To Be Sent LP

DETAILED LESSON PLAN
IN SCIENCE 10
JUNE 29, 2017
I. Objectives
a. Identify the layers of the Earth,
b. discern what will happen if we dont have layers of the Earth, and
c. illustrate the layers of the Earth.
II. Subject Matter

Title: Determining the Layers of the Earth
Reference: Baguio, et.al. (2015), Breaking Through Science 10, C&E Publishing:
Quezon City
Materials: Picture Puzzle, Word Puzzle, Manila Paper
III. Procedures
Teachers Activity Students Activity

A. Preparatory Activity
Everybody stand for a prayer. Students stand for a prayer.

Melissa, lead the prayer. Melissa leads the prayer.
Good afternoon, class. Good afternoon, teacher.
Please pick up the pieces of papers under your Students pick up the pieces of papers under
chairs. their chairs.
Who are absent for today? None, teacher.

Very Good!
Do you have an assignment? Yes, we have.

Pass it forward. Students pass their assignments forward.
a. Review
What was the last topic all about?
Yes, Haneylyn. Maam, our last topic was all about
mountain belts.
Good!
Can you give me an example of mountain

belts?
Yes, Simeon. Maam, an example of mountain belts is a
Circum-Pacific belt.
Correct!
Do you have any clarifications regarding

to the last topic?
Yes, Ian Van. None, teacher.
Very Good.
b. Motivation
Teacher will group the students into 4 Students are grouped into 4 groups.
groups. Each group will be given a picture
puzzle.
Directions: Solve the picture puzzle and

paste the picture at the board using an
adhesive tape prepared on the table. Two
minutes will be allotted for the group to
solve the puzzle.
Rubric:
60-60% 70-79% 80-89% 90-100%
Poor Fair Good Very Good
Teamwork No Less More All
Teamwork Teamwork members members
are are
cooperating cooperating
Noise Very Noisy Somewhat Not Noisy
Level Noisy Noisy
Neatness Not neat Somewhat Moderately Very Neat
neat Neat
Correctness All Few More All
of answers answers Correct correct answers are
are wrong Answers answers correct
Ready, class? Yes, teacher!

Start your activity. Students start their activity.
Time is up. Go back to your seats class.

Since everyone has solved the puzzle, what have you
noticed to the puzzle?
Yes, Ian Van. Maam, its a picture of our Earth.
Good.
What else?
Yes, Desiree. Maam, it has layers.
Correct.
Based on what have you observed, what do you think
our topic for today?
Yes, Simeon. Our topic for today is about layers of the
earth.
Excellent! You got it right.
B. Developmental Activity
a. Presentation
Our topic for today is all about layers of the
earth.
Teacher posts the objectives and the rubric for
individual participation.
Rubric:
1 pt. not noisy
1 pt. - raise his/her right hand
3 pts. complete answer
5 pts.- correct answer
-------
10 pts. total
b. Discussions
Teacher posts a picture of Earth.
Teacher points the crust layer.
This is the crust layer. In this picture, what do
you think could be seen in the crust layers?
Yes, Princess.
Maam, I could see the land and ocean
You got it right! area.
Kindly read the definition of crust layer.
Yes, Jenota. The crust is the outermost layer that is also
called lithosphere. It consists of continental
and oceanic crust. The temperature ranges
from 0oF on the surface to 1,600oF below.
Its thickness is about 3-5 miles under the
oceans and 25 miles under the continents.
Thank you Jenota. The boundary between the
crust and the second layer is called
Mohorovicic Discontinuity or Moho.
Teacher points the mantle layer. This layer is

called mantle. Based on the picture, what have
you noticed to its thickness compared to other
layers?
Yes, Angelica. I have noticed that the mantle is very thick
compared to the other layers of the earth.
Bravo!
How about its temperature? Is it cold or hot?
Yes, Jabber. Maam, it could be hot.
You got it right!

Kindly read the definition of mantle layer.
Yes, Juntilla. The mantle is located below the crust. The
temperature is 1,600oF at the top and
4000oF near the bottom. It is approximately
1,800 miles thick. Composition is iron,
magnesium, aluminum, silicon, oxygen,
and silicate compounds. It is very hot and
composed of dense rocks that moves like
thick, hot asphalt due to extreme
temperature.
Thank you Juntilla. Asthenosphere is the upper
layer of the mantle below the lithosphere. It is
partially molten, plastic-like material that flows
slowly.
Next to the mantle is the outer core. Kindly
read the definition of the outer core.
Yes, Concepcion.
The outer core is in liquid form because the
material is so hot. It is composed of liquid
iron and nickel. As the earth rotates, the
liquid core spins creating the earths
magnetic field.
Imagine a washing machine, when its turned
on, what will happen to the water inside the washing
machine?
Yes, Elarcosa. Maam, the water inside the machine
rotates.
Yes, it is. Now, imagine when it has a laundry
inside the washing machine and its turned on, what
will you feel if your hand slightly inside at the side of
the washing machine just touching the water that is
rotating?
Yes, Desiree. Maam, I would feel some force.
Correct! Hence, it is same with our outer core.
When the Earth rotates, it spins creating a magnetic
field.
Next to the outer core is the inner core. Inner core is
the innermost or the centermost layer. It is composed
of solid iron and nickel. It does not move but vibrates
in place. Moreover, it has high temperature and high
pressure.
c. Applications
Directions: Students will be grouped into 4.
An envelope containing the word puzzles will
be given to each group. Each group should
solve the word puzzle within 5 minutes. It
may contain 1 to 3 words on each group. Paste
the word puzzle at the board and write what
layer of the earth do/does the word/s being
described.
Students were grouped into 4.
Yes, teacher.
Ready, class?
Students start their activity.
Start you activity.
Lets check your answers. Starting with group

4, Choose a representative to read the word/s
that you have written.
Maam, the word puzzles are solid, hot;
Yes, Ian Van.
core. Hence, it is an inner core.
Students do a fireworks clap.
Very Good! Lets do a fireworks clap.
Group 2, what layer is your word puzzle?

Maam, the word puzzles are hot, dense;
Yes, Haneylyn.
rock. Hence, it is a mantle layer.
Correct! Everybody, lets do a wazzup clap.
Students do a wazzup clap.
Group 3, its your turn.
Maam, the word puzzles are hot, liquid;
Yes, Princess.
core. Hence, it is an outer core.
Bravo! Lets do a durian clap.
Students do a durian clap.
Group 4, what layer of the earth do you have?
Maam, the word puzzles are continental
Yes, Simeon.
and oceanic. Hence, its a c rust layer.
Correct!
Students do a rich clap.
Lets do a rich clap.
d. Generalizations
Are there any clarifications with regards to
our topic?
None, teacher.
Yes, Elarcosa.
Good.
Again, What are the 4 layers of the earth?
Maam the 4 layers of the earth are the
Yes Ian Van.
crust, mantle, outer core and inner core.
Perfect.
Now, discern what will happen if we dont

have the layers of the earth. Students state their own opinions.
Very Good!
IV. Evaluations
A. Directions: Identify the following items. Choose your answers from the words
given inside the box.
Inner Core Mantle Asthenosphere
Outer Core Crust Lithosphere
__________________1. A layer composed of liquid iron and nickel

__________________2.A layer composed of solid iron and nickel
__________________3. Consists of an upper mantle and lower crust
__________________4. Composed of hot, dense rocks
__________________5. Consists of continental and oceanic
B. Directions: Illustrate and label the 4 layers of the earth.

