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Instructional Planning

(The process of systematically planning, developing, evaluating


and managing the instructional process by using principles
of teaching and learning - D.O. 42, s. 2016)

Detailed Lesson Plan (DLP)

DLP No.: Learning Area: Grade Level: Quarter: Duration Date:


1 Science 7 Grade 7 1 1 Hour June 7, 2017
Learning Competency/ies: Describe the components of a scientific investigation. Code:
(Taken from the Curriculum Guide)
S7MT-Ia-1
Key Concept/ Understanding
Describing the Components of a Scientific Investigation
to be
Adapted cognitive Process
Domain Dimension (D.O.8, s.2015) OBJECTIVES:
Knowledge Remembering Cite the four main components of a scientific investigation.
The fact or condition of
knowing something with
familiarity gained through
experience or association
Understanding
Skills Applying
The ability and capacity
acquired through deliberate, Analyzing Describe the different components of a scientific investigation.
systematic, and sustained effort
to smoothly and adaptively
carryout complex activities or
Evaluating Distinguish the different components of a scientific investigation in a given
the ability, coming from one’s
knowledge practice, aptitude,
story/selection.
etc.,
Creating
Attitude Receiving Phenomena Practice the proper ways of acquiring knowledge and solving problems.
Values Valuing
Integrate the scientific method in resolving common issues in the
community.
Content Ways of Acquiring Knowledge and Solving Problems
Learning Resources 1. Hard copy or PowerPoint presentation of “Anthony’s Experiment”,
2. PowerPoint presentation of “Yunna’s Garden”,
3. PowerPoint presentation of Assessment,
4. Laptop and projector
Procedures

Introductory Give the right words of the scrambled letters stated below.
Activity 1. V T I N E T G A E I 4. P I E N T X M E E 7. C E R S E R A H 10. R E N S
(5 mins.) WA
2. S G U E S 5. D U T Y S 8. V O S L E
3. B R O S E V E 6. R E Q N I U I 9. Z E N A L Y A

What are these words described as a whole?


These are the things that we do in science. We investigate, make guesses, observe our
surroundings, conduct experiments, study things, inquire about different topics, do some
research, solve problems, analyze data and answer questions. All these result in the discovery of
new things and phenomena are the basic science processes used in the study in the activities
that will follow.

Activity
(20 mins.) Students will read the story
Anthony’s Experiment
Ms. Gatdula was invited by a friend to visit her in Baguio City. Before leaving her home in
Manila, she instructed her helper to feed the fish in the aquarium during her absence.
It was May. The summer heat was almost unbearable. The helper was worried about the
fish entrusted to her. One very warm afternoon, she got a tray of ice cubes and put all of them
into the aquarium. In just a short while, all the fish in the aquarium died.
Anthony, a nephew of Ms. Gatdula, learned about the tragic incident. But he did not
reprimand the helper right away. He wanted to be sure of the cause of death of the fish. Here is
what he did:
 He bought six fish of the same kind as those that had died. He kept them in the aquarium
for two days.
 He got two large wide-mouthed glass jars of the same size. He labeled one “Jar no. 1” and
the other “Jar no. 2”. He put the same amount of water in the jars, and three fishes in
each jar, together with some aquarium plants and pebbles.
 When the fishes have stayed in the jar for two days, he put ice cubes in Jar no. 1.
 He observed that the fishes in Jar no. 1 died and those in Jar no. 2 did not.

Analysis
(10 mins.) 1. Who are the main characters in the story?
2. What tragic incident occurred in the story?
3. What did Anthony suspect that might have caused this tragic incident?
4. What did Anthony do in order to prove his suspicion?
5. What did Anthony find out? Is his suspicion correct?

Abstraction A scientific investigation is a series of steps designed to solve problems and answer questions.
(5 mins.) The story is an example of a scientific investigation. A scientific investigation has four major
components, namely: Research Problem, Hypothesis, a Method for testing the hypothesis, and a
Conclusion based on evidence.
In the story, a research problem presented itself when Ms. Gatdula’s aquarium fish died.
Anthony then made observations and gathered information about the incident, and learned that
the helper has put some ice into the aquarium. From this information, Anthony hypothesized
that it must have been due to the sudden change in temperature of the water because of the ice
cubes. Anthony then came up with a method to test his hypothesis. He conducted an
experiment.
Then, with the evidences from his experiment, he was able to draw a conclusion that the death
of the fish was in fact due to the sudden change in temperature of the water following the
addition of the ice cubes. His hypothesis was correct.

