LESSON PLAN in Grade 7
OBJECTIVES
A. Content Standards
B. Performance Standards
C. Learning
Competencies/
Objectives
CONTENT
LEARNING RESOURCES
A. Reviewing previous
lesson or presenting the new
lesson.
B. Establishing a purpose for
the lesson/motivation.
C. Presenting
examples/instances of the
new lesson
D. Discussing new concepts
and practicing new skills #1
E. Discussing new concepts
and practicing new skills #2
F. Developing mastery
(Leads to Formative
Assessment 3)
G. Finding practical
applications of concepts and
skills in daily living.
H. Making generalizations
and abstractions about the
lesson
The learners demonstrate an understanding of: Scientific ways of acquiring knowledge
and solving problems.
The learners shall be able to manipulate common laboratory apparatus ( balance,
beaker, graduated cylinder, meter stick, thermometer).
The learners should be able to 1. differentiate accuracy and precision by citing
examples; 2. apply concepts of conversion of units in conducting investigation.
Temperature
https://www.9mile.org/cms/lib/WA01001180/Centricity/Domain/106/Farenheit%20and%
20Celsius%20converions.pdf
PROCEDURES
Ask students if their teachers in elementary have previously discussed temperature
conversion to them. Ask what they remember.
Show different kinds of thermometer available in school: Laboratory (alcohol and
mercury), body thermometer. Let the students identify those thermometers and how
they are used.
Ask the meaning of temperature. Wonder on its effect and changes especially on the
human body. Differentiate temperature and heat.
Ask what the students know about boiling point, freezing point, normal body
temperature, room temperature.
Discuss the meaning of temperature. Acknowledge the persons (Galileo Galilei, Kelvin,
Fahrenheit and Celsius) who focused on the study of temperature.
Temperature is a measure of the average kinetic energy of atoms or molecules
in a substance. Heat is a measure of the total kinetic energy of a substance.
Short demonstration: The molecules in a pot of boiling water will move much faster
than in a pot of cold water, thus giving boiling water a higher temperature. Therefore, a
large cup of hot coffee would possess more heat than a smaller cup.
Present the formulas for conversion. Give few examples.
1. Kelvin Conversion. Aluminum metal melts at 660.37 C. What is the temperature in
Kelvin (to the hundredth)?
2. Celsius Conversion. Gallium is a metal that can melt in your hand at 302.93 K. What
is the temperature in Celsius (to the hundredth)?
3. Fahrenheit Conversion. Room temperature is often used in calculations as 300 K.
What is the temperature in Fahrenheit (to the 10th)?
Board work for 6 pairs of students. Conversion of temperatures.
Ask why there is a difference between the body temperatures of males and females.
Several studies have found that women's hand temperatures tend to be lower than
men's. One study published in The Lancet medical journal found that on average
women's hands were 2.8C lower than men's. But why? It is thought that the basic
physiological differences such as size, weight and bodily proportions affect the ability
of men and women to conserve heat.
Women are typically smaller and have a higher ratio of surface area to volume, which
causes a rapid loss of heat.
Men tend to have a greater muscle mass than women which helps them to generate
heat.
Define temperature. Explain how to use a thermometer. Give the formulas in
converting temperatures.
I. Evaluating learning

J. Additional activities for Students identified with low scores will have extra exercises for them to master the
application or remediation concept.
REMARKS
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 lesson
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 Board work/Discussion/Teacher Demonstration. The topic which is easy just let the
strategies worked well? Why students volunteer per row to be on the board, show and explain their works.
did these work?
F. What difficulties did I None
encounter which my
principal or supervisor can
help me solve?
G. What innovation or None
localized materials did I
use/discover which I wish to
share with other teachers?
Prepared by: Checked by: Noted: