GRADE 7 School MUZON HIGH SCHOOL Grade Level 7

DAILY Name of Learning SCIENCE

LESSON LOG Teacher Area
SY 2024- Date and Time Quarter 1ST
2025

I. CURRICULUM CONTENT, STANDARDS, AND LESSON COMPETENCIES

A. Content Learners learn that there are specific processes for planning, conducting,
Standards and recording scientific investigations.
By the end of the Quarter, learners recognize that scientists use models to
describe the particle model of matter. They use diagrams and illustrations
to explain the motion and arrangement of particles during changes of
B. Performance state.
Standards 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
The learners shall be able follow the appropriate steps of a scientific
investigation which include:
C. Learning a. Aim or problem,
Competencies b. Materials and equipment,
and objectives c. Method or procedures,
d. Results including data, and
e. Conclusions.
D. Content Designing a Scientific Investigation
● Scientific literacy and Scientific Qualities
● Innovation and Technology
E. Integration ● Ethical Considerations
● Health and wellbeing
● Environmental Sustainability

II. LEARNING RESOURCES

● Quarter 1 Week 4 Worksheet.

III. TEACHING AND LEARNING PROCEDURE

1. Short Review
Activating Prior
Begin the lesson by asking students to recall the different phases of
Knowledge
matter
discussed in the previous lesson (solid, liquid, gas).
Lesson
Purpose/Intention 1. Lesson Purpose
Roleplaying: Superhero scientists

2. Unlocking Content Vocabulary

● Scientific Investigation
A step-by-step process scientists use to answer questions about the
world. (Consider showing a diagram representing the steps:
Aim/Problem, Materials, Method, Results, Conclusion).
● Aim/Problem
The question you want to answer through your experiment.
● Materials & Equipment
The tools and supplies you need to conduct your experiment.
● Method/Procedure
The detailed plan outlining exactly what you will do, step-by-step, to
test
your question (like a recipe for an experiment!).
● Data
The information you collect during your experiment (observations,
measurements).
● 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.
Developing and Steps of a Scientific Investigation
Deepening 1. Explicitation
Understanding

● "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.

Here's a breakdown of each step in a scientific investigation with a more

detailed explanation:
a. Aim or Problem:
● This is the heart of your investigation. It's the question you want to
answer through your experiment.
● A good aim is:
 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.
 Answerable through an Experiment: The question should be
something you can test by collecting data.
 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:
 Adequacy: You should have everything needed to carry out your
procedures effectively.
 Safety: Choose materials that are safe to use and handle.
 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:
 Clear and Concise: Write specific instructions that are easy to
understand and follow, even by someone else.
 Sequential: List the steps in the order they will be performed.
 Repeatable: The method should be written in a way that allows
others to repeat your experiment and get similar results.

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:
 Observations: Detailed descriptions of what you saw, smelled,
heard, etc., during the experiment.
 Measurements: Quantitative data collected using tools like rulers,
thermometers, or scales.
 Tables and Charts: Organized presentations of your data for easier
analysis.
 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:
 Based on Evidence: It should be derived directly from the data you
collected during the experiment.
 Explanatory: Explain what your findings mean in relation to your
aim.
 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.

Remarks
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 lesson work? No. of learners who have caught up with the lesson.

D. No. of learners who continue to require remediation

Prepared by: Reviewed by: Approved by:

ANNA MARIE U. ARGUELLES RENAN L. MARIGOSIO CRISTINA T.

SANTIAGO
Subject Teacher Head Teacher II Principal III
 GRADE 7 School MUZON HIGH SCHOOL Grade Level 7
DAILY Name of ANNA MARIE U. ARGUELLES Learning SCIENCE
LESSON LOG Teacher Area
SY 2024- Date and Time Quarter 1ST
2025

I. CURRICULUM CONTENT, STANDARDS, AND LESSON COMPETENCIES

A. Content Learners learn that there are specific processes for planning, conducting,
Standards and recording scientific investigations.
By the end of the Quarter, learners recognize that scientists use models to
describe the particle model of matter. They use diagrams and illustrations
to explain the motion and arrangement of particles during changes of
B. Performance state.
Standards 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
The learners shall be able follow the appropriate steps of a scientific
investigation which include:
C. Learning a. Aim or problem,
Competencies b. Materials and equipment,
and objectives c. Method or procedures,
d. Results including data, and
e. Conclusions.
D. Content Designing a Scientific Investigation
● Scientific literacy and Scientific Qualities
● Innovation and Technology
E. Integration ● Ethical Considerations
● Health and wellbeing
● Environmental Sustainability

II. LEARNING RESOURCES

● Quarter 1 Week 4 Worksheet.

III. TEACHING AND LEARNING PROCEDURE

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.
Developing and
Deepening
2. Explicitation
Understanding
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:
a. 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)
b. 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)
c. 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 seem
to
be more absorbent than others. You wonder, "Do different brands of paper
towels absorb the same amount of water?"

