NAME OF SCHOOL: St.
Paul College of Davao
SCHOOL ADDRESS: Riverfront, Corporate City, Diversion Road, Maa, Davao City
OBE LEARNING PLAN
SUBJECT: SCIENCE GRADE LEVEL: 4 QUARTER: FIRST
DESIGNED BY: MS. FLORA MAE YAISO SCHOOL YEAR: 2019-2020
SUBJECT MATTER:
PROPERTIES OF MATERIALS
LIFE PERFORMANCE OUTCOME: CORE VALUES:
LPO2: Courageous , Resourceful Explorers and Problem Solvers Charism
LPO3: Credible, Responsive COMMUNICATION and TEAM PLAYER Community
PROGRAM OUTCOME/S:
All SPCEM Graduates can: Accurately classify materials base on the following properties; absorb water, float or sink, and decaying
or non-decaying and will be able to identify the effects of decaying materials on one’s health and safety.
PO1:
All SPCEM Science Specialists can:
PO2: Accurately relate how important is the classification of materials according to their properties not only to one’s health but
also for the community’s safety.
FOCUSED ESSENTIAL PERFORMANCE OUTCOME:
EPO2: Learners can investigate changes in the properties of materials when these are subjected to different conditions. They
are able to identify materials that do not decay and use this knowledge to help minimize waste at home, school, and in the
community.
INTENDED LEARNING ACTIVITIES
OUTCOMES
Classify the properties of ACTIVITY 1: Classifying Matter According to Physical Properties
materials and identify the Problem: Why it is important to classify materials?
effects of decaying materials to
one’s health. (LPO2, EPO2) What you need:
Stainless spoon Rubber Slippers
Paper bags drinking glass
Plastic raincoat fabric towel
What to do:
1. Examine the materials on the table.
2. Observe their properties and use.
3. Complete the chart identifying the properties of the materials and their use.
4. Record your answer.
Materials Properties Use of materials
What have you found out:
1. What are the physical properties of the materials you have observed?
2. How are these materials used?
Conclusion
Why is it important to classify materials?
Investigate changes in the
properties of materials when Activity 2: Food Spoilage or Decay
these are subjected to Problem: What causes food to decay and become spoiled?
different conditions. What you need
A piece of bread sliced potato
Ripe mango sliced cheese
Cooked rice plastic containers
What to do
1. Get all the food samples. Divide or slice each into two equal parts.
2. Place one piece of the divided part into a plastic container and the other one in
another plastic container.
3. One plastic container should be placed inside a cooler or a refrigerator, and the
other one on the table and should be exposed to sunlight.
4. Observe what will happen after 3 days.
5. Record your observations in the table below.
Signs of Spoilage
Food items
Food placed in the cooler Food exposed to sunlight
1. Piece of bread
2. Ripe mango
3. Cooked rice
4. sliced potato
5. Sliced cheese
What have you found out
1. What happened to the food placed inside a cooler or refrigerator?
2. What happened to the food exposed to sunlight?
Conclusion
1. What do you think causes the food to decay or spoilage?
2. How can we prevent the decaying or spoiling of food?
APPLIED PERFORMANCE COMMITMENTS:
APO1: Classify materials according to their properties.
APO2: Reduce environmental pollution through segregation.
APO3: Care for Mother Nature and show love to our next generation.
ADOPTED BY: Flora Mae R. Yaiso CHECKED BY:
NAME OF SCHOOL: St. Paul College of Davao
SCHOOL ADDRESS: Riverfront, Corporate City, Diversion Road, Maa, Davao City
OBE LEARNING PLAN
SUBJECT: Mathematics GRADE LEVEL: Grade 7 QUARTER: FIRST
DESIGNED BY: Mr. Jhaynor T. Regua SCHOOL YEAR: 2019-2020
SUBJECT MATTER:
CONCEPTS OF SET
LIFE PERFORMANCE OUTCOME: CORE VALUES:
LPO1: Mindful, Self-directed LEARNERS and ROLE MODELS CHRIST- CENTEREDNESS (Mindful)
LPO3: Credible, Responsive COMMUNICATORS and TEAM PLAYERS COMMUNITY (Open Mindedness}
PROGRAM OUTCOME/S:
All SPCEM Graduates can:
PO1: Accurately apply fundamental mathematical concepts, skills, processes, and tools to address appropriate real-life situations
and derive workable solutions to them.
