School Liceo Virgen Delos Remedios Grade Level 7
DETAILED LESSON (Placer) Inc.
PLAN IN Teacher Hershey Marie H. Abarri Learning Area Research I
RESEARCH 7 Time and Date July 4, 2025 – July 18, 2025 Quarter 1
(Every Friday)
I. OBJECTIVES
The learner demonstrates understanding of importance of recognizing scientific attitudes, and the basic science process skills such as: observing,
1. Content Standard
measuring using metric system, inferring, classifying, predicting and communicating.
2. Performance The learner should be able to communicate effectively through oral and written form descriptions of and inferences about observed objects and
Standard phenomena.
Recognize and Show Basic Science Process Skills
3. Learning
Explain the role and importance of observation in the empirical nature of science
Competencies
Demonstrate the skills of observing a given event and/or object
1. Identify and determine basic science process skills.
4. Specific Objectives 2. Describe the importance of observation in real-life situations.
3. Demonstrate the type of observation in a given event.
II. CONTENT Topic: Science Process Skills: Observation
III. LEARNING
RESOURCES
Garceron, M. (2021). RESEARCH I: Redeveloped Division Initiated - Self-Learning Module (Second Edition). PEO Road, Barangay Bancao-
A. References
Bancao, Puerto Princesa City, pp. 1-11.
B. Other Learning
Resources
C. Materials Laptop, TV, Pictures, Tarpapel, and PowerPoint Presentation
IV. PROCEDURES Integration: Strategy: Cooperative Learning
Teacher’s Activity Students’ Activity
Everyone will stand for the prayer. Student A will lead
the prayer.
“Good morning, Class!”
A. Preliminaries Students will arrange the chairs and pick up the litters
Prayer on the floor.
Greetings The class secretary will check the attendance.
The teacher will review about the previous lesson. Answers:
Checking of 1. Ma’am, it was about the scientific attitudes.
Attendance Questions:
1. What was our previous lesson? 2. I should possess curiosity, open-mindedness, critical thinking, intellectual
Review honesty, and perseverance.
2. What are those scientific attitudes that you as a
researcher should possess?
I hope that you will keep those learning in mind We don’t have any, Ma’am.
because those are important for you to understand our
next and upcoming lessons. Do you have any questions
or clarifications with regards to our previous lesson?
ACTIVITY 1: OBSERVATION SCAVENGER HUNT
The teacher will pair the students. Each pair will The students actively do the task.
walk around the classroom or schoolyard to observe
and list different items, focusing on details like color,
shape, and size.
Each pair will discuss what they have observed
during the scavenger hunt. The teacher will pick five
B. Establishing the
(5) pairs to share their observations in class.
Purpose of the New
Lesson How did you find the activity?
Answer may vary.
At the end of the lesson, the students will be able to:
1. Identify and determine basic science process skills.
2. Describe the importance of observation in real-life The student will read the specific objectives.
situations.
3. Demonstrate the type of observation in a given
event.
ACTIVITY 2: MIRROR, MIRROR ON THE WALL The student will actively do the task.
The teacher will divide the class into five (5) groups.
Each group will bring a mirror and all members will
bring a paper and pencil.
The teacher will ask the students to do the following:
- You see yourself in the mirror many times during the
day. How well have you seen and observed your
face? Find out by answering the questions below.
a. Are your eyes below, above, or in line with your a. Answers may vary.
C. Presenting Examples/ b. Answers may vary.
Instances of the New ears?
b. Is your face square, oblong or heart-shaped? c. Answers may vary.
Lesson d. Answers may vary.
c. Do your earlobes have the same shape?
d. Are your eyelashes straight or curly? e. Answers may vary.
e. Do you have a birthmark on your face? f. Answers may vary.
f. Which is thicker, your upper or lower lip? g. Answers may vary.
g. How many moles are there on your face? h. Answers may vary.
h. When you wrinkle your brow, how many deep i. Answers may vary.
horizontal lines are formed on your forehead? j. Answers may vary.
i. How many pockmarks are there on your face?
j. What is the length of your hair?
After keenly observing themselves, let them exchange
their paper with their co-members and check whether
their observations are correct.
Analysis Possible Answers:
D. Discussing new
Based on the activity: 1. I use my senses such as seeing, hearing, touching, smelling, and tasting.
concepts and new
1. What do you use to observe yourself? 2. Answers may vary.
practicing new skills
2. Are your observations all exact? Why or why not?
#1
Abstraction
What Are the Science Process Skills? The student will listen attentively and participate actively.
The processes of doing science are the science
process skills that scientists use in the process of doing
science. Since science is about asking questions and
finding answers to questions, these are the same skills
E. Discussing new
that we all use in our daily lives as we try to figure out
concepts and new
everyday questions. When we teach students to use
practicing new skills
these skills in science, we are also teaching them skills
#2
that they will use in the future in every area of their
lives.
The student will listen attentively and participate actively.
SIX BASIC PROCESS SKILLS
The science process skills form the foundation for
scientific methods. Here are some overviews of the six
basic science process skills. Further explanation of
each is to be discussed in the next following modules.
Observation - Observing using your senses
(seeing, hearing, touching, smelling, and
tasting) to gather information about an object or
event.
Measurement – Measuring using both standard The student will listen attentively and participate actively.
and non-standard measures and estimates to
describe the dimensions of an object or event.
This involves using proper measuring devices
and techniques.
Inference - Inferring is making an "educated
guess" about an object or event based on
previously gathered data or information.