Hypothesis: _________________________________________________________
Independent Variable: _______________________________________________
Dependent Variable: _________________________________________________
Controlled Variables:


Method:
 Step 1:
 Step 2:
 Step 3:
 Step 4:
 Step 5:

Results:
_________________________________________________________________________
_________________________________________________________________________

Remarks
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 lesson work? No. of learners who have caught up with the lesson.

D. No. of learners who continue to require remediation

Prepared by: Reviewed by: Approved by:

ANNA MARIE U. ARGUELLES RENAN L. MARIGOSIO CRISTINA T.
SANTIAGO
Subject Teacher Head Teacher II Principal III

GRADE 7 School MUZON HIGH SCHOOL Grade Level 7

DAILY Name of ANNA MARIE U. ARGUELLES Learning SCIENCE
LESSON LOG Teacher Area
SY 2024- Date and Time Quarter 1ST
2025

I. CURRICULUM CONTENT, STANDARDS, AND LESSON COMPETENCIES

A. Content Learners learn that there are specific processes for planning, conducting,
Standards and recording scientific investigations.
By the end of the Quarter, learners recognize that scientists use models to
describe the particle model of matter. They use diagrams and illustrations
to explain the motion and arrangement of particles during changes of
B. Performance state.
Standards 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
The learners shall be able follow the appropriate steps of a scientific
investigation which include:
C. Learning a. Aim or problem,
Competencies b. Materials and equipment,
and objectives c. Method or procedures,
d. Results including data, and
e. Conclusions.
D. Content Designing a Scientific Investigation
● Scientific literacy and Scientific Qualities
● Innovation and Technology
E. Integration ● Ethical Considerations
● Health and wellbeing
● Environmental Sustainability

II. LEARNING RESOURCES

● Quarter 1 Week 4 Worksheet.

III. TEACHING AND LEARNING PROCEDURE

3. Lesson Activity
Let students Accomplish LAS 2 on Science Quarter 1 Week 4 Worksheet

Developing and
Deepening
Understanding
 4. Presentation
Let students present their work. Some will present LAS while other the
output for extended practice.

Remarks
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 lesson work? No. of learners who have caught up with the lesson.

D. No. of learners who continue to require remediation

Prepared by: Reviewed by: Approved by:

ANNA MARIE U. ARGUELLES RENAN L. MARIGOSIO CRISTINA T. SANTIAGO

Subject Teacher Head Teacher II Principal III
 GRADE 7 School MUZON HIGH SCHOOL Grade Level 7
DAILY Name of ANNA MARIE U. ARGUELLES Learning SCIENCE
LESSON LOG Teacher Area
SY 2024- Date and Time Quarter 1ST
2025

I. CURRICULUM CONTENT, STANDARDS, AND LESSON COMPETENCIES

A. Content Learners learn that there are specific processes for planning, conducting,
Standards and recording scientific investigations.
By the end of the Quarter, learners recognize that scientists use models to
describe the particle model of matter. They use diagrams and illustrations
to explain the motion and arrangement of particles during changes of
B. Performance state.
Standards 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
The learners shall be able follow the appropriate steps of a scientific
investigation which include:
C. Learning a. Aim or problem,
Competencies b. Materials and equipment,
and objectives c. Method or procedures,
d. Results including data, and
e. Conclusions.
D. Content Designing a Scientific Investigation
● Scientific literacy and Scientific Qualities
● Innovation and Technology
E. Integration ● Ethical Considerations
● Health and wellbeing
● Environmental Sustainability

II. LEARNING RESOURCES

● Quarter 1 Week 4 Worksheet.

III. TEACHING AND LEARNING PROCEDURE

Making
Generalizations 1. Learners’ Takeaways

* Today we learned about designing scientific investigations. What

surprised you the most about this process?
 * 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 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

1. Formative Assessment

Instructions:
1. Exit Ticket: Provide students with an exit ticket with the following
prompts:
 Write down a scientific question you are curious about.
 What materials would you need to investigate this question?
 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:
 Is the question clear and answerable through an experiment?
 Are the materials listed appropriate and sufficient for the
investigation?
 Do the proposed steps provide a clear and sequential plan for
Evaluating Learning testing the question?
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:
 The independent variable (the factor they will change)
 The dependent variable (the factor they will measure or observe)
 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
investigation?
● Can students correctly identify the independent, dependent, and
controlled
variables in their investigation?

Additional Activities
for Application or
Remediation
(if applicable)
Remarks
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 lesson work? No. of learners who have caught up with the lesson.

D. No. of learners who continue to require remediation

Prepared by: Reviewed by: Approved by:

ANNA MARIE U. ARGUELLES RENAN L. MARIGOSIO CRISTINA T. SANTIAGO

Subject Teacher Head Teacher II Principal III