the Court!” their house during rainy days?
Objective: At the end of the activity, __________________________________
2. What will happen to the children if they go out of
the learners will be able to organize
the house while raining? Why?
data into a table.
__________________________________
A copy of the procedures is found in
The learners will carry out an investigation about
Worksheet for Week 6 Activity No. 2 the components of a solution
titled using the following materials.
“Order in the Court!” ─ 1 teaspoon salt
After doing the instructions in the ─ beaker
worksheet, learners will read the ─ 20 mL water
following questions to the class and Procedure:
give their answer. 1. Measure 20 mL water.
1. What data organization tool is used 2. Put 1 tsp of salt into the water. Observe what
happens to salt. Questions:
to organize the given data?
1. What is formed when salt is added to water?
____________________________________
__________________________________
____________________________________
2. In a salt solution, which is the solute? Why?
____________ __________________________________
2. Does each column contain one 3. In a salt solution, which is the solvent? Why?
measured quantity? __________________________________4. What
____________________________________ component of solution exists in greater amount?
____________________________________ __________________________________
____________
3. Can the title still be improved?
How?
Discuss real-life applications of The learners will be asked to read The learners will define the terms “solute”
accurate measurement and data to the class following questions and “solvent” in their own words. Then,
organization, such as in cooking, and answer them: identify the solute and solvent for each of the
construction, and scientific 1. How will the table change if following solutions.
1. Jane mixed some water and powdered juice
research. there are three trials in the
to make a fruit drink.
measurement of mass of each
2. Makky swished salt water in his mouth after
object? Volume? he lost his tooth in a basketball game.
_________________________________ 3. Jace put a rubbing alcohol on the grass
_________________________________ stain that was on his sock.
__________________ 4. Kyle added a little sugar to his tea because
2. How would the density be it tasted bitter
computed? 5. The tea from Irish’s teabag coloured the
_________________________________ water as it brewed.
_________________________________
__________________

he right term/s through the facilitation of the teacher. Learners may add new boxes to present a related idea. To maximize the
standard units for measurements and how organizing data helps in analyzing and interpreting results.

m make accurate measurements. If so, why? If not, what can be made better?
gh powerpoint presentation to evaluate learner's understanding on the topic.

ent time. (Post Activity)

e do not have a specific teaching resources

ost are suggested to be done at home but the teacher conducted it at school. The LAS was not finished.

ar and LAS, we modify it depending on the level of capability of our students.

nd the teacher applied varied teaching strategies and approaches. They also actively participated in the discussion

Noted by:

ROMAN M. CARREON
Secondary School Principal IV