School DANIEL C.

MANTOS NATIONAL HIGH Grade

7
GRADE 7 SCHOOL Level
CAMIA Learning
DAILY Teacher EVELENDA G. ANTIDO SCIENCE
Area
LESSON Teaching
PLAN Date and MAY 15, 2024 - 1:00- 2:00 PM Quarter 4th QUARTER
Time

I. OBJECTIVES
A. Content The learners demonstrate understanding about the relation of geographical location of
Standard the Philippines to its environment
B. Performance The learners should be able to analyze the advantage of the location of the Philippines
Standard in relation to the climate, weather, and seasons
C. Learning
Learners are expected to cite and explain ways of using Earth’s resources sustainably.
Competency
Write the LC code for (S7ES-IVc-4)
each.
II. CONTENT Mission Possible: Saving Planet Earth
The learners should be able to:
1. describe Earth’s natural resources;
2. differentiate renewable from non-renewable resources;
3. determine which human practices in using natural resources are sustainable
and not sustainable; and
4. Role-play to demonstrate sustainable practices in the use of natural
resources.
III. LEARNING
Google Modules, Learner’s Module, Self-Learning Module (SLM)
RESOURCES
A. References MELCS
1.Teacher’s Guide Pages pp.
pages
2.Textbook pages Science 7 Learner’s Material, pages pp.285-303 ; Science SLM Quarter 4, Module
Additional Materials
from Learning
Modules from https://lrmds.deped.gov.ph
Resource
(LR)portal
3.Other Learning Laptop, TV, Board and IM’s Book, Video clips, Slide decks, Google and Youtube.com
Resource https://youtu.be/vHdb6CKEHyg?si=OBNwen1g4j7Z2K-N
B. Integration Social Studies: Discuss how different societies around the world use our natural resources
Across Learning and what sustainable practices they have in place. This can include indigenous practices
Areas for sustainable resource use.
Art: Have students design and create their own containers using recycled materials. They
should consider the principles of sustainable resource use in their designs. This could
include making a container that is reusable, made from recycled materials, or designed to
use minimal materials.
IV. PROCEDURES Collaborative Approach/Interactive Approach ANNOTATION
A. Preliminary INDICATOR NO. 5
The teacher has
Activity (3 minutes) ●Prayer implemented clear
behavior standards in the
classroom, with a strong
●Greetings- the teacher will greet the students and smile to convey learners that emphasis on the core
value of respect. This
they are welcome in the science class and to promote open communication approach promotes a
between the teacher and learners positive and non-
aggressive approach to
managing the classroom
●Attendance riddle that challenges the learners’ readiness and critical thinking environment. The main
goal is to create a secure
skills and nurturing
atmosphere where
students feel valued,
●Giving of house rules- the teacher will remind the students of the rules and motivated, and actively
regulations to be abided in the classroom participate in their
educational journey.

B. Reviewing ELICIT: “Globe Explorer: Visual Identification Challenge” INDICATOR 3.

The teacher utilized a variety
previous lesson of teaching strategies to
 (5 minutes) To start the activity, the teacher will display an image of a globe and foster critical and creative
thinking, as well as other
randomly select students to identify and label the lines of latitude. This higher-order thinking skills,
during the "Globe Explorer:
activity help students familiarize themselves with the different lines of Visual Identification
latitude and enhances their understanding of geography. Challenge" activity. The
objective was to engage
students in a stimulating
learning experience that
encouraged them to think
critically, creatively, and
develop higher-order thinking
skills.

Figure 1: Label the Lines of Latitude

Guide questions for Figure 1.
1. What is the reference line when determining latitude?
2. Do you know about the climatic condition of places near the
equator?

Figure 2: Philippines in the World

Guide question for Figure 2.

1. Given our location on Earth, is it advantageous for us to be located
near the equator on Earth?

C. Presenting the INDICATOR NO. 3

ENGAGE: “Virtual Field Trip to Philippine Natural Resources” The teacher utilized a variety
new of teaching strategies to
lesson/Motivation foster critical and creative
The teacher will use a multimedia presentation and will take students thinking, as well as other
(5 minutes) higher-order thinking skills,
on a virtual tour of natural resources in the Philippines.
during the virtual field trip
activity focused on Philippine
https://youtu.be/LlwP7bQWNrE?si=yMiPdY3RP125dgk6 natural resources. The
objective was to engage
students in thought-provoking
The students are encourage to make note on their observations while exercises that encouraged
them to analyze, evaluate,
watching the video. and generate innovative
ideas related to the topic.

D. Establishing a The teacher explains the purpose of this lesson and introduces the INDICATOR 1
The teacher integrated
purpose for the concept of using Earth’s resources sustainably. knowledge from different
lesson Objectives: curriculum areas to teach
students about the
(5 minutes) 1. describe Earth’s natural resources; concept of using Earth's
2. differentiate renewable from non-renewable resources; resources sustainably.
By connecting relevant
4. determine which human practices in using natural resources are content across subjects,
students gained a
sustainable and not sustainable; and comprehensive
5. role- play to demonstrate ways on how to use the natural resources understanding of how to
responsibly utilize and
sustainably. preserve our planet's
resources.

The teacher will tell to the class the connection between their topics in
their Araling Panlipunan subject Grade 7- Quarter 1, week 3 with
MELC (Nailalarawan ang mga Yamang Likas ng Asya) and Protecting
and Conserving of the Natural Resources (Likas na Yaman- Ingatan at
Pagyamanin)

The teacher will randomly choose students to provide definitions of

natural resources and discuss the Earth's natural resources mentioned
in the video. Additionally, students will share their perspectives on why
the Philippines is abundant in natural resources.
E. Presenting EXPLORE: “Resource Detective: Renewable or Non- Renewable” INDICATOR NO. 6
The teacher established a
examples/Instanc learning environment that
es of the new The teacher will divide the students in a group of 3 and explain to the prioritizes fairness, respect,
and care, fostering an
lesson learners the concept of renewable and non-renewable resources. atmosphere conducive to
(5 minutes.) Distribute pictures of different natural resources to each group. Ask the learning. This was achieved
through a group activity
students to examine the pictures and categorize each resource as that encouraged students
either renewable or non- renewable. After the groups have categorized to share and collaborate
all the resources, they will choose one representative to discuss the with one another. By
engaging in collaborative
group’s output. work, students had the
opportunity to develop
teamwork skills, learn from
This activity can challenge learners to think and collaborate to each each other, and collectively
other contribute to their learning
experience.

The teacher will let them do it for 5 minutes. There is a time set for
students to do the task in order to create an active learning INDICATOR 2
The teacher assigned a
environment that encourage self-motivation for learners to finish the reporting-based learning
activity at the given time. activity that aims to
enhance the literacy skills
of the learners. This help
To promote effective communication and understanding, the teacher learners improve their
reading, writing and
will encourage the students to present their outputs in their mother allowing them to become
tongue (Bisaya) during discussions, considering that English is the more proficient in language
medium of instruction in science subjects. and communication.

The teacher will clarify any misconceptions and provide additional

information about the characteristics of renewable and non- renewable
resources.