All SPCEM Math Specialists can:
PO2: Accurately apply advanced analytical mathematical concepts, skills, processes, and tools to address and formulate plausible
solutions to problems commonly encountered in specialized professional fields.
FOCUSED ESSENTIAL PERFORMANCE OUTCOME:
EPO2: Describe and explain the new critical thinking and problem-solving abilities they have developed as the result of self-
initiated learning experiences and projects.
EPO6: Consistently seek feedback from informed, credible individuals on the accuracy, clarity authenticity, objectivity and of their
mathematical reasoning and practice revising and restating them until they are accurate.
INTENDED LEARNING ACTIVITIES
OUTCOMES
ACTIVITY 1: ZOO TRIP
1. Describe and explain the new 1. Form groups with five members.
critical thinking and problem- 2. List down twenty (20) different kinds of animals.
solving abilities in developing 3. From your list create a grid to classify them according to their characteristics. Some animals
types of sets. may fall under several categories.
(LPO1, PO1, EPO2)
(DepEd: M7NS-la-1) Processing Question: How is your result related to:
a. Set _____________________________________________________________
b. Subset __________________________________________________________
c. Universal Set
__________________________________________________________________
ACTIVITY 2: CHECK YOUR UNDERSTANDING
2. Consistently seek feedback 1. Answer the essential questions below:
from peers on the accuracy of Essential Questions:
their mathematical reasoning in I. How are sets and types of set related to categorizing/ organizing of things, ideas, objects and
developing types of sets the likes?
(LPO3, PO1, EPO6) II. How do sets and types of set affect my day to day activities? (APC3)
III. Who in your community do you think can help you validate your knowledge about sets and
subsets?
IV. As the person validates your knowledge, how do you further improve your knowledge
about sets and subsets?
ACTIVITY 3: ANALOGY PROMPT
Consumerism is the action of people who spend a lot of money on goods and services. As
such, people end up with a lot of stuff that are not essential which create a cluttered
environment. How do you relate the concept of set, subset and universal set in this situation?
Write at least 3 analogies/
Set is like ______________________ because __________________________________
Subset is like ___________________ because __________________________________
Universal set is like ___________________ because _____________________________
ACTIVITY 4: DEVELOPING SET
3. Develop types of sets as the 1. Reflecting from your own experience, develop your own personal life set indicating one
result of self-initiated learning universal set, and at least three subset.
experience and projects.
(LPO1, PO1, EPO2)
(DepEd: M7NS-la-1
4. Consistently seek feedback 2. From a group of five members, share your outputs and your plan to further improve your
from peers on the accuracy of life.
their mathematical reasoning in 3. As a group, agree on one refined output to be presented to the class. The class will give
developing involving sets. their learning on the presented output. (ILO4)
(LPO3, PO1, EPO6)
ACTIVITY 5: MY LEARNING EXPERIENCE
Write your learning experience in developing types of set.
Three concepts I learned:
1. _______________________________________________________
2. _______________________________________________________
3. _______________________________________________________
Two ways I can use these concepts:
1. ________________________________________________________
2. ________________________________________________________
One question I will have in my mind:
1. ________________________________________________________
APPLIED PERFORMANCE COMMITMENTS:
APO1: Using mathematical proficiency, initiate and sustain efforts that draw attention to environmental issues and propose
workable measures to reduce and eventually eliminate them.
APO2: Join others in operating local projects that tangibly protect and preserve the environment and life forms.
APO3: Resolutely understand, address, and resolve issues or problems of their communities.
Prepared by: Checked by: Approved by:
Mr. Jhaynor T. Regua Mrs. Janiet Cadayona Sr. Maria Yolanda Caridad Orpilla, SPC
Math Teacher Acad. Team Leader Directress/Principal
