ST.

PAUL UNIVERSITY QUEZON CITY

Aurora Blvd., cor. Gilmore Ave., Quezon City

BASIC ED-FRM-002

BASIC EDUCATION DEPARTMENT

S.Y. 2015 - 2016
INSTRUCTIONAL GUIDE
SCIENCE 7
First Quarter (Matter)
UNIT 2: Diversity of Materials in the Environment
CONTENT: Solutions
LEARNING COMPETENCIES

1. investigate properties of unsaturated or

saturated solutions; and (S7MT-Ic-2)
Describe the properties of saturated,
unsaturated, and supersaturated
solutions.
Explain how particle size, surface
area, temperature, pressure, and
agitation affect solubility.
Use the solubility curve to predict the
formation of saturated, unsaturated,
and supersaturated solutions
(Note: Competencies that are bulleted are
not from the DepEd curriculum guide. These
are the authors own competencies which
were unpacked from the DepEds
competency. The verb investigate is broad
and not measurable. This may be made
more specific and measurable. Please do
the same in your respective syllabis.)

DURATION: 8 Meetings
EFFECTIVITY DATE: August 17-21, 24-26, 2015
ASSESSMENT

ACTIVITIES

VALUING

Knowledge:
A. Using the solubility Curve, tell whether the
following will form saturated, unsaturated, or
supersaturated solutions.
1. 20 g of KCl at 50oC
2. 40 g of KClO3 at 60oC
3. 70 g of K2Cr2O7 at 90oC
4. 50 g of KCl at 75oC
5. 100 g of KNO3 at 50oC
B. Answer as directed.
1. What is the percent by mass of 5.0 g of iron (II)
sulfate dissolved in 75.0 g of water?
2. A solution is made by adding 25 mL of benzene
to 80 mL of toluene. What is the percent by
volume of benzene?
3. What is the molality of a solution that contains
63.0 g HNO3 in 0.500 kg H2O?
4. If you dissolve 20.0 g of NaOH in 250.0 mL of
water, what is the molarity of the solution?
5. If the molality of a CaCl2 solution is 0.100
mol/Kg, and was made from 500.0 mL of water,
how many grams of CaCl2 were needed to make

Meeting 1:
Introduction

Review:
1. Identify homogeneous and
heterogeneous mixtures
(pictures/flascards/actual samples)
2. Compare and contrast homogeneous
and heterogeneous mixtures.
3. Compare dilute and concentrated
solutions. (Demonstrate using marbles and
water)
Objectives (Learning Competencies)
Describe the properties of saturated,
unsaturated, and supersaturated solutions.
(These objectives should be
written/posted/ flashed on screen, stated

Value: Choose, Use, and

Patronize solutions that

are safe to health and
environment
(Commission/
Stewardship)
(From the syllabus)
Activity:
1. Many common household
chemicals are dangerous.
They may be reasonably safe
when used as directed, yet
contain toxic chemicals or
degrade over time into a
moredangerous chemical.
Here's a list of some of the
most dangerous household
chemicals. Put a check mark
on the blank if you have this

2. express concentrations of solutions

quantitatively by preparing different
concentrations of mixtures according to uses
and availability of materials (S7MT-Id-3)
Prepare solutions of different
concentrations using % by mass, %
by volume, molarity, and molality

the solution? (Hint: How do you change mL to g

for water?)
Process:

and articulated so that students will have

a clear direction.)

1. You are asked to prepare the following

solutions of different concentrations. Write a
procedure for the preparation of each of the
following:
1.
2.
3.
4.

15% by mass salt solution

70% by volume rubbing alcohol
36 Molar sodium hydroxide solution
2.5 molal sugar solution

2. Which of solutions 1, 3, and 4 is the most

concentrated in terms of amount of solute?
3. Which is the most dilute?
Understanding:
Essential Understanding:
Humans have introduced a large number
of chemical substances into the
environment. A number of them are in the
form of solutions. Obviously some
chemicals are useful but many are toxic
and their harm to the environment and our
health far outweighs their benefit to
society.