F. Discussing new EXPLAIN: “Reflecting on Earth’s Treasure: A Meta-Cognitive INDICATOR 2

concepts and Exploration of Natural Resources” The teacher employed

practicing new various teaching
strategies to enhance
skills The teacher will distribute learning activity sheets to the students. The literacy and numeracy
(5 minutes) students will carefully read the paragraph and select the appropriate skills in the topic
"Reflecting on Earth's
word from the given box to fill in the blanks in each sentence. Treasure: A Meta-
Cognitive Exploration of
Natural Resources."
Renewable Volcanoes These strategies were
Pacific Ring of resources designed to develop
students' reading, writing,
Fire and problem-solving
abilities. Students were
encouraged to actively
Natural resources Hydropower Minerals participate, demonstrate
their understanding, and
calculate their total
scores for correct
Non -renewable Magma Solar energy answers, thereby
resources deepening their
comprehension of the
Fossil fuels importance and
sustainable use of
natural resources.
1.____________(2pts.) are the things that we can find in our
environment that we use to meet our needs. These resources are not
made by humans or any scientific experiments inside the laboratories
but instead they exist in nature. Natural resources come in two types.
2. _____________ (4pts.) are the materials that can be replaced
easily when used while 3. ______________ 4pts.) are natural
resources that once consumed, cannot be replaced. The foods that we
eat come from plants and animals. When we consume the plants
around us, these plants can be replaced by planting them again after
each harvest. We also eat animals. But animals grow and reproduce
new ones. The young animals that are born replenished the animals
that were consumed. Therefore, plants and animals are renewable
resources because they can be replaced in a short amount of time.
Aside from the fertile and arable lands in the Philippines, our country is
recognized as the fifth mineral-rich country in the world, third in gold
reserves, fourth in copper, and fifth in nickel. Our location in the 4.
__________________ (3pts.) accounts for this bounty. It is called
Ring of Fire because there is a continuing movement of very hot 5.
______________ (2pts.) or molten materials under the ground. The
 countries included in the Pacific Ring of Fire is home to approximately
75% of the world’s active 6. ______________ (3pts.). The heat
within the Earth causes rocks and other materials to melt forming
magma. When magma rises during volcanic eruptions, some of the
magma does not reach the surface of the Earth but instead slowly
cools and hardens forming different kinds of igneous rocks. With
favorable temperature and pressure conditions, the rocks containing
metals melt and redeposit, eventually forming 7. ______________
(1pt.). Moreover, our geological conditions also provide us with high
potential for renewable energy resources such as
8.______________ (2pts) the energy from the sun, and geothermal
energy, the energy harnessed from heat within the Earth.
9.______________ (4pts) the energy derived from fast-flowing
water, wind energy the energy generated from wind, and biomass the
energy from decomposition of organic wastes. These renewable
energy resources serve as the alternative resources for the commonly
used non-renewable energy resources such as coal, crude oil, natural
gas, and other 10. _____________ (5pts). These are formed from
the geologic deposits of decayed plants and animals that existed
millions of years ago. Coal, crude oil, natural gas, and other fossil fuels
are non-renewable because it will take millions of years for dead plants
and animals to turn into fossil fuels.

G. Developing “Resource Guardians: Sustainable vs. Unsustainable Practices” INDICATOR 7

mastery that lead to Created a learner-centered

formative culture by implementing
In this activity, the students will determine which of the following teaching strategies that are
assessment
human practices in using natural resources are Sustainable and responsive to students'
(3 minutes) linguistic, cultural, socio-
Unsustainable. economic, and religious
backgrounds during the
activity "Resource
1. You are at a community event where waste segregation is practiced. Guardians: Sustainable vs.
Unsustainable Practices."
You separate recyclable materials like paper, plastic, and glass into As part of this activity, the
teacher encouraged
designated bins to be collected for recycling, reducing the amount of students to share their
waste sent to landfills. cultural and socio-
economic practices to
determine if they align with
2. In a rush to expand agricultural land, a company clears a large tract sustainable practices. This
approach fostered a sense
of old-growth forest to plant crops. The deforestation leads to habitat of inclusivity and allowed
loss for wildlife and contributes to climate change. students to recognize the
diversity of perspectives
and experiences related to
3. As a farmer you implement organic farming practices on your land. resource management.

By avoiding synthetic pesticides you maintain soil fertility.

4. You live in a region with abundant sunlight, and you decide to install
solar panels on your roof to harness solar energy for powering your
home. By using renewable energy, you reduce your reliance on fossil
fuels and lower your carbon footprint.

5. A fishing fleet exceeds the sustainable catch limits in a marine

reserve, depleting fish populations and disrupting the marine
ecosystem

H. Finding practical ELABORATE : ” Role Playing Sustainability” INDICATOR 8

application of The teacher

concepts and skills in For this activity, the students will be divided into three groups implemented culturally
appropriate teaching
daily living representing different members of society: students, homeowners, and strategies to cater the
(15 minutes) farmers. Each group will be assigned a specific scenario to role-play, learners from diverse
cultural backgrounds.
emphasizing the significance of sustainable practices in resource The activity involved
dividing students into
management. three groups
representing distinct
societal roles: students,
Sustainable Statement: homeowners, and
farmers. Each group was
assigned a unique
1. Recycling: At a community event promoting waste segregation, scenario for role-playing,
 students will role-play as eco-conscious individuals separating emphasizing the
significance of
recyclable materials like plastic, paper, and glass into designated bins. sustainable practices in
resource management.
They will discuss the impact of recycling or reducing waste.

2. Renewable Energy Use: Students will take on the roles of

homeowners in a region with abundant sunlight. They will simulate the
decision to install solar panels on their roofs to harness solar energy
for powering their homes. Emphasizing the benefits of renewable
energy in reducing reliance on fossil fuels.

3. In the role of farmers, students will practice crop rotation and

organic farming methods on their virtual land. They will discuss the
importance of avoiding synthetic pesticides and fertilizer to maintain
soil fertility.

In this activity, the students are encouraged to use their mother tongue
or native language to improved understanding, better expression of
thoughts and emotions, and enhanced communication skills.

I. Making How can we promote the responsible and efficient use of Earth's
generalizations and resources?
abstractions about
the lesson
(2 minutes)

J. Evaluating learning EVALUATE: Paper Pencil Test (10 item Multiple Choice) INDCATOR 9
The teacher employed
(5 minutes) effective strategies to
The students will be given a copy of test paper. They will read the provide timely, accurate,
and constructive
questions carefully and answer. feedback through
summative assessments,
thereby enhancing
The test questions are as follows: learner performance.

1. The leather industry uses skins or hides of cows, goats, and

sheep to create leather products such as shoes, bags, and
apparels. The raw materials used for these products are
examples of ______________.
A. Non-renewable
B. Recyclable
C. Renewable
D. Reusable
2. Which of the following materials can be replenished in a short
amount of time after being used?
A. Metals
B. Crude oil
C. Minerals
D. Paper bag
3. Water, plants, and animals are some of the things that we
gather from our environment to sustain our needs. What is the
 best description of these things?
A. Nature’s gift
B. Living things
C. Non-living things
D. Natural resources
4. Materials or natural resources that take millions of years to be
replenished once consumed entirely are called
_____________.
A. Non-renewable
B. Recyclable
C. Renewable
D. Reusable
5. Which pair of materials takes long years before they can be
replenished?
A. Trees and crops
B. Plants and animals
C. Metals and minerals
D. Corals and seashells
6. Electricity can be produced by generators that are powered by
the kinetic energy of flowing water. What kind of energy is being
described?
A. Hydropower
B. Geothermal
C. Solar energy
D. Wind energy
7. Mikaela was playing in their backyard when she saw pieces of
paper cups, soda cans, popsicle sticks, and an old leather shoe
scattered in one corner. Which of the following materials were
made from renewable resources?
A. Paper cups, soda cans and old leather shoe
B. Soda cans, popsicle sticks and old leather shoe
C. Paper cups, popsicle sticks and old leather shoe
D. Paper cups, soda cans, popsicle sticks, and old leather shoe
8. Which of the following is the best reason why Philippines is rich
in natural resources?
A. Philippines is surrounded by many bodies of water.
B. Philippines is a large archipelago with many endemic plants and
animals.
C. Philippines is a home of many species of animals living in the
thick forests.
D. Philippines is near the equator where there is sunshine all year
round
and rainfall is abundant.
9. Plants and animals are renewable resources because they can
be replaced easily. If coal, crude oil, and natural gas are formed
from decayed plants and animals, why are they considered as
non-renewable resources?
A. It will take a very long time to produce them.
B. We need to import them from other countries.
C. Coal, crude oil, and natural gas are very expensive.
D. Extracting them from the depths of the Earth is very dangerous.
10. Teacher Bel asked Zac if the Philippines’ location in the Pacific
Ring of Fire has a relationship to its rich mineral deposits. Zac
answered yes. Do you think his answer is correct?
A. No, the rich mineral deposits in our country is not influenced by
 our position in the Pacific Ring of Fire.
B. No, the rich mineral deposits in our country is because the
Philippines is located near the equator.
C. Yes, countries which are part of the Pacific Ring of Fire have
rich mineral deposits because of the presence of many active
volcanoes.
D. Yes, countries which are part of the Pacific Ring of Fire have
many underground caves where people can mine the mineral
deposits.
K. Additional INDICATOR 8
The students will engage in
activities for a creative and eco-
application or conscious endeavor by
EXTEND: “ Up cycled Creations: Transforming Waste into Art crafting distinctive and
remediation inventive art projects using
(2 minutes) recycled materials or
The students will create unique and innovative art projects using locally sourced indigenous
materials. This activity aims
recycled materials to promote environmental awareness and to foster environmental
sustainable practices. consciousness, promote
sustainable practices, and
highlight the importance of
The teacher will provide a YouTube video link in order for students to utilizing available
watch and learn about the activity resources in the
community.

https://youtu.be/edXimuzlVhk?si=FVn5fAhYJo3Hc _2j

V. REMARKS
VI. REFLECTION
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
worked 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 wish to
share with other
teachers?

Prepared and submitted by:

EVELENDA G. ANTIDO
Teacher- III
Checked and noted by:

JONARD B. AMARILLA
School Head