C. Essay! Answer briefly!
Discern what will happen if we dont have the 4 layers of the earth.
V. Assignments
1. Advance study about seismic waves.
2. Create a poem or a rap song about the layers of the earth.
IN SCIENCE 10
JULY 3, 2017
I. Objectives
a. Identify the different types of seismic waves,
b. appreciate the nature of seismic waves, and
c. draw a seismic waves motion using a slinky illustration.
II. Subject Matter

Title: Seismic Waves
Quezon City
Materials: Picture Puzzle, Word Puzzle, Manila Paper
III. Procedures



Very Good!
Do you have an assignment?
Pass it forward. Yes, we have.
Students pass their assignments forward.
a. Review
Yes, Haneylyn. Maam, our last topic was all about the 4
layers of the earth.
Good!
What are the 4 layers of the earth?
Yes, Elarcosa.
Maam the 4 layers of the earth are the
Correct! crust, mantle, outer core and inner core.
Do you have any clarifications

regarding to the last topic?
Yes, Ian Van.
Very Good. None, teacher.
b. Motivation
Directions: Teacher will show a
picture puzzle that is related to each
other. Teacher will provide clue letters.
Let the students guess the word
through a picture puzzle.
SMEISCI VWAES
Class, what do you think the answer for
the first set of pictures?
Yes, Ian Van. Maam, the first set of pictures is all about
seismic.
Marvelous!
How about the second set of picture?
Yes, Jenota. Maam, its about waves.
Excellent!
Based on the picture and word puzzle,

what do you think our topic for today?
Yes, Desiree. Maam, our topic for today is about seismic
waves.
Good! You got it right!
a. Presentation
Our topic for today is all about Seismic
waves.
Teacher posts the objectives and the rubric
for individual participation.
b. Discussions
Imagine a basin of water; what will
happen is I drop a coin into it?
Yes, Anggay. Maam, when a coin is dropped into a basin
of water it will create waves.
Correct.
Same with the Earth, when there is an
earthquake, our ground shakes. It creates waves of
energy that travel through rocks in all directions
from where the ground breaks. These waves area
called seismic waves. Seismograph is used to
picked up these waves all over the world.
Seismic waves are categorized into 2:

1. Body waves are those seismic waves that
travels through earths interior that is
further subdivided into p-waves and s-
waves
Teacher posts an illustration of p-waves
and s-waves
Teacher calls 7 students to do a human
action of p-waves and s-wave in a solid.
Teacher gives instructions on how to
perform the propagation in a solid.
To represent wave propagation in a solid,
students put their arms over the shoulders
of the person next to them.
Teacher push on the person at the end of
the line and the deformation will propagate
down the line of people approximating a
p-wave. Students noticed that the students waved
closer together temporarily (compression),
and then apart (dilation) as the wave
passed.
a. P-waves primary waves, this wave

moves faster and travels parallel to the
direction of propagation. It has a
compression and dilation (moved apart),
hence, it is also called compression wave.
For the S-wave in a solid, the first person at
the end of the line bends forward at the
waist and then stands up straight. The
transverse or shear motion will propagate
down to the line of people.
b. S-waves secondary waves, this wave
moves slower than p-wave. It has a
transverse or shear motion. The shear
motion of each particle is perpendicular to
the direction of propagation.
Thank you student. You can now sit to your

seats.
Note: Both p-waves and s-waves travel in solids.

However, only p-waves can travel in liquids.
2. Surface waves are waves that travel over

the surface of the earth. These waves are
slower, thus arrive after both the p-wave
and s-wave. Surface waves are responsible
for most of the damage and destructions
associated with earthquakes.
Teacher shows a picture of surface waves.

Kindly read the definition of Rayleigh
waves.
Yes, Concepcion. a. Rayleigh waves make us feel like
the ground is rolling. This is also
called up-and-down motion.
Thank you Concepcion. Teacher points the
Rayleigh waves.
Kindly read the definition of Love waves.
Yes, Elarcosa. b. Love waves make us feel like the
ground is shaking. This is also
called side-to-side vibration.
Thank you Elarcosa. Teacher points the
Love waves.
c. Applications
Directions: Teacher will group the
students into 5 groups. Each group will be
given a word puzzle. Students should
solve the word puzzle and write their
answer on the board. Each group should
draw showing what the word puzzle being
described. Time limit of this activity
should be 5 minutes.
Rubric:
2 pts. Correct puzzle
2 pts. Correct illustration
2 pts. Good teamwork
2 pts. less noise
2 pts. organized
-------
10 pts.- TOTAL
Ready, class? Yes, teacher.

Okay, lets check your answers.

Bravo! Everybody got a correct answer.
Lets do a coke clap. Students do a coke clap.
d. Generalizations
Are there any questions about our topic for
today?
Yes, Haneylyn. None, teacher.
Good!
What do you think will happen if scientists

have not discovered seismic waves?
Yes, Desiree. They could make other theories about the
shaking of the ground.
Very Good!
IV. Evaluations
A. Directions: Identify the different seismic waves.
_______________1.
_______________2.
B. Directions: Draw a seismic wave motion using a slinky illustration.
C. ESSAY! Answer briefly!

What will happen if scientists have not discovered seismic waves?
V. Assignments
1. Read in advance about plate tectonics.

Draw an illustration of body waves and surface waves.
IN SCIENCE 10
JULY 3, 2017
I. Objectives
a. Define what is plate tectonic,
b. appreciate the significance of plate tectonics, and
c. illustrate the different types of plate boundaries and convection currents.
II. Subject Matter

Title: Plate Tectonics
Quezon City
Materials: Manila Paper
III. Procedures



Very Good!
Students pass their assignments
a. Review forward.
Yes, Haneylyn.
Maam, our last topic was all about
Good! seismic waves.
What are the types of seismic waves?
Yes, Elarcosa.
Maam, the types of seismic waves are
Correct! body waves and surface waves.
Do you have any clarifications regarding

to the last topic?
Yes, Ian Van.
Very Good. None, teacher.
b. Motivation
Directions: Teacher will show a concept
puzzle. Random set of words were given
as a clue to solve the word puzzle.
Students should solve the word puzzle
using the concepts that were given.
Indo-Australian Convection Current
Eurasian Wegener
Pangaea Seafloor Spreading
Tectonics boundaries
PALET T ECTIONCS
Class, what do you think the word denominator of

these given words?
Yes, Ian Van.
Maam, the common denominator
Perfect! would be plate tectonics.
Based on the puzzle, what do you think our topic for

today?
Yes, Desiree.
Maam, our topic for today is all about
Very Good! plate tectonics.
a. Presentation
Our topic for today is all about Seismic
waves.
b. Discussions
The lithosphere is made up of the Earths

crust and the upper most part of the mantle. Together,
they form a rigid, brittle layer floating on top of the
mantle.
Teacher posts an illustration.
Alfred Wegener (1880-1930), a German

scientist, hypothesized in late 20th century that there
is a super continental called Pangaea that is broke
into smaller pieces that slowly drifted away from one
another and moved to their present location. This
theory is called Continental Drift Theory. However,
he could not explain what makes it moving; hence it
was rejected by many scientists. Despite of all
rejections, he continued to study to find out the strong
force that made as basis for todays theory, the plate
tectonics.
Kindly read the definition of plate tectonics.
Yes, Jake.
Plate tectonics theory states that the

How fast? It moves 12 inches per year. The earths lithosphere is divided into large
theory also states that the lithosphere is broken into continent-sized plates that are constantly
large slabs called plates. Plates carry the oceans and moving.
continents on top of them.
The line separating one plate from another is
called boundary or margin. There are 3 types of plate
boundaries.
Teacher shows an illustration of the 3 types of
plate boundaries.
1. Convergent where plates collides

2. Transform where plates slide pasts one
another
3. Divergent where plates move apart
Volcanoes and mountains form as a result of
convergent and transform boundaries. Earthquakes
and tsunamis occur at convergent and transform
boundaries. Fissures, cracks, and rifts in the surface
occur at divergent boundaries. Seafloor spreading
occurs at divergent boundaries on ocean floor.
Plates are moved by convention currents in

the mantle. Convention currents transfer heat through
fluids (both liquids and gases).
Imagine water with blocks on top, what will
happen to the blocks if the water is boiled?
Yes, Juntilla.
Very Good!
Teacher shows an illustration of convection
current. Maam, the blocks will move when the
Kindly read the description of convection water is boiled.
current.
Yes, Princess.
A cycle of rising and sinking causes the

plates on top of the mantle to eventually
move. The rock eventually cools and
Thank you Princess. sinks back through mantle. Heat from
Teacher points out the arrows in the the core causes solid mantle rock in the
illustration. lower mantle to rise slowly toward the
top. This causes the plates on top to lift
and move.
c. Applications
Directions: Teacher will group the students
into 4 groups. Each group will receive a rolled
paper with the word written. Each group will
illustrate what is the given word being
described on the board.
Rubric:
60-60% 70-79% 80-89% 90-100%
Poor Fair Good Very Good
Teamwork No Less More All
Teamwork Teamwork members members
are are
cooperating cooperating
Noise Very Noisy Somewhat Not Noisy
Level Noisy Noisy
Neatness Not neat Somewhat Moderately Very Neat
neat Neat
Correctness All Few More All
of answers answers Correct correct answers are
are wrong Answers answers correct
Yes, teacher.
Ready, class? Students start your answer.
Start your activity.
Time is up, go back to your seats. Lets check your

answers.
Excellent!
Everybody got a correct answer. Lets do a wazzup Students do a wazzup clap.
clap.
d. Generalizations
today? None, teacher.
Yes, Haneylyn.
Good!
What do you think is the importance of

knowing plate tectonics? It proves that our crust is moving as it
Yes, Desiree. floats to mantle layer.
Very Good!
IV. Evaluations
A. Directions: Define the following given words.
1. Plate Tectonics
2. Lithosphere
B. Directions: Illustrate the following.

1. Transform Boundary
2. Convergent Boundary
3. Convection Current
4.
C. ESSAY! Answer briefly!
What is the importance of knowing plate tectonics?
V. Assignments
1. Read in advance the geological events and features.

2. In a half sheet of paper, write some evidences of plate tectonics.
IN SCIENCE 7
JULY 12, 2017
I. Objectives
a. Identify the proper laboratory tool or equipment,
b. draw the different symbols of some laboratory safety, and
c. value the safety measures in a laboatory.
II. Subject Matter

Title: Laboratory Equipment and Safety
Reference: Corazon, et.al. (2015), Breaking Through Science 7, C&E Publishing:
Quezon City
Materials: picture puzzle
III. Procedures

Cos, lead the prayer. Cos leads the prayer.

Very Good!
a. Review
Yes, Cos. Maam, our last topic was all about the
characteristics of a scientist.
Good.
Give an example of characteristics of a

scientist.
Yes, Peter. Maam, some characteristics of a scientist
are humility, logic, curiosity; etc.
Correct.
b. Motivation
Teacher shows a picture puzzle.
Students will be grouped into 5.
Students should be able to solve the
picture puzzle and paste it on the
colored paper with clue word/s. Time
limit: 5 minutes.
Ready, class? Yes, teacher.

Okay, start your activity. Students start their activity.
Okay, time is up. Lets check your
puzzle. Each group should raise their
picture puzzle and show it to their
classmates. Students raise their puzzle.
Everybody got a correct puzzle. Lets

have a fireworks clap.
Students do a fireworks clap.
What have you noticed in the picture
puzzle?
Yes, Adlawan. Maam, its all laboratory equipment.
Correct.
Based on the picture puzzle, what do

you think our topic for today?
Yes, Canino. Maam, our topic for today is all about
laboratory equipment.
You got it right!
a. Presentation
Our topic for today is all about
Laboratory Equipment and Safety.
Teacher posts the objectives and
rubric.
b. Discussions
A science laboratory is a place where
you perform your experiments.
Teacher shows a picture of laboratory

equipment. What do you call this
equipment?
Yes, Adlawan. Alcohol burner, teacher.
Correct!
Why is it called alcohol burner?
Yes, Placibe. An alcohol burner uses alcohol as fuel for
heating.
Good.

equipment?
Yes, Baclaan. Bunsen burner, teacher.
You got it right!

What is the use of Bunsen burner?
Yes, Cos. A Bunsen burner is used for heating.
Thank you, Cos.

equipment?
Yes, Ian Van. Its a beaker.
Correct.
What is the used of beaker?
Yes, Fabroquez. Beaker is used for holding liquid; if
graduated, for approximating volume.
Very Good!

equipment?
Yes, Narciso. It is a flask.
Good.
What is the use of flask?
Yes, Alibanggo. Flask is used for holding liquids, for
shaking liquid without spilling; if
graduated, for approximating volume.
Excellent.

equipment. This picture is a graduated
cylinder. It is used for measuring
volume of liquid.
This is an iron clamp, ring, and stand

are used for holding a laboratory setup.
How about this picture? Are you

familiar with this one?
Yes, Marielle Ann. Its a microscope.
Bravo!
This microscope is used for viewing
minute particles or organisms.
This equipment is a mortar and pestle.

These are used for crushing and
grinding solid substances into powder.

equipment?
Yes, Insong. Its a test tube.
Correct!
Test tubes are used for holding small

amount of substances. Test tube rack is
used for storing test tubes.
How about this picture?

Yes, Bandolon. Its a thermometer. It is used for measuring
temperatures.
Very Good.
And what equipment is this picture?
Yes, Cos. Its a tong.
Good.
Tongs are used for holding hot objects.
Lastly, this picture shows a triple beam

balance. Triple beam balance is used
for measuring mass.
SAFE TIPS
Start a laboratory activity only with
your teachers permission.
Ask your teacher if you do not
understand the procedure.
Follow all safety symbols.
Engage in responsible behavior.
Tell your teacher immediately when

there are accidents or injuries.
Identify the location of emergency
equipment.
Put away chemicals and supplies
properly.
Slant test tubes away from you and
others when heating.
Activity 1:
Directions: Safety symbols in the laboratory were Students pick a name of a laboratory safety
shown together with names of each safety symbol and paste it to its proper symbol.
symbols. Pick the name of a safety symbols and
paste it to its proper symbol.
Flames Hand Washing

Poison No flames
Breakage Sharp Object
Disposal Fumes
Corrosive chemicals Physical Safety
Everybody got a correct answer. Lets have a coke Students do a coke clap.
clap.
c. Applications
Directions: Draw the following equipment below
at the board.
1. Beaker
2. Meter stick
3. Test tube
4. Thermometer
5. Alcohol burner
6. Flask
7. Test tube rack
Teacher calls students to draw the equipment. Students draw the equipment.
Okay, lets check your answers.
Excellent! Everybody got it right.
d. Generalizations
Do you have any clarifications with
regards to our topic?
Yes, Baclaan None, teacher.
Good.
Why do we need to follow safety measures

in the laboratory?
Yes, Placibe. It is so to avoid injuries and/or accidents.
Very Good.
IV. Evaluation
A. Directions: Identify the proper laboratory tool or equipment on each item.
Choose your answer from the words given inside the box below:
Microscope alcohol burner thermometer
Test tube beaker
_______________________1. Measuring temperature
_______________________2. Viewing minute particles
_______________________3. Heating objects
_______________________4. Holding liquids
_______________________5. Holding small amount of liquid
B. Directions: Draw the different symbols of some laboratory safety.

1. Flames
2. No Flames
3. Breakage
4. Sharp objects
C. ESSAY
Why do we need to follow safety measures in the laboratory?
V. Assignments
1. In a half sheet of paper, draw at least 3 laboratory equipment and safety
symbols. Label each equipment and safety symbols.
2. Read in advance about types of solutions.
IN SCIENCE 10
JULY 12, 2017
I. Objectives
a. Identify a translational equilibrium,
b. appreciate the application of equilibrium on common day-to-day tasks, and
c. solve the equilibrant force of an object.
II. Subject Matter

Title: Translational equilibrium
Quezon City
Materials: ruler, rubber band, bottle
III. Procedures



Very Good!
a. Review
Yes, Elarcosa. Maam, our last topic was all about some
geologic events/features.
Good.
Give some geologic events/features.
Yes, Jenota. Maam some examples of are faults, folds,
and joints.
Correct!
Are there any questions with regards to our last None, teacher.
topic?
Very Good.
b. Motivation
Teacher shows a bottle and a stick /ruler with a
rubber on one end. Another bunch of rubber band
was shown on the table. Teacher asks a student to
balance the stick/ruler on top of the bottle.
Haneylyn, how did you balance the ruler on top of Maam, I add rubber bands on another end
the bottle? of the ruler until it will be balanced.
Yes, very good.

Haneylyn, add more rubber bands to one end of
the stick in order for it to be balance.
Based on this activity, what do you think our topic
for today?
Yes, Jake. Maam our topic for today will be about
balance or equilibrium.
Very good.
a. Presentation
Our topic for today is all about Translational
Equilibrium.

b. Discussions
The term translational equilibrium means that the
object is either stationary/at rest or moving at
uniform speed along a straight line. It is achieved
when, the forces acting on an object cancel out,
and therefore, the net force is zero.
So how do we know whether an object is in

equilibrium? One way to do that is o add the
forces when the sum of all force s is equal to zero,
then the acceleration is zero.
Kindly read the meaning of tension.
Yes, Juntilla. Tension a pulling force with a use of a
string on a rope.
Thank you, Juntilla.
Example 1.
A fish hanging by its mouth on a string has a
weight of 10N. The weight of the fish is a
downward force acting on it. At the same time,
there is on the string an upward force, the tension
which also happens to be equal to 10N.
a.
b.
We draw the force acting on an object while

representing the object (or its center of gravity by
a dot called free body diagram (FBD).
Kindly read what equilibrant is.
Yes, Concepcion. Equilibrant the force that counteracts the
cumulative effect of the other force acting
on an object. It is the forces that balance the
net force acting on an object.
Thank you, Concepcion.
Example 2.
A.
B.
A. The equilibrant is 15N to the left.

B. The equilibrant is 5N to the left.
Translational equilibrium touches on Newtons

First Law of Motion also known as Law of
Equilibrium.
Kindly read, Jabber. It states that: an object that is at rest tends
to remain at rest, and an object in motion
tends to remain in uniform motion for as
long as there is no net force exerted on it.
Thank you, Jabber.
An object that is at rest and remains at rest is

called static equilibrium.
Ex. Sleeping dog, a balloon stuck on the ceiling,
a cake on the table.
Any moving objects that keeps moving with

uniform motion is called dynamics equilibrium.
Ex. A sky diver at a terminal velocity, a car
cruising on a highway, a man running at a
constant speed
Activity 1:
Directions: Tell whether the statement is in static
or dynamic equilibrium.
1. Book on the table 1. STATIC
2. A glass of water on the table 2. STATIC
3. A toy car running along a straight line 3. DYNAMIC
4. A human sleeping 4. STATIC
5. A ball rolling at a straight line 5. DYNAMIC
c. Applications
A. Directions: Solve the equilibrant of the
following.
1. 1. The equilibrant is 15N to the left.
2. 2. The equilibrant is 5 N downward.

3. 3. The equilibrant is 30N to the right.
4.
4. The equilibrant is 45N to the left.
5. 5. The equilibrant is 20 N upward.
d. Generalizations
today?
Yes, Haneylyn. None, teacher.
Good!
What is the use of equilibrium on our

common day-to-day tasks?
Yes, Jake. We balance things using equilibrium.
Good.
1.
IV. Evaluation
A. Directions: Put a mark if the statement shows a translational equilibrium and X mark if it
not.
1. a doll sitting on the chair
2. a ball thrown upward
3. a cat running on a curve
4. a sleeping dog
5. an apple thrown to a basket
B. Directions: Solve the equilibrant of the following:
1.
2.
3.
C. ESSAY
What is the application of equilibrium on our common day-to-day tasks?
V. Assignments
1. Bring Calculator.
2. Read in advance equilibrium and component method.
IN SCIENCE 7
JULY 13, 2017
I. Objectives
a. Differentiate the types of solutions,,
b. Classify some solutions according to its type (liquid, gaseous, and solid),
and
c. Appreciate the importance of solutions.
II. Subject Matter

Title: Types of Solutions
Quezon City
Materials: picture puzzle
III. Procedures


Very Good!
a. Review
What was our last topic all about? Maam, our last topic was all about the
Yes, Peter. laboratory equipment and safety.
Good.
Teacher shows a picture. What laboratory

equipment is this?
Yes, Placibe. That is a beaker.
Correct!
How about this picture?
Yes, Adlawan. That is a flask.
You got it right!
Are there any clarifications with regards to our None, teacher.
last topic?
Good.
b. Motivation
Before the class begins, teacher prepares a glass
full of water and a powdered juice. Teacher will
ask the students to describe the physical properties
of the mixture after the teacher pour and stirred
the powdered juice in the glass of water.
Class, what have you observed to the water when

I pour and stir the powdered juice.
Yes, Peter. Maam, the water turned into orange.
Correct!
When a powdered juice was dissolved in water, it

is mixed evenly to it. The particles of the mixture
are so small to be seen by your eyes but you know
the powdered juice was dissolved in the water
because of its color and taste. This orange juice is
an example of a solution.
a. Presentation
Our topic for today is all about Types
of Solution.
Teacher posts the objectives and
rubric.
b. Discussions
Solutions is a kind of mixture in which the
particles are spread evenly throughout.
Dissolution is the process by which a solution is
formed.
In a solution, the dissolved substance is called
solute while the substance that dissolved the
solute is called solvent. A solution usually
contains more solvent than solute.
In orange juice that I have shown, the one that is

dissolved is the powdered juice, hence, it is the
solute while the one that dissolved the powdered
juice is the water hence it is called solvent.
There are 3 types of solutions: liquid, gaseous and

solid.
Kindly read the definition of a liquid solution.
Yes, Fabroquez. Liquid solutions are liquid substance that is
homogeneously mixed with a liquid, or
sometimes a gas or solid.
Thank you, Fabroquez.
Kindly read the definition of a Gaseous solution.

Yes, Baclaan. Gaseous solutions are gaseous substance
that is homogeneously mixed with a liquid,
or sometimes a gas or solid.
Thank you, Baclaan.
Kindly read the definition of a solid solution.

Yes, Narciso. Solid solutions are solid substance that is
homogeneously mixed with a liquid, or
sometimes a gas or solid.
Thank you, Narciso.
Activity 1:
Directions: Identify the types of solutions.
1. LPG 1. Gas
2. Bronze 2. Solid
3. Soda Water 3. Liquid
4. Air 4. Gas
5. Steel 5. Solid
Everybody got a correct answer. Lets do a tarzan Students do a tarzan clap.

clap.
Activity 2:
Directions: Identify the phase of matter (gas,
liquid or solid) in which the solute and the solvent
exist before the dissolution
Solutions Solute Solvent Solute Solvent
1. LPG Gas Gas
2. Bronze Solid Solid
3. Soda Water Gas Liquid
4. Air Gas Gas
5. Steel Solid Solid
Excellent! You got it right!
c. Applications
Directions: Classify the following solutions into
its type of solutions.
Orange juice Tin can
Vinegar Wine
Sterling Silver Tear Gas
Wire Carbon dioxide
LIQUID SOLID GAS LIQUID SOLID GAS

Orange juice Tin can Tear gas
Vinegar Sterling Carbon
silver dioxide
wine wire
Perfect!
Everybody got a correct answer.
d. Generalizations
Do you have any clarifications with regards to our
topic?
Good.
What do you think is the importance of solutions?

Yes, Placibe. Through solutions, we could mix different
substance to form a mixture of useful
Very Good. substance.
IV. Evaluations
A. Directions: Differentiate the liquid, gas, and solid solutions by giving examples of each type.
List at least 2 examples of each type.
1. Liquid Solution
2. Solid Solution
3. Gas Solution
B. Directions: Classify the following solutions according to its type.

Air LPG Bronze
Mango juice Alcohol Bracelet
LIQUID SOLID GAS
C. ESSAY
What is the importance of solutions?
V. Assignments
1. Read in advance about solution concentration (pages 55-57)
2. Make a list of solutions found in your kitchen. Identify the phase of matter of each solute and
solvent.
IN SCIENCE 10
JULY 17, 2017
I. Objectives
a. Identify an object in equilibrium,
b. realize the importance of components method in solving problems in equilibrium,
and
c. solve the components of an object in equilibrium.
II. Subject Matter

Title: Equilibrium and the Component Method
Quezon City
Materials: ball, inclined plane, cartolina
III. Procedures



Very Good!
a. Review
What was our last topic all about? Maam, our last topic was all about
Yes, Elarcosa. translational equilibrium.
Good.
Teacher posts an activity.
Directions: Put a mark if the statement shows a
translational equilibrium and X mark if the
statement is not.
1. a cake on a table 1.
2. a runner near a finish line 2. X
3. a balloon stuck to a ceiling 3.
4. a sleeping dog 4.
5. a shot put going through the air 5. X
Excellent! You got it all right.
Are there any questions with regards to our last None, teacher.
topic?
Very Good.
b. Motivation
With a ball (any kind of ball) in teachers hand,
teacher asks the class what force makes it fall
when she let it go.
What makes the ball to fall when I let it go?
Yes, Ian Van. Maam, it is because of gravity.
Correct!
Then teacher puts the ball a slight incline so that

students can see it roll.
What makes it roll in the incline?
Yes, Jake. Maam, it is still because of gravity.
Very Good!
Increase the inclination and repeat the

demonstration. What makes the ball roll this time?
(point out that the ball rolls differently, that is
faster)
Yes, Concepcion. Maam, it is still because of gravity.
Correct.
In all cases the ball moves because of gravity.

When the ball is on an inclined plane, the
component of gravity parallel to the plane makes
it move. The magnitude of this force is a fraction
of the balls weight and increases when the incline
increases.
a. Presentation
The demonstration that I had shown is related to
our topic today. This day, our topic is all about
equilibrium and its component method.

b. Discussions
Teacher posts the road map of how to
answer/analyze equilibrium problems.
Component Method:
OBSERVE KNOW CONCLUDE USE
An
object is
The Fx=
at rest.
Newton sum 0
s First of all
An Law of forces And
object is Motion must
moving Fy=
be
at 0
zero.
constant
velocity.
Sample Problem!
1. Find the normal force of a ball at rest on the
floor. Given that the weight of the ball is 45 N.
a.
b. FBD:
Fx
/right/ = /left/
0=0
Fy
/up/ = /down/
N=W
N = 45N
2. Find the tension of the box pulled by a string on

the floor if the coefficient of kinetic force between
the box and the surface is 0.35. Weight of the box
is 30N.
a.
b. FBD
Formula for kinetic friction:
Fk =(0.35)(30N)
= 10.5N
Fx
/right/ = /left/
Fk = T
10.5 N = T
Fy
/up/ = /down/
N=W
N = 30N
c. Applications
Directions: Solve the following problems.
1. 1. Find the normal force of a ball at rest on
the floor. Given that the weight of the ball
is 25N. a.
b. FBD:
Fx
/right/ = /left/
0=0
Fy
/up/ = /down/
N=W
N = 45N
2. Find the tension of the box with a mass of
10 kg. pulled by a rope if the coefficient of
kinetic friction is 0.40.
a.
b. FBD
Formula for kinetic friction:

W=mg
= (10kg)(10m/s2)
= 100N
Fk =(0.40)(100N)
= 40N
Fx
/right/ = /left/
Fk = T
40 N = T
Fy
/up/ = /down/
N=W
N = 100N
d. Generalizations
Are there any questions about our topic for today?
Yes, Haneylyn.
Good! None, teacher.
What do you think the importance of knowing the
component method in solving problems in
equilibrium?
Yes, Jake. Maam, it makes us solve the problem
easily.
Good. 2.
IV. Evaluation
A. Directions: Write EQUILIBRIUM if the statement shows an equilibrium and NOT
EQUILIBRIUM if the statement is not.
1. A bullet shot in the air with a mass of 100g.
2. A stone hanging in a rope with a weight of 100N. Find the tension.
3. A box at rest on the table with a mass of 20 kg. What is the normal force?
4. What are the components of a runner force running near a finish line?
B. ESSAY
What is the importance of knowing the component method in solving problems in equilibrium?
V. Assignments
1. Read in advance about rotational equilibrium.
2. Bring a calculator.
IN SCIENCE 7
JULY 17, 2017
I. Objectives
a. Differentiate the dilute solutions and concentrated solutions,
b. compute the concentrations of a given solution, and
c. Appreciate the application of solving concentration of a solution.
II. Subject Matter

Title: Solution Concentration
Quezon City
Materials: cartolina
III. Procedures


Very Good!
a. Review
Yes, Peter. types of solutions.
Good.
What are the types of solutions?

Yes, Cos. Maam, the types of solutions are liquid,
gaseous and solid.
Correct!
b. Motivation
Teacher posts an activity.
Activity 1
Directions: Classify the words in the box into
solution, solute and solvent.
Orange Juice Powdered Juice
Powdered Coffee Water
Hot water Hot Coffee
Solutions Solute Solvent Solutions Solute Solvent
Orange Powdered Water
Juice Juice
Hot Coffee Powdered Hot Water
Coffee
Excellent! You got it all right.
Which do you think contains more solute, a glass

of very sweet orange juice or a glass of barely
sweet orange juice?
Yes, Cos. Maam, I think its a glass of very sweet
orange juice that contains more solute.
Why? Maam, its because it contains more sugar
or may contains more powdered juice that
makes it sweeter.
Very Good!
When can you say that a coffee is strong?

Yes, Placibe. Maam , a strong coffee has more powdered
coffee.
Correct!
a. Presentation
Our topic for today is all about Solution
Concentration.
Teacher posts the objectives and rubric.
b. Discussions
Kindly read the meaning of concentration.
Yes, Canino. Concentration is the comparative amount of
solute in a solvent.
Thank you, Canino. If there is a large amount of
solute, then the solution is concentrated while a
solution having small amount of solution is called
dilute solution.
For example, if there is more powdered juice in an

orange juice then it is concentrated, but if you
want it diluted then just add more water to it.
70% of orange juice solution is more concentrated
than 10% of orange juice solution.
Percentage by Volume
- If two or more liquids are mixed
Percentage by Mass
- If a solid concentration is dissolved in a
liquid
Percentage by Mass/Volume
- A mass of solute per unit of volume of
solution
Sample Problem
1. What is the concentration of a solution that
contains 45mL of alcohol per 135mL of
solutions?
2. Find the concentration of a solution made by

dissolving 30g of NaCl in 120g of water.
3. Find the concentration of 100g of sugar to a

500mL of solution.
c. Applications
Directions: Solve the following problems.
1. What is the concentration of a solution that
contains 50g of sugar in 500g of solution?
2. Find the concentration of a solution if 30mL of

calamansi juice is mixed with 70mL of water.
3. Find the concentration of a solution made by

dissolving 15g of powdered juice in a 1000mL of
solution.
d. Generalizations
topic?
Good.
Why do you think we need to find out the

concentration of a solution?
Yes, Placibe. Maam, we need to find out the
concentration of a solution so we could
estimate the right amount of solute to a
solution.
Very Good.
IV. Evaluations
A. Directions: Differentiate the diluted and concentrated solutions by giving at least 2 examples
each of these solutions.
1. Diluted Solutions
2. Concentration Solutions
B. Directions: Compute the concentrations of the following solutions.
1. 150g of table salt to a 1000mL of solution
2. 300g of table salt to a 1000g of water
C. ESSAY
Why do you think we need to know the concentration of a solution?
V. Assignments
1. Read in advance about solubility on pages 58-61.
IN SCIENCE 7
JULY 20, 2017
I. Objectives
a. Distinguish the factors affecting the solubility of a substance,
b. classify solutions whether it is saturated, unsaturated or supersaturated, and
c. realize how do the factors affects the solubility of a substance.
II. Subject Matter

Title: Solubility
Reference: Corazon, et.al. (2015), Breaking Through Science 7, C&E Publishing: Quezon City
Materials: cartolina, bottle of water, sugar
III. Procedures


Very Good!
a. Review
Yes, Peter. solution concentration.
Good.
Can you give me an example of concentrated

solution?
Yes, Cos. Maam, a 70% of alcohol is an example of
a concentrated solution.
Correct!
Are there any clarifications with regard to our last None, teacher.
topic?
Good.
b. Motivation
Teacher prepares a bottle of water and a table
sugar. A little amount of sugar is mixed with a
bottle of water.
Class, what happen to the table sugar when mixed

to a bottle of water?
Yes, Baclaan. Maam, it is mixed and dissolved to a bottle
of water.
Good.
Teacher will shake the solutions in a bottle. Now,
what can you observe on the table sugar when I
shake more the water in the bottle?
Yes, Fabroquez. Maam, it is evenly distributed to the water.
Very good!
Based on this demonstration, what do you think
our topic for today?
Yes, Narciso. Maam, it is about solubility.
Correct.
a. Presentation
Our topic for today is all about Solubility.
b. Discussions
Kindly read the definition of solubility.
Yes, Cos. Solubility is a measure of the maximum
amount of solute that can be dissolved in a
given amount of solvent.
Thank you, Cos.
Saturation depends upon temperature and has to
be specified whenever the saturated of a liquid or
gas solution is required. Solutions can be
saturated, unsaturated or supersaturated.
Kindly read Placibe the meaning of unsaturated. Unsaturated- any solution than can dissolve
more solute at given temperature
Thank you, Placibe. In an unsaturated solution, no
undissolved solute is visible in the container.
Kindly read Insong the meaning of saturated. Saturated a solution that dissolved all of
the solute that they can hold at a certain
temperature.
Thank you Insong. In a saturated solution, no
more solute can be dissolved in a solvent at a
specified temperature.
Kindly read Fabroquez about supersaturated. Supersaturated there are more solute
particles in the solution than the solvent can
dissolve at a certain temperature.
Thank you Fabroquez. In a supersaturated
solution, unstable and crystals will form if the
solution is agitated or if the solution contacts other
crystals.
Example.
Table salt solubility is 35.7g per 100g of water at
0oC.
a. What kind of solution will you create if you add
33g of table salt to 100g of water at 0oC?
- Unsaturated
b. What kind of solution will you create if you add
45g of table salt to 100g of water at 0oC?
- Supersaturated
Factors Affecting Solubility
1. Temperature
2. Pressure
3. Nature of Solute and Solvent
4. Surface Area
5. Stirring
c. Applications
A. Directions: Tell whether if the solution is
saturated, unsaturated or supersaturated.
Given: Solubility of table sugar is 204g per 100g
of water at 20oC
1. Add 100g of table sugar to 100g of water at 20 1. Unsaturated
o
C
2. Add 400g of table sugar to 100g of water at 20 2. Supersaturated
o
C
3. Add 204g of table sugar to 100g of water at 20 3. Saturated
o
C
B. True or False: Write True if the statement is
true and False if it is false.
1. The solubility of solid in a liquid increases as 1. False
the temperature decreases.
2. The solubility of a gas in a liquid increases as 2. True
the pressure increases.
3. Solubility is dependent on temperature. 3. True
4. Solutions can be saturated, unsaturated, or 4. True
supersaturated.
d. Generalizations
topic?
Good.
How do the factors affect the solubility of a

substance?
Yes, Placibe. Increase of temperature increases the
solubility of solid and decreases the
solubility of gas in a liquid.
Very Good.
IV. Evaluations
A. Directions: Tell what factor affecting the solubility that is being described below.
1. Gas entering in an aquarium increases as the pressure in depth increases.
2. Sugar melts down on hot cup of coffee.
3. Powdered juice on a glass is visible when not stirred.
4. Oil is not evenly mixed with water.
B. Directions: Classify whether the solution is saturated, unsaturated or supersaturated.
Given: Solubility of Potassium chloride is 34g per 100g of water at 20oC
1. Add 36g of Potassium chloride is 34g per 100g of water at 20oC

C. ESSAY
How do the factors affect the solubility of a substance?
V. Assignments
1. Read in advance about Acids on pages 68-71.
IN SCIENCE 7
JULY 24, 2017
I. Objectives
a. Define what acids are,
b. name common acids and give their uses, and
c. share personal experience using common acids.
II. Subject Matter

Title: Acids
Materials: cartolina, container, vinegar, chalk
III. Procedures


Very Good!
a. Review
Yes, Peter. solubility.
Good.
Teacher posts a review activity.

Directions: Tell whether the following solute ions
as saturated, supersaturated, or unsaturated.
Given: Solubility of Potassium chloride is 34g None, teacher.
o
per 100g of water at 20 C
1.Add 46g Potassium chloride per 100g of water 1. Supersaturated

at 20oC
2. Add 20g of Potassium chloride per 100g of 2. Unsaturated
water at 20oC
3. Add 30g of Potassium chloride per 100g of 3. Unsaturated
water at 20oC
Perfect!
Are there any clarifications with regard to our last None, teacher.
topic?
Good.
b. Motivation
Before the class begins, teacher prepares a chalk,
vinegar and container. Teacher drops vinegar to
the chalk in the container.
What have you observe to the chalk when I
dropped some vinegar?
Yes, Cos. Maam, the chalk forms bubbles.
Very Good!
What do you think is on vinegar that makes the
chalk reacts on it?
Yes, Placibe. I dont know, maam.
Well, we are going to find out.
a. Presentation
Our topic for today is all about Acids.
b. Discussions
When you hear the word acids, what comes to
your mind?
Yes, Bandolon. Maam, it is sour in taste.
Good.
Kindly read the meaning of acids.
Yes, Narciso. Acids are compounds that contain
hydrogen. When dissolved in water, an acid
releases hydrogen ions (H+).
Thank you, Narciso.
Arrhenius Acids substances that produce
hydrogen ions and have properties
associated with acids.
Bronsted-Lowry acids substances that
donate protons in reactions
Lewis acids substances that accept
electron pairs in reactions
Properties of Acids
1. Acids taste sour.
2. Acids are corrosive.
3. Acids are electrolytes.
4. Acids react with certain compounds called
indicators (litmus paper).
Uses of Acids
1. Used in manufacturing processes and industries
Ex. Phosphoric acid, sulfuric acid
2. Used as food consumption as present in fruits
and other food products
Ex. Ascorbic acids, citric acid, lactic acid
3. Helps break down food during the process of
digestion
Ex. Hydrochloric acid
4. Used to preserve food
Ex. Acetic acid
Harmful Acids
-Some harmful acids includes muriatic acid
What is the use of muriatic acid?

Yes, Baclaan.
Very Good.
Muriatic acid could cause chemical burns and
damage skin tissues.
Other harmful acids are nitric acids used in
explosives and sulfuric acids used as dehydrating
agent.
Safety in Handling Acids.

Kindly read Insong the first tip on safety in
handling acids.
Thank you, Insong. What is the next tip?
Yes, Narciso. 1. Wear protective clothing and gear.
Thank you, Narciso. Kindly read the third tip.

Yes, Cos. 2. Read and understand all instructions
before doing an activity.
Thank you, Cos. Next?
Yes, Fabroquez. 3. Never taste any acid and chemical unless
your teacher allows you to do so.
Thank you, Fabroquez. Next?
Yes, Peter. 4. Should an acid get in your eyes, wash
our eyes well with abundant water.
Thank you, Peter. Kindly read Alibanggo the next
safety tip. 5. When diluting acids, first prepare the
required amount of water.
Thank you Alibanggo. 6. Use only acid-compatible containers.
Lastly, wash your hand with soap and water after
handling acids.
c. Applications
Directions: Write TREES if the statement is true
and FLOWERS if it is not.
1. Acids are proton donor. 1. TREES
2. Acids taste sour. 2. TREES
3. Acids are not corrosive. 3. FLOWERS
4. Acids reaction to litmus paper changes color 4. FLOWERS
from blue to blue.
5. Taste any substances or solutions to test the 5. FLOWERS
presence of acids.
6. All acids are harmful. 6. FLOWERS
7. Litmus paper reaction changes color from blue 7. TREES
to red.
d. Generalizations
topic?
Good.
Again, what are acids?

Yes, Placibe. Acids are compounds that contain hydrogen
ions.
Very Good.
Give me some common acids and their uses.
Yes, Cos. Maam, an example of acids is acetic acids
that are present in vinegar. Vinegar is used
to preserve food.
Bravo!
What are your personal experiences using
common acids?
Yes, Peter. Maam, I used acetic acid in vinegar to
clean plates and sometimes gargle it to
lower my fever.
Good! Acids do have many uses in our common
day-to-day tasks.
IV. Evaluations
A. Directions: Answer the following questions briefly.
1. What are acids?
2. Name 3 common acids and give their uses.
3. What are some personal experiences that you have using common acids?
V. Assignments
1. Read in advance about Bases on pages 72-74.
IN SCIENCE 7
JULY 25, 2017
I. Objectives
a. Define what bases are,
b. compare and contrast the properties of acids and bases, and
c. realize the importance of bases in our common day-to-day task.
II. Subject Matter

Title: Bases
Materials: cartolina, pictures
III. Procedures


Very Good!
a. Review
What was our last topic all about?
Yes, Peter. Maam, our last topic was all about the
bases.
Good.
Give me an example of acids.
Yes, Fabroquez. Maam, acids includes citric acids, acetic
acids and carbonic acid.
Bravo!
Are there any questions with regards to our None, teacher.
previous topic?
Very Good.
b. Motivation
Teacher shows pictures of toothpaste, soap, and
shampoo.
What is the use of toothpaste?
Yes, Placibe. Maam, it is used for cleaning our teeth.
Correct.
What is the use of soap?
Yes, Baclaan. Maam, it is used for cleaning our body.
Good.
How about this shampoo?
Yes, Bandolon. Maam, it is for washing our hair.
Bravo.
Based on these pictures, what are common on
their texture?
Yes, Cos. Maam, those are slippery in texture.
Correct!
These pictures are related to our topic for today.
a. Presentation
Our topic for today is all about Bases.
b. Discussions
Kindly read the definition of bases.
Yes, Narciso. Bases are substances that produce
hydroxide ions, when they dissolve in
water. Hydroxide ions are negatively
charged and have the formula OH-.
Thank you, Narciso.
Properties of Bases
1. Bases taste bitter.
2. Most bases feel slippery to touch.
3. Bases are electrolytes.
4. Bases also react with indicators (litmus paper).
Litmus paper reaction to base solution changes

color from blue to blue or red to blue.
Uses of Bases
1. for manufacturing processes and industries
Ex. Calcium hydroxide, calcium oxide, ammonia
2. As laxatives
Ex. Magnesium hydroxide, calcium carbonate
3. in soap-making
Ex. sodium hydroxide
4. in baking bread, cookies, etc.
Ex. Sodium bicarbonate
Harmful Bases
1. bleach
2. oven cleaner
3. ammonia
4. sodium hydroxide
Proper Handling of Bases

Kindly read the number 1.
Yes, Alibanggo. 1. Wear protective clothing.
Thank you, Alibanggo. Next?

Yes, Peter. 2. When using cleaning solutions at home,
read the product labels carefully to
understand their proper uses and
applications.
Thank you, Peter. How about number 3?
Yes , Narciso. 3. Should a cleaning solution get in to your
eyes, wash with abundant of water and seek
medical attention.
Thank you, Narciso. Lastly?
Yes, Cos. 4. Observe all other precautionary measures
specified when handling bases.
Thank you, Cos.
c. Applications
Directions: Compare and contrast the properties of
acids and bases. Fill out the missing information
using the words below:
Acids Bases Acids Bases

Taste Sour Bitter
Feel to your Corrosive Slippery
hand Blue to red Red to blue
Reaction to Proton donor Proton
litmus paper acceptor
Other
properties
Red to blue Corrosive

Sour Proton donor
Proton Acceptor Blue to red
Slippery bitter
d. Generalizations
topic?
Good.
Again, what are bases?

Yes, Placibe. Bases are substances that produce
hydroxide ions.
Very Good.
What is the importance of bases in our common
day-to-day tasks?
Yes, Cos. Maam, we could wash dirt from our body
using soaps that contains base compounds.
Bravo!
IV. Evaluations
A. Directions: Answer the following questions briefly.

1. What are bases?
2. How do the proper ties of bases differ to acids? Fill out the missing information in the chart
below.
Acids Bases
Taste
Feel to your hand
Reaction to litmus paper
3. What is the importance of bases in our common day-to-day tasks?
V. Assignments
1. Read in advance about the PH Scale on pages 75-77.
IN SCIENCE 7
AUGUST 9, 2017
I. Objectives
a. Identify whether the solutions are acidic, basic or neutral using the pH scale,
b. arrange the solutions from the most acidic to most basic, and
c. realize the importance of pH scale and its application to common day-to-day task.
II. Subject Matter

Title: The pH Scale
Materials: cartolina, pictures, pH scale puzzle, pH scale illustration
III. Procedures


Very Good!
a. Review
What was our last topic all about?
Yes, Peter. Maam, our last topic was all about the
bases.
Good.
What is the taste of a base solution?
Yes, Fabroquez. Maam, bases taste bitter.
Bravo!
How would you feel if you touch a base solution?

Yes, Baclaan. Maam, it feels slippery.
Correct!
Are there any questions with regards to our None, teacher.
previous topic?
Very Good.
b. Motivation
Teacher will group the students into 4 groups. Students are grouped into 4.
Teacher will give a puzzle for each group to

arrange. Time limit for each group is 5 minutes.
When the group is done, the group will do a
wazzup clap and say the name of the group.
Score Guide:
Particula Point Description
rs s
Green leaf 20 Correctness and
completeness of answer
Yellow 15 Correctness of
leaf answer/incomplete
answer
Pink leaf -1 Noisiness
Apple 25 Teamwork/neatness/corre
ctness of answer
]Note: At the end of discussion, the group with
the highest score will receive a price.
Ready, class? Yes, we are ready.

Time is up! Lets check your puzzle.
Teacher will show the pH scale illustration.
Excelllent! Everybody got a correct puzzle.
Based on the puzzle, what have you noticed?

Yes, Bandolon. Maam , I have noticed that there are a lot
of colors and figures in the puzzle.
Correct.
Based on this activity, what do you think our
topic for today?
Yes, Alibanggo. Maam, I think its all about the pH scale.
You got it right!
a. Presentation
Our topic for today is all about the pH scale.
Teacher posts the objectives. Students read the objectives.
b. Discussions
Kindly read the definition of pH.
Yes, Cos. pH is an abbreviation for power of
hydrogen. Its a measure of the
concentration of hydrogen ions in a
solution.
Teacher shows a picture.
This is Soren Peter Lauritz Sorensen, a Danish
biochemist who developed a scale ranging from
0-14. The ph value indicatess the strength of an
acid or a base.
A pH value lower than 7 indicates acidity while

the pH value greather than 7 indicates basicity or
alkalinity. The pH value of 7 indicates neutrality.
Ex. Coffee with pH of 5 is acidic while laundry
soap with pH 10-12 is basic.
Activity 1:
Directions: Tell whether the following solutions
are acidic, basic or neutral.
1. Apple juice, pH-= 3 1.Acidic
2. Soap solution, pH= 9 2.Basic
3. Facial wash, pH= 5 3.Acidic
4. Drain cleaner, pH = 14 4.Basic
5. Lemon juice, pH = 2 5.Acidic
Which of these solutions is the most acidic?

Yes, Narciso. Maam, the most acidic is the lemon juice.
Correct!
Why is it the lemon juice?
Yes, Fabroquez. Maam, its because it has the lowest pH
value.
You got it right!
Which of these solutions is the most basic?
Yes, Peter. Maam, the most basic is the drain cleaner.
Very Good.
Using the puzzle that you have, which is the most
acidic?
Yes, Baclaan. Maam, its the hydrochloric acid.
Bravo!
How about the most basic?
Yes, Alibanggo. Maam , its the sodium hydroxide.
Good!
Now, there are some pH indicators that are used
to determine the pH value of a substance.
Teacher shows a picture.
This is the litmus paper. It is changes color when
tested in an acid or base substance.
What is the color of the litmus paper in an acid
solution?
Yes, Bandolon. Maam, it changes from blue to red.
Correct!
How about in a base solution?
Yes, Baclaan. Maam, it changes from red to blue.
Very Good.
This is a pH paper. It contains several indicators
that changes color in different pH value.
This is a pH meter. It determines the electric
currect created by the movement of ions in a
solution.
There are some natural indicators found around
us. It contains an anthocyanine which is a pH-
sensitive pigment found in some plants. Ex. The
red cabbage, violet-colored camote leaves, apple,
rose petals, eggplants
c. Applications
Directions: Each group will be given a paper with
flash cards. Arrange these flash cards with their
pH value from most acidic to most basic. Time
limit is 5 minutes.
Vinegar, pH = 2.2 Battery, pH = 0
Baking soda, pH = 8.3 Lemon juice, pH = 2
Battery, pH = 0 Vinegar, pH = 2.2
Apple juice, pH = 3 Apple juice, pH = 3
Soap solution, pH = 9 Facial wash, pH = 5
Facial wash, pH = 5 Baking soda, pH = 8.3
Drain cleaner, pH = 14 Soap solution, pH = 9
Lemon juice, pH = 2 Drain cleaner, pH = 14
d. Generalizations
topic?
Good.
Again, who developed the pH scale?

Yes, Placibe. Maam, its Soren Peter Lauritz Sorensen/
Very Good.
Why do we need to know the pH value of a
substance?
Yes, Cos. Maam, we need to know the pH value of a
substance for us to know the acidity,
basicity or neutrality of a substance.
Bravo!
What will happen if we drink coffee in an empty
stomach?
Yes, Peter. Maam, it will add more acid to our
stomach.
Correct.
That is why we should not drink coffee in an
empty stomach.
IV. Evaluations
A. Directions: Identify whether the following solutions are acidic, basic or neutral.
1. Distilled water, pH=7
2. Apple juice, pH=3
3. Sodium hydroxide, pH=14
4. Facial wash, pH=5
5. Broccoli, pH=10
B. Directions: Arrange the above materials from most acidic to most basic.
C. Essay! Answer brieftly.

1. What is the importance of pH scale?
2. State some situations where you can apply the use of pH val;ue of a substance.
V. Assignments
1. Read in advance about the Salts.

To Be Sent LP

Diunggah oleh

Informasi Dokumen

Deskripsi Asli:

Judul Asli

Hak Cipta

Format Tersedia

Bagikan dokumen Ini

Bagikan atau Tanam Dokumen

Opsi Berbagi

Apakah menurut Anda dokumen ini bermanfaat?

Apakah konten ini tidak pantas?

Hak Cipta:

Format Tersedia

To Be Sent LP

Diunggah oleh

Hak Cipta:

Format Tersedia

DETAILED LESSON PLAN

II. Subject Matter

Teachers Activity Students Activity

Everybody stand for a prayer. Students stand for a prayer.

Good afternoon, class. Good afternoon, teacher.

Who are absent for today? None, teacher.

Do you have an assignment? Yes, we have.

Can you give me an example of mountain

Do you have any clarifications regarding

Directions: Solve the picture puzzle and

Ready, class? Yes, teacher!

Time is up. Go back to your seats class.

Teacher points the mantle layer. This layer is

You got it right!

Lets check your answers. Starting with group

Group 2, what layer is your word puzzle?

Now, discern what will happen if we dont

Inner Core Mantle Asthenosphere

Outer Core Crust Lithosphere

__________________1. A layer composed of liquid iron and nickel

B. Directions: Illustrate and label the 4 layers of the earth.

II. Subject Matter

Teachers Activity Students Activity

Everybody stand for a prayer. Students stand for a prayer.

Good afternoon, class. Good afternoon, teacher.

Who are absent for today? None, teacher.

Do you have any clarifications

Based on the picture and word puzzle,

Seismic waves are categorized into 2:

a. P-waves primary waves, this wave

Thank you student. You can now sit to your

Note: Both p-waves and s-waves travel in solids.

2. Surface waves are waves that travel over

Teacher shows a picture of surface waves.

Ready, class? Yes, teacher.

Okay, lets check your answers.

What do you think will happen if scientists

C. ESSAY! Answer briefly!

1. Read in advance about plate tectonics.

II. Subject Matter

Teachers Activity Students Activity

Everybody stand for a prayer. Students stand for a prayer.

Good afternoon, class. Good afternoon, teacher.

Who are absent for today? None, teacher.

Do you have any clarifications regarding

Pangaea Seafloor Spreading

Class, what do you think the word denominator of

Based on the puzzle, what do you think our topic for

The lithosphere is made up of the Earths

Alfred Wegener (1880-1930), a German

Plate tectonics theory states that the

1. Convergent where plates collides

Plates are moved by convention currents in

A cycle of rising and sinking causes the

Time is up, go back to your seats. Lets check your

What do you think is the importance of

B. Directions: Illustrate the following.

1. Read in advance the geological events and features.

II. Subject Matter

Teachers Activity Students Activity

Everybody stand for a prayer. Students stand for a prayer.

Good afternoon, class. Good afternoon, teacher.