Classification - Classifying is grouping or
ordering objects or events according to
similarities or differences in properties or other
defined criteria. The categories may be shown in
tables, graphs, or charts.
Prediction - Predicting means stating the
outcome of a future event based on a pattern of The student will listen attentively and participate actively.
evidence.
Communication - Communicating is the use of
words or graphic symbols to describe an action,
object, or event.
These basic skills are integrated when scientists design and
carry out experiments or in everyday life when we all carry out
fair test experiments. All the six basic skills are important in
individual manner as well as when they are integrated.
SCIENCE BEGINS WITH OBSERVATION
Observing is the fundamental science process skill. We
observe objects and events using all our five senses,
and this is how we learn about the world around us.
The ability to make good observations is also essential
to the development of the other science process skills:
communicating, classifying, measuring, inferring, and
predicting.
The simplest observations, made using only the
senses, are qualitative observations. For example, the
leaf is light green or the leaf is waxy and smooth.
Observations that involve a number or quantity are
quantitative. For example, the mass of one leaf is five
grams or the leaves are clustered in groups of five.
Quantitative observations give more precise information
than our senses alone. Not surprisingly, students,
especially younger children, need help in order to make
good observations.
Good productive observations are detailed and
accurate written or drawn descriptions, a need to be
prompted to produce these elaborate descriptions.
The teacher will ask the students the following questions:
1. What are the six basic process skills? 1. The six basic process skills are observation, measurement, inference,
F. Developing Mastery 2. What do you call the simplest observations that are made classification, and prediction.
(Leads to Formative using senses? 2. Ma’am, it is qualitative observation.
Assessment) 3. What observation gives more precise information than our 3. It is quantitative observation.
senses alone?
ACTIVITY 3: DOCTOR, DOCTOR, I’M SICK The students will actively do the task.
With the same groupings, the teacher will ask the
students to perform quantitative and qualitative
observations.
G. Finding Practical
One member will act as the doctor, another one will act
Application of
as the nurse and the remaining members will act as
Concepts and Skills
patients.
in Daily Living
The nurse will record the observations and write it on
the short bond paper.
Groups who will complete the activity in the span of ten
(10) minutes will get a perfect score of 10.
The teacher will ask the students of the question below.
H. Making
Generalizations and
As a student, how would you describe the importance Answers may vary.
Abstractions about
of observations in your daily life?
the Lesson
EVALUATION Answer Key to Assessment:
The students will be asked to get ½ crosswise sheet of paper 1. B
and answer the following questions within 10 minutes. 2. A
3. D
TEST I 4. A
Directions: Read the following questions/statements carefully. 5. C
Use a separate sheet of paper for your answers. Write only the 6. A
letter of the best answer for each question/statement. 7. C
1. What science process skill is used to share what you know, 8. C
by writing, talking, and drawing? 9. B
a. Measuring 10.B
b. Communicating
c. Experimenting
d. Observing
2. It is a process skill where you design an investigation,
including a procedure, to test the hypothesis.
a. Experimenting
b. Communicating
I. Evaluative Learning c. Inferring
d. Classifying
3. When I use my 5 senses to learn about an object or event, I
am ________.
a. Predicting
c. Experimenting
b. Communicating
d. Observing
4. It is a basic science process skill to make an educated
guess based on previously gathered information. It is called as
______.
a. Making inferences
b. Experimenting
c. Observing
d. making a hypothesis
5. What science process skill is used to tell or find out how
much, how long, how wide, or how tall is something is?
c. Experimenting
d. Communicating
c. Measuring
d. Classifying
6. When I use my observations to tell what will happen in the
future, I am ______.
a. Predicting
b. Communicating
c. Experimenting
d. Observing
7. Organizing the data collected and drawing a conclusion from
it is a skill of ________.
a. Experimenting
b. Making inferences
c. Interpreting data
d. Classifying
8. All are the following basic science process skills, except
____.
a. Experimenting
c. Skepticism
b. Making inferences
d. Classifying
9. When I group or organize any objects, I am using the skills
of __.
a. Predicting
c. Experimenting
b. Classifying
d. Observing
10. If add water to plant A, then it will grow taller. This
statement refers to ________.
a. Making inferences
b. Making hypothesis
What is It
c. interpreting data
d. observing
Assignment:
Directions: “Put me where I belong”. Read carefully the words from the box and identify what type of observation is it. Write it in the table below.
Reddish nail There are 16 birds in the tree
J. Additional Activities The temperature is 26C̊ today It is hot and sunny today
for Application and The leaf is color green The flower has six petals
Remediation The speed of a car is 55mph It makes a loud crackling sound
Qualitative observation Chocolate tastes sweet
The leaf is 5mm wide
Qualitative Observation Quantitative Observation
1. 1.
2 2.
3. 3.
4. 4.
5. 5.
V. REMARKS
VI. REFLECTION
A. Number of
learners who
earned 80% in the
evaluation
B. Number 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. Number of
learners who
continue to
require
remediation.
E. What of my
strategies worked
well? Why did this
work?
F. What difficulties
did I encounter
which my
principal or
supervisor can
help me to solve?
G. What innovation
or localized
materials did I use
or discover which
I wish to share to
other teachers?
Prepared by: Checked by: Verified by:
HERSHEY MARIE H. ABARRI AMELENE C. MONTEROLA ROGETO J. ENOC JR.
Teacher Academic Coordinator School Principal
