Sample Daily Lesson Log with Formative Assessment - Grade 7 Science (Continued)

Monday Tuesday Wednesday Thursday Friday

I. OBJECTIVES
a. Content Standard: Learner demonstrates understanding of the relation of geographical location of the Philippines to its environment.
b. Performance Standard: Learner analyzes the advantage of the location of the Philippines in relation to climate, weather, and seasons.
c. Learning Competencies:

S7ES-IVa-1 Demonstrate S7ES-IVa-1 Demonstrate S7ES-IVa-2 Describe S7ES-IVb-3 Recognize

how places on Earth how places on Earth the location of the that soil, water, rocks,
may be located using a may be located using a Philippines with respect coal, and other fossil
coordinate system coordinate system to the continents and fuels are Earth materials
oceans of the world that people use as
resources
(Lesson focuses on
water resources only.)

II. ASSESSMENT
Assessment Method/s: Observation; talking to learners (Question and Answer); analyzing learners’ products
Assessment Criteria:

Knowledge: Learners know and understand that: Skills: Learners are able to:
1. latitudes are lines that run from west to east and 1. locate the Philippines using latitude and longitude;
longitudes are lines that go from north to south. These
help people describe the location of any place on Earth; 2. locate the Philippines with respect to surrounding
landmasses and bodies of water; and
2. the Philippines can also be located by knowing the
continents and oceans surrounding it; 3. design a procedure to show how a certain factor affects
the amount of water that can be stored underground or
3. the characteristics of our environment are determined by released by a watershed to rivers, lakes, and other bodies
the location of the Philippines on the planet; of water.
4. the health of a watershed determines abundance or
scarcity of water; and
5. the quality and quantity of water resources determine
the diversity of life in the environment.

III. CONTENT

The Philippine The Philippine Natural resources in Natural resources in

Environment: Location Environment: Location the Philippines—water the Philippines—water
of the Philippines using of the Philippines with resources resources, focused
a coordinate system respect to landmasses on watersheds
and bodies of water and biodiversity)

IV. LEARNING RESOURCES

Globes Globes Globe or world map Pictures of water

resources (including
watersheds), especially
those found in
the community

a. References:
Science Grade 7 http://www.industcards.
Quarter 4 Learning co m/hydro-philippines.
Material and Teacher’s htm (Hydroelectric power
Guide: Earth and Space plants in the Philippines)

b. Other Resources:

The Teaching, Learning, and Assessment Process 33

 Sample Daily Lesson Log with Formative Assessment - Grade 7 Science (Continued)

Monday Tuesday Wednesday Thursday Friday

V. PROCEDURES

1 1 1 1 1
Introduce the standards Using a globe, review Review the standards Introduce the standards Revisit and display
and competencies. the lesson on longitude and competencies. and competencies. investigation
and latitude. Provide an overview questions and relevant
2 2
of what learners will assessment criteria.
Assessment (F)10: 2 Groups use the globe
learn from this lesson,
Provide an overview Assessment (F): Have a or world map and 2
emphasizing a specific
of what learners will competition or quiz on locate landmasses Assessment (I): Remind
resource at a time.
learn in this last quarter. locating places using (continents) and oceans. the class that learners
Display and discuss the longitude and latitude Have them tag these 2 work in small groups to
assessment criteria.11 coordinates.13 with different colors In small groups do the investigations
Do the pretest.12 of Post-its®. learners brainstorm on (with more than one
3
the water resources group investigating
3 Learners approximate 3
that are found in the each factor) and answer
Show a globe. the location of places in Assessment (F): community. Then the guide questions.
Encourage learners to the Philippines (Manila, Learners answer report back to class
identify what they can Cebu, Baguio City, or questions in the 3
and discuss.
find on a globe. With other places they like). Activity Sheet. (F) Learners record their
their fingers, let them Learners share outputs 3 findings and present
4
trace (not just point to) with the whole class. Investigation questions: them to the whole
Learners relate the
the equator, northern Where does water in class. Teacher and
location with the climate 4
hemisphere, and rivers, lakes, and wells peers provide feedback.
of the place, using a Learners practice
southern hemisphere. come from? If we have
table of data containing how to locate places 4
abundant rainfall to
4 climatic information either by using latitude Learners compare the
feed watersheds, why
Explain the concepts (monthly temperatures, and longitude, or result of two groups
do we experience
of longitude and rainfall, etc.). by identifying the who did the same
drought sometimes
latitude. Guide learners landmasses and investigation activity.
5 and flooding at
to differentiate lines bodies of water that other times?
Learners identify and 5
of longitude and lines surround it.
list countries which Learners summarize
of latitude. The four factors to
are at latitude 0. They 5 findings across groups
be investigated are
5 compare the climate Ask: “What is the use and answer the activity
vegetation cover, slope
Give a globe to each of those places using of knowing where the questions.
of the area, kind of soil,
group. Learners practice the table of climatic Philippines is located?” and amount of rainfall. 6
locating places in data or research on Learners record and
With learners’
terms of longitude and relevant climatic share responses. Introduce investigation
participation, list
latitude. data on the internet. questions. Recall what
concepts on the board
a fair test means.
6 relevant to the activity
Review the
Learners make a on water resources.
components of an
general statement investigation discussed
on how places can in Quarter 1.
be located.

10
Note the differentiation between informal formative assessment (IF) where you are milling around, talking to learners, and giving informal feedback as opposed
to the formal formative assessment (F) where a formal assessment activity is undertaken by learners. During all learning activities mill around and give feedback
and assistance to individual learners.
11
Keep the assessment criteria visible on a chart in the classroom throughout the learning period. Refer to them throughout lessons as appropriate.
12
Results of the pretest give you information about learners’ understanding of the topic and will be used to guide your teaching. Hence there is no need to give
feedback to learners on this assessment.

13
Record results of the quiz or competition in a class checklist. Give feedback to learners and assist learners who had difficulty.

34 Classroom Assessment Resource Book

 Sample Daily Lesson Log with Formative Assessment - Grade 7 Science (Continued)

Monday Tuesday Wednesday Thursday Friday

V. PROCEDURES (CONTINUED)

6 4 7
Learners make a Assessment (I)14: In Groups make a
hypothesis on the small groups learners concept map to relate
relationship between select one of the above the watershed with
location of places in factors to investigate. biodiversity. They
terms of latitude and They design a fair test to display and discuss the
the climate in these answer the investigation concept map.
places. Test the questions. Make sure
8
hypothesis by checking that the design of the
Assessment (F):
other places on similar investigation includes
Learners make a
latitudes (e.g., those on a control setup and an
written report of
the Tropic of Cancer experimental setup.
the investigation
-23.5 degrees north of
Learners show their for submission the
the equator).
designs to the teacher following day.15
7 and receive oral Teacher collects the
Learners answer the feedback. reports and assesses
questions in Activity 1- learners according to
Part 1 (F). 5 the assessment criteria.
Groups prepare the A rubric may also
8
materials and setup for be useful.
Discuss the answers
the investigation activity
and provide feedback.
the next day.

VI. REMARKS

VII. REFLECTION

Reflect on your teaching and assess your teaching of this topic. Think about your learners’ progress this week.
What worked? What else needs to be done to help all of them master these competencies?

14
This assessment is focused on the scientific inquiry process as well as the content.
15
If there is not enough time, this could be completed in the next lesson or as a homework activity.

The Teaching, Learning, and Assessment Process 35