Sequence of Learning Activities

Definition of Terms (Unlocking)
1. solute
2. solvent
3. solubility
4. unsaturated solution
5. saturated solution
6. supersaturated solution
Activity (Hand-out)
Preparing unsaturated, saturated, and
supersaturated sugar solution.
Processing of the Activity
Values Integration
Closure

Essential Questions:

How do we contribute to the introduction

and/or increase of the concentration of
chemical substances into the
environment? How can we help mitigate
the harmful effects of these chemical
substances to health and environment?
Direction; Given the following

Motivation
(Worksheet:Comparing unsaturated,
saturated, and supersaturated solutions by
making an analogy using different situations)
Label the pictures/illustrations/situations as
unsaturated, saturated, or supersaturated.
Explain the basis of your answers.

Synthesis: 1-Minute Paper

In your own words, how do you differentiate
saturated, unsaturated, and supersaturated
solutions? You may give examples or
illustrations.
Assignment/Follow-Up/Agreement
1. What happens to the solubility of a
substance when temperature is increased?
2. Is the effect of temperature the same for
solid, liquid, and gaseous solutions?

household chemical at home.

___ air fresheners
___ ammonia
___ antifreeze
___ bleach
___ drain cleaners (ex.
Liquid soza)
___ laundry detergent
___ mothballs
___ motor oil
___ over cleaners
___ rat poison
___ disinfectants
___ insecticides
___ antibacterial products
___ chemical fertilizers
___ furniture polish
___ mold and mildew
cleaners
___ toilet bowl cleaners
___ car wash, car polish
2. In a scale of 1 to 10, 1
being the lowest and 10 being
the highest, rate your
exposure to these dangerous
chemicals.
3. Which of the household
chemicals that you checked
can you do without?
4. Which of these cant you
do without?
5. Which can be substituted
with substances that are not
or at least less harmful?
6. Will you completely get rid
of these chemicals at home?
If not, which ones will you

environmental problems, choose

two that you are familiar with. For
each problem,
1. Discuss how youpersonally
contribute to the existence and/or
worsening of the problem.
2. W hat can you do to help
mitigate the effect/s of this
environmental problem?
3. W hat do you think can
a) schools and
b) government do to help prevent
the occurrence and/or mitigate the
effects of this environmental
problem?
4. Draw a poster with a slogan to
campaign against the occurrence or
worsening of this environmental
problem.

retain? Why?
Meeting 2 Meeting 8

Environmental Problems (See

Questionnaire for details )
I. The Problem with Pesticides
II. Air Pollution
III. Hazards of Household Cleaning
Products
IV. Toxic Waste Disposal
Rubric (See Questionnaire )

Performance/Product:
Transfer Goal: The students understand
some important properties of solutions
and learn to express concentrations of
solutions quantitatively so that in the long
run they can prepare solutions that are
safe for the health and the environment.
Transfer Task:
Demonstrative Project: Green Solutions

(You dont necessarily have all KPUP in

one topic. You can have Knowledge and
Process only in one topic and
understanding in another topic. The kind
of assessment will depend on the
competencies being measured. For
Product/Performance, we will still have
one per quarter. However, you may give
mini tasks to help the students prepare for
their transfer task.)
REFERENCES: (Please make sure that references are correctly written; use updated APA format))
PRINT
Books
Abistado, J. M., Madriaga, E. A., Mariano, J. J. M., & Valdoz, M. P. (2013). Worktext in science and technology series: science links 7 (K to 12). Manila, Philippines: Rex Bookstore, Inc.
Other Print Sources
Department of Education. (2013). K to 12 Science Curriculum Guide. Pasig City, Philippines.
Journals
Alicar-Cadorna, E., & Cadorna, E. F. (2013). Student Student Verbal Interaction and Physics Performance in a Cooperative Learning Environment. Philippine Physics Journal, 35, 14 23.
NON-PRINT
Web Page
Lower, S. (2014, October 10). General Chemistry: Starting Points for Students. Retrieved from http://www.chem1.com/chemed/genchem.sht

Prepared and Submitted by:

Mr. Lauro A. Caliva
Science Teacher, Basic
Education

Date:

Checked by:
Mrs. Aurora De La Vega
S.T.L., HS Science and Math

Date:

Approved by:

Date:

Mrs. Evangeline A. Soriano

ATL, Basic Education