The four components of an investigation:


a. Research Problem
b. Hypothesis - a possible solution to a problem of a possible explanation of a phenomenon.
- an educated guess.
c. Method for testing hypothesis / Experiment
- an activity especially designed to test if a hypothesis is right or wrong.
d. Conclusion based on evidence
- a final decision or judgement formed after a period of careful thought or research.

Application Read carefully the given situation below, then answer the questions that follow:
(10 mins.) Yunna’s Garden
Yunna loves plants. She collects a variety of plants especially ones that bear flowers. If her
plants are healthy and green, she’s happy.
One day, she visited her grandmother’s house and saw a whole plot of land filled with
flower-bearing plants. She was ecstatic! She saw much more colorful and larger flowers than the
ones in her garden. The leaves also appear crisper and much greener. She saw how dark the soil
is and noticed bits of what looks like dried cow manure in it. It is completely different from her
reddish-brown soil at home. Then, a realization sunk in. Her plants at home are not as healthy as
she originally thought!
Answer the following questions:
1. What is the research problem?
2. What is your hypothesis?
3. How would you prove your hypothesis? Present your experiment plan through
diagrams/illustrations with label.
(This activity may also be done by group so that the students can present their answers to the
class in a manila paper. Compare different answers and facilitate the class to come up with the
best experiment plan for the investigation.)

Assessment I. Multiple Choice: Read each item carefully and encircle the letter of your answer.
(10 mins.) 1. _____ is a series of steps designed to help you solve problems and answer questions.
a. experiment b. hypothesis c. scientific investigation d.
observation
2. In science, an educated guess is called an _____.
a. question b. observation c. hypothesis d. conclusion
3. The process of obtaining information by using the senses is called a/an _____.
a. observation b. inquiry c. conclusion d. scientific investigation

4. A scientific procedure undertaken to make a discovery, test a hypothesis, or demonstrate a


known fact is a/an _____.
a. law b. hypothesis c. theory d. experiment
5. When you decide whether or not the findings support the original hypothesis, you are _____.
a. making observations c. drawing conclusions
b. asking questions d. drawing a hypothesis
6. What is the correct order of the steps in a scientific investigation?
a. ask a question, analyze results, make a hypothesis, test the hypothesis, draw conclusions
b. ask a question, make a hypothesis, test hypothesis, draw conclusions, analyze results
c. make a hypothesis, test the hypothesis, analyze the results, ask a question, draw
conclusions
d. ask a question, make a hypothesis, test the hypothesis, analyze results, draw conclusions

II. Read the short story below. Then match column A with Column B.
Cako the Monkey
Cako is a wise little monkey who lives with Anne, a young scientist. Anne spends most of
her time in her lab doing experiments, while Cako swings around making observations of his own.
At present, Anne is doing experiments on nuts. She left one large nut in a graduated
cylinder and ran some quick errands to the shop. Cako, who just woke up from his afternoon nap,
felt hungry and saw the nut. He wants to take it, and being a wise monkey, he decided he wants
to do it without leaving his prints on the cylinder. He thought, “I need to make the nut float.
What could possibly make the nut float? Aha!” He came up with an idea, but wasn’t sure.
“There’s only one way to find out,” he said to himself.
He set-up a small ladder beside the cylinder and carefully climbed, bringing with him a
small bucket filled with water. Slowly, he poured water into the cylinder, and sure enough, the
nut floated! He poured enough water into the cylinder until the nut reached the brim. “Ah, my
sweet reward,” Cako thought.

Column A Column B
______ 1. Research Problem a. If I add water into the cylinder, the water will make
the
______ 2. Hypothesis nut float onto the brim of the cylinder.
______ 3. A method to test Hypothesis b. I need to get the nut out of the cylinder without
touching the cylinder.
______ 4. Conclusion c. Therefore, water does make the nut float.
d. Anne will not suspect me of taking the nut because
I will
not leave any evidences that will implicate me.
e. I will climb a ladder beside the cylinder and
carefully
pour water into it to see if the nut will in fact float.
Assignment Study in advance:
Elements of an experiment
Concluding Scientific investigation is important in solving our day to day problem.
Activity

Remarks
Reflections
A. No. of learners who earned 80% in the C. Did the remedial lessons work? No. of
evaluation. learners who have caught up with the
lesson.
B. No. of learners who require additional D. No. of learners who continue to require
activities for remediation. remediation.
E. Which of my learning strategies worked well?
Why did these work?
F. What difficulties did I encounter which my
principal or supervisor can help me solve?
G. What innovation or localized materials did I
use/discover which I wish to share with other
teachers?
Prepared by:
Name: MICHAEL R. DEJOS School: BANTAYAN NATIONAL HIGH SCHOOL
Position/Designation: SST-I Division: CEBU PROVINCE
Contact Number: 09325764837 Email Address: michaeldejos28@gmail.com

Instructional Planning
(The process of systematically planning, developing, evaluating
and managing the instructional process by using principles
of teaching and learning - D.O. 42, s. 2016)

Detailed Lesson Plan (DLP)

DLP No.: Learning Area: Grade Level: Quarter: Duration Date:


2 Science 7 Grade 7 1 1 Hour June 8, 2017
Learning Competency/ies: Describe the components of a scientific investigation. Code:
(Taken from the Curriculum Guide)
S7MT-Ia-1
Key Concept/ Understanding
Describing the Components of a Scientific Investigation
to be
Adapted cognitive Process
Domain Dimension (D.O.8, s.2015) OBJECTIVES:
Knowledge Remembering Name the elements of an experiment.
The fact or condition of knowing
something with familiarity
gained through experience or
association
Understanding
Skills Applying Distinguish dependent variables from independent variables.
The ability and capacity acquired
through deliberate, systematic, Analyzing Differentiate control set-up and experimental set-up
and sustained effort to smoothly
and adaptively carryout complex
activities or the ability, coming
Evaluating Determine the different variables and set-ups in a given
from one’s knowledge practice,
aptitude, etc.,
experiment/situation.
Creating
Attitude Receiving Phenomena Practice the proper ways of acquiring knowledge and solving problems.
Values Valuing
Integrate the scientific method in resolving common issues in the
community.
Content Ways of Acquiring Knowledge and Solving Problems
Learning Resources 1. Hard copy or PowerPoint presentation of “Anthony’s Experiment”, and
2. Hard Copy or PowerPoint presentation of “Yunna’s Garden” (revised).
Procedures
Introductory Recall previous module:
Activity 1. What was the previous module about?
(5 mins.) 2. What is a scientific investigation?
3. What are the components of a scientific investigation?
4. What is a hypothesis?
5. What is an experiment?
6. What is a conclusion?
We already know that experimentation is a crucial part of a scientific investigation. But exactly
what takes place in an experiment, and what are the different parts (or elements) of an
experiment?

Activity Recall the story about Anthony’s Experiment, and answer the different set of questions that
(20 mins.) follow:
(This activity may be done as oral participation to save time.)
Anthony’s Experiment
Ms. Gatdula was invited by a friend to visit her in Baguio City. Before leaving her home in
Manila, she instructed her helper to feed the fish in the aquarium during her absence.
It was May. The summer heat was almost unbearable. The helper was worried about the
fish entrusted to her. One very warm afternoon, she got a tray of ice cubes and put all of them
into the aquarium. In just a short while, all the fish in the aquarium died.
Anthony, a nephew of Ms. Gatdula, learned about the tragic incident. But he did not
reprimand the helper right away. He wanted to be sure of the cause of death of the fish. Here is
what he did:
 He bought six fish of the same kind as those that had died. He kept them in the aquarium
for two days.
 He got two large wide-mouthed glass jars of the same size. He labeled one “Jar no. 1” and
the other “Jar no. 2”. He put the same amount of water in the jars, and three fish in each
jar, together with some aquarium plants and pebbles.
 When the fish have stayed in the jar for two days, he put ice cubes in Jar no. 1.
 He observed that the fish in Jar no. 1 died and those in Jar no. 2 did not.
Now, answer the following questions:
1. For his experiment, why did Anthony buy the same kind of fish as those that had died?
Could he
not have used just any kind of aquarium fish?
2. Why did Anthony keep the fish he had bought in the aquarium for two days before starting
his
investigation?
3. Why did he use two jars of the same size, put the same amount of water in the jars and
place the
same number and kind of fish in each jar? Was it necessary that the conditions in the two
jars be
the same at the beginning of the experiment?
Why or why not?
4. Why did Anthony put ice cubes in only one jar? Why not in both jars?
Illustrate the 2 set-ups used in the experiment:

Jar no. 1 Jar no. 2


(with ice cubes)
1. For his experiment, why did Anthony buy the same kind of fish as those that had died? Could
he
not have used just any kind of aquarium fish?
He wanted to test only the effect of the sudden change in the temperature of the water. All
other
conditions, including the kind of fish must be the same.

2. Why did Anthony keep the fish he had bought in the aquarium for two days before starting his
investigation?
He wants to exclude the possibility that a sudden change in the over-all environment of the
fish
could be the cause of the death of the fish. So he allowed the fish to adapt to their new
environment before conducting his experiment.
3. Why did he use two jars of the same size, put the same amount of water in the jars and place
the same number and kind of fish in each jar? Was it necessary that the conditions in the two jars
be the same at the beginning of the experiment? Why or why not?
It is important for both jars to have exactly the same conditions at the beginning of the
experiment, so that once he puts the ice cubes in one jar, and the fish in that jar dies, he will
be
certain that the death is caused by the ice cubes. There won’t be any other factors to blame.
4. Why did Anthony put ice cubes in only one jar? Why not in both jars?
Because the ice cubes is the factor that he wanted to test.
He suspected that the addition of ice cubes caused the death of the fish so test if it truly is,
he put
ice cubes only in one jar and kept the other jar the same to have something to compare the
outcomes to.
Analysis What is the goal of Anthony’s Experiment?
(20 mins.) How many set-ups were prepared in Anthony’s Experiment?
Which pot is the experimental set-up?
Which pot is the control set-up?
Why is it important to have a control set-up?
What are the variables present in Anthony’s Experiment?
What is/are the independent variable/s?
What is/are the dependent variable/s?
What conclusion can be drawn from Anthony’s Experiment?
Abstraction The conditions in the jars are called VARIABLES. Variables are elements or a particular
(5 mins.) aspect of an experiment that may be changed. There are two types of VARIABLE, namely:
INDEPENDENT VARIABLE and the DEPENDENT VARIABLE. The independent variable is the variable
that is changed or controlled in the experiment to test its effect on the dependent variable. The
dependent variable is the variable being tested or measured.
The variables in Anthony’s experiment include the temperature of the water, the type of
fish, the pebbles, aquarium plants, the size of the jar, etc. Anthony wanted to test the effect of
the sudden change in temperature in the fish. This means that in this particular experiment, the
independent variable is the temperature of the water (which is what we changed) and the
dependent variable is the fish (which died in response to the change in the temperature of the
water).
The two jars that Anthony prepared are called the SET-UPS. There are two types of set-
ups, namely: CONTROL SET-UP and EXPERIMENTAL SET-UP. The experimental set-up is the set-up
where one variable has been changed, whereas the control set-up is identical to the experimental
set-up except that no variable has been changed. The purpose of the control set-up is for
comparison and reference.
Anthony’s Jar no. 1 is the experimental set-up because it is where he made changes to
one variable. He put ice cubes in it to change the temperature of the water. Jar no. 2 is the
control set-up because no changes has been done to it. Its purpose is for Anthony to compare
and come up with the conclusion that it is the sudden change in temperature of the water that
caused the fish to die.
The elements of an experiment are the VARIABLES and SET-UPS.
Variable – a particular aspect of an experiment that may be changed.

Two types of variable:


 Independent Variable – the variable that is changed or controlled in the experiment.
 Dependent Variable – the variable that is being tested or measured. It changes in
response to the independent
variable.
Set-Up – an assembly of tools or materials during an experiment, that mimics the conditions
present upon identifying a research
problem.
Two types of setup:
 Experimental Setup – the setup where one variable has been changed.
 Control Setup – the setup identical to the experimental setup except that no variable has
been changed.

Application Read carefully the given situation below, then answer the questions that follow:
(10 mins.) Yunna’s Garden
Yunna loves plants. She collects a variety of plants especially ones that bear flowers. If her
plants are healthy and green, she’s happy.
One day, she visited her grandmother’s house and saw a whole plot of land filled with
flower-bearing plants. She was ecstatic! She saw much more colorful and larger flowers than the
ones in her garden. The leaves also appear crisper and much greener. She saw how dark the soil
is and noticed bits of what looks like dried cow manure in it. It is completely different from her
reddish-brown soil at home. Then, a realization sunk in. Her plants at home are not as healthy as
she originally thought! She’s missing one very important thing!
As soon as she got home, she set to find some dried cow manure, and did the following:
 She prepared two clay pots of the same size and shape, and labeled it Pot A and Pot B.
 She filled both pots with the same reddish-brown soil, which she took from the same part
of her garden. Then, she added a handful of ground, dried cow manure to Pot B.
 She placed both pots under the shade of a jackfruit tree and planted 2 sunflower seeds in
each pot.
 She watered both pots with the same amount of water every other day, and both pots
received the same amount of sunlight, and for the same lengths of time.
 One month later, the sunflower in Pot A had no flower and had thinner stems compared
to the stems of the sunflower in Pot B. The sunflower in Pot B also boasted a budding
flower that is about to bloom.

Now, answer the following questions:


1. What is the research problem?
2. What is the hypothesis?
3. How many setups did Yunna prepare for her experiment?
4. Which pot is the experimental setup?
5. Which pot is the control setup?
6. What is the independent variable?
7. What is the dependent variable?
8. What conclusion can be drawn from Yunna’s experiment?

Assessment I. Multiple Choice: Read each item carefully and encircle the letter of your answer.
(10 mins.) 1. In an experiment, the one variable that is changed is called _____.
a. independent variable c. experimental variable
b. dependent variable d. controlled variable

2. In an experiment, the factor that we measure is called _____.


a. independent variable c. experimental variable
b. dependent variable d. controlled variable
3. What is the only difference between the control group and the experimental groups in a
controlled
experiment?
a. the test b. the prediction c. the variable d. the hypothesis
4. A scientist hypothesizes that the temperature at which an alligator’s egg is incubated will
determine whether the alligator will be male or female. The independent variable is _____.
a. the incubator c. the gender of the alligator
b. the male alligators d. the temperature
5. A scientist hypothesizes that the temperature at which an alligator’s egg is incubated will
determine whether the alligator will be male or female. The independent variable is _____.
a. the incubator c. the temperature
b. the size of the baby alligators d. the gender of the baby alligators
6. A scientist conducted an experiment to determine how the amount of salt in a body of water
affects the number of plants that can live in the water. In this experiment, the independent
variable
is _____.
a. the water c. the temperature of the water
b. the amount of salt in the water d. the number of plants in the water
7. A scientist conducted an experiment to determine how the amount of salt in a body of water
affects the number of plants that can live in the water. In this experiment, the dependent
variable is
a. the amount of salt in the water c. the water
b. the temperature of the water d. the number of plants in the water
8. A scientist who wants to study the effects of fertilizer on plants sets up an experiment. Plant
A gets
no fertilizer, Plant B gets 5mg of fertilizer, and Plant C gets 10 mg of fertilizer. Which plant is
the
control group?
a. All of them. c. Plant B
b. Plant A d. Plant C
9. Xavier wants to see if working out for two hours a day reduces cholesterol. He breaks his
participants into two groups. First they all get their cholesterol checked by a doctor. Then
Xavier
asks the first group to jump rope every day for two weeks. The second group he instructs to
simply
follow their regular routine. Which of the following statements is correct?
a. The jumping rope group is the control group.
b. Neither group is a control group or experimental group.
c. The jumping rope group is the experimental group.
d. Both groups are experimental groups.
10. In Xavier’s experiment, what is likely the independent variable?
a. the cholesterol levels of the participants
b. the place where the participants work out
c. the two-hour workout of the participants
d. the laboratory where participants have their cholesterol levels checked.

Assignment What is Fair Test?


When can we say that a certain experiment is having a fair test?
Concluding
Activity Variables play an important role in performing the experiment.

Prepared by:
Remarks
Reflections
A. No. of learners who earned 80% in the C. Did the remedial lessons work? No. of
evaluation. learners who have caught up with the
lesson.
B. No. of learners who require additional D. No. of learners who continue to require
activities for remediation. remediation.
E. Which of my learning strategies worked well?
Why did these work?
F. What difficulties did I encounter which my
principal or supervisor can help me solve?
G. What innovation or localized materials did I
use/discover which I wish to share with other
teachers?

Prepared by:

Name: MICHAEL R. DEJOS School: BANTAYAN NATIONAL HIGH SCHOOL


Position/Designation: SST-I Division: CEBU PROVINCE
Contact Number: 09325764837 Email Address: michaeldejos28@gmail.com
Instructional Planning
(The process of systematically planning, developing, evaluating
and managing the instructional process by using principles
of teaching and learning - D.O. 42, s. 2016)

Detailed Lesson Plan (DLP)

DLP No.: Learning Area: Grade Level: Quarter: Duration Date:


3 Science 7 Grade 7 1 1 Hour June 13, 2017
Learning Competency/ies: Describe the components of a scientific investigation. Code:
(Taken from the Curriculum Guide)
S7MT-Ia-1
Key Concept/ Understanding
Describing the Components of a Scientific Investigation
to be
Adapted cognitive Process
Domain Dimension (D.O.8, s.2015) OBJECTIVES:
Knowledge Remembering
The fact or condition of knowing
something with familiarity
gained through experience or Understanding Define “Fair Test” as a term used in experiments.
association

Skills Applying
The ability and capacity
acquired through deliberate, Analyzing
systematic, and sustained effort
to smoothly and adaptively
carryout complex activities or
Evaluating Determine if a given experiment setup exhibits Fair Test.
the ability, coming from one’s
knowledge practice, aptitude,
Creating Design an experiment that applies Fair Testing.
etc.,

Attitude Receiving Phenomena Practice the proper ways of acquiring knowledge and solving problems.
Values Valuing
Integrate the scientific method in resolving common issues in the
community.
Content Ways of Acquiring Knowledge and Solving Problems
Learning Resources 1. PowerPoint presentation of “Yuri’s Experiment”,
2. PowerPoint presentation of Application, and
3. PowerPoint presentation of Assessment test items.
Procedures

Introductory
Activity Recall previous lessons:
(5 mins.) We have previously discussed the elements of an experiment. We talked about Variables
and Setups.
What is variable?
What are the two different types of variables?
What are the two types of setups?
Before that, we also talked about the components of a scientific investigation.
What are the four components of a scientific investigation?
What is a hypothesis?
What is a conclusion?
Now, is there such a thing as “correct” experiment? What happens if an experiment is not
conducted correctly?

Activity Study the scenarios below:


(20 mins.)
Yuri’s Experiment
Yuri wants to test the effects of varying amounts of inorganic fertilizers in plants. Which
scenario is highly likely to give him the most accurate data or finding? Why do you think so?

Scenario A Scenario B

POT A POT B POT C


- used reddish - used reddish - used reddish POT A POT B POT C
brown soil. brown soil. brown soil. - used reddish - used reddish -
- no organic - used organic - used organic used reddish
fertilizer added fertilizer. fertilizer. brown soil. brown soil.
- used seedling. - used seed. - used seed. brown soil.
- watered - watered - watered - used organic - used organic - used
every every every organic
other day. other day. other day. fertilizer fertilizer.
- placed under - placed under - placed under fertilizer.
shade of a shade of a shade of a - used seed. - used seed. - used
tree. tree. tree. seed.
-no inorganic - 5mg of inorganic -15mg of inorganic - watered - watered -
fertilizer added. fertilizer added. fertilizer watered
added. every every
every
other day. other day.
other day.
- placed under - placed under -
placed under
shade of a shade of a
shade of a
tree. tree. tree.
- no inorganic - 5mg of inorganic -
15mg of
inorganic
fertilizer added. fertilizer added.
fertilizer added.

Analysis
(5 mins.) Which of the following set-up gives accurate result?
Why?

Abstraction Discussion of above activity:


(5 mins.) Scenario B is more likely to give Yuri accurate results than Scenario A. It is important for an
experiment to be a fair test. You conduct a fair test by making sure that you change one
factor at a time while keeping all other conditions the same.
For example, let's imagine that we want to measure which is the fastest toy car to
coast down a sloping ramp. If we gently release the first car, but give the second car a push
start, did we do a fair test of which car was fastest? No! We gave the second car an unfair
advantage by pushing it to start. That's not a fair test! The only thing that should change
between the two tests is the car; we should start them down the ramp in exactly the same
way.
Conducting a fair test is one of the most important ingredients of doing good,
scientifically valuable experiments. To ensure that your experiment is a fair test, you must
change only one variable at a time while keeping all other variables/ conditions the same.

Application
(10 mins.) Write FT on the blank before the number if the given scenario exhibits Fair Test. Otherwise,
write NFT and make corrections to make the experiment show fair testing. You may rewrite
the selection all together in a separate sheet of paper, if you think it entails a lot of
corrections to make it correct.
_____ 1. Maura wants to test which material is most waterproof. She lays a sheet of
tissue, a felt
paper, and an oil-control film, all of the same size, on the brim of three glasses,
also of the
same size. She then pours the same type of liquid to all three setups, in the
same amount,
from the same distance above the materials, and the same speed.
_____ 2. Justino suspects that geckos flock in his room because geckos love cockroaches,
and his
room promises a steady supply of them. So he sets out to clean his room
immediately after
he realized this.
_____ 3. Maxie heard that the gender of a crocodile depends upon the temperature of
the sand in
which it was buried in while still inside its egg. According to this documentary
she saw,
eggs nested in temperatures below 31.7°C produce female crocodiles. In
temperatures
above 31.7°C up to 34.5°C, the nests would produce male crocodiles. Higher
than 34.5°C,
and it would produce female crocodiles. She takes three crocodile eggs and
incubates one
at 30°C, another at 33°C, and the last one at 35°C.
_____ 4. Nathaniel learned in school that iron rusts as a result of oxygen in the air,
reacting with
water. He wants to see proof for himself, so he bought two iron rods of the
same length
and diameter. He sprayed both rods with water. He placed one rod inside a
glass jar and
tightly covered it. He then placed the jar with the rod inside, beside the
exposed rod which is leaning against a wall inside the house.
_____ 5. Sora thinks her plants are wilted because of overwatering. She wants to find out if
she is
correct. So she decided to stop watering the plants on the left side of her house,
and
continue watering the plants on the right side of her house. She expects to see
the
difference in about two weeks.

Assessment
(15 mins.) I. Write FT on the blank before the number if the given scenario exhibits Fair Test.
Otherwise, write NFT and make corrections to make the experiment show fair testing.
_____ 1. Garett wants to see if a longer baseball bat can hit the ball farther. He gathers
5 bats of
different lengths: 28", 30", 31", 32", 34". Three of the bats are made of wood
and two
are made of aluminum. Garrett has his father pitch to him. His friend, Damien,
batted
one time using the 32" bat.
Correct selection (if NFT):

___________________________________________________________________________
________

___________________________________________________________________________
________

___________________________________________________________________________
________

_____ 2. Jackie and Ivy each use a different pen in school. Jackie says her Bic pen will
last longer
than Ivy's Felt Tip pen.
They decide to use their pens for all of their school work and see whose pen
lasts the
longest.
Correct selection (if NFT):

___________________________________________________________________________
________

___________________________________________________________________________
________

___________________________________________________________________________
________

_____ 3. Mr Smith said, "Girls get better grades than boys do." He added up 43 girls'
grades on a
test, and added up 62 boys grades on the same test. He then found the
average. The
girls scored 78%, the boys scored 73%. Girls are smarter than boys!
Correct selection (if NFT):

___________________________________________________________________________
________

___________________________________________________________________________
________

___________________________________________________________________________
________
II. With the research problem given below, formulate a hypothesis, and design an
experiment that follows the principle of fair testing. Include diagrams/illustrations with
labels, and predict outcomes.
You have been given a bouquet of cut flowers. You remember once seeing a
gardener put some sugar into the water in a vase before putting the flowers in. You wonder
if the gardener did that so the flowers would stay fresh longer.
Write a hypothesis for an experiment you could perform to answer your question.
Hypothesis:
___________________________________________________________________________
________
Setups and Variables:
What is your independent variable? ___________________________
What is your dependent variable? ___________________________

Assignment Bring manila paper and marker next meeting


Concluding Conducting a fair test is one of the most important ingredients of doing good, scientifically
Activity valuable experiments.

Remarks
Reflections
A. No. of learners who earned 80% in the C. Did the remedial lessons work? No. of
evaluation. learners who have caught up with the
lesson.
B. No. of learners who require additional D. No. of learners who continue to require
activities for remediation. remediation.
E. Which of my learning strategies worked well?
Why did these work?
F. What difficulties did I encounter which my
principal or supervisor can help me solve?
G. What innovation or localized materials did I
use/discover which I wish to share with other
teachers?
Prepared by:
Name: MICHAEL R. DEJOS School: BANTAYAN NATIONAL HIGH SCHOOL
Position/Designation: SST-I Division: CEBU PROVINCE
Contact Number: 09325764837 Email Address: michaeldejos28@gmail.com

Instructional Planning
(The process of systematically planning, developing, evaluating
and managing the instructional process by using principles
of teaching and learning - D.O. 42, s. 2016)

Detailed Lesson Plan (DLP)

DLP No.: Learning Area: Grade Level: Quarter: Duration Date:


4 Science 7 Grade 7 1 2 Hours June 14, 2017
Learning Competency/ies: Describe the components of a scientific investigation. Code:
(Taken from the Curriculum Guide)
S7MT-Ia-1

Key Concept/ Understanding


Describing the Components of a Scientific Investigations
to be
Adapted cognitive Process
Domain Dimension (D.O.8, s.2015) OBJECTIVES:
Knowledge Remembering
The fact or condition of knowing
something with familiarity
gained through experience or
association
Understanding
Skills Applying
The ability and capacity
acquired through deliberate, Analyzing
systematic, and sustained effort
to smoothly and adaptively
carryout complex activities or
Evaluating
the ability, coming from one’s
knowledge practice, aptitude,
Creating Showcase understanding of the components of a scientific investigation, as
etc.,
well as elements of an experiment, by applying them in designing one’s own
investigation.
Attitude Receiving Phenomena Practice the proper ways of acquiring knowledge and solving problems.
Values Valuing
Integrate the scientific method in resolving common issues in the
community.
Content Ways of Acquiring Knowledge and Solving Problems
Learning Resources Manila Paper and marker
Procedures

Introductory Recall the different topics discussed in the past three days, as well as the activities conducted.
Activity We talked about the components of a scientific investigation:
(5mins) What are the four components of a scientific investigation?
What is a hypothesis?
What is an experiment?
What is a conclusion?
We also talked about the importance of variables and setups in an experiment:
What is a variable?
What are the two different types of variables?
What are the two types of setups?
We talked about the importance of fair test and you already know how to distinguish an
experiment that shows fair test, from an experiment that does not.
Today, you will apply all that you learned about scientific investigation in designing your own
investigation.

Activity
(1hr & Day 1 (55mins)
55mins)
I. CONDUCT A SCIENTIFIC INVESTIGATION
(Time duration: 1 hour; Nature of activity: By pair or triad)
Make observations around you and identify a research problem found in your school
campus.
Formulate a hypothesis, then design an experiment to prove your hypothesis.
Identify the variables and describe your setups.
Predict an outcome.
Refer to the scoring guide below:

Scientific Investigation Experiment


Rubric
Problem – the problem is the question that you are trying to answer.
 2 Points if the problem is written in the form of a question and is a complete
sentence with a question mark at the end.
 1 Point if the problem is not written in the form of a question or is an incomplete
sentence or is missing the question mark.
Hypothesis – a hypothesis is your educated guess at the answer to the problem.
 2 Points if the hypothesis is written as a guess or explanation to the answer of
the problem and in a complete sentence. (I think …, I hypothesize …, If.. then…)
 1 Point if the hypothesis is not written in a complete sentence or is not a guess
to the problem.
Identifying the Variables and Controls – a variable is the one thing in the experiment that is
different in each test. The variable is what you are testing. The controls are the parts of the
experiment that are kept the same in each test.
 2 Points if the variable and controls are clearly identified.
 1 Point if only the variable or the controls are clearly identified.
 0 Points if only neither the variable or the controls are clearly identified.
Procedure – the procedure is a step-by-step explanation of how to perform the experiment. To
receive all 4 points the procedure must include all of the following:
a. Procedure steps must be numbered
b. Procedure steps must be in the correct order
c. Procedure steps must include instructions on what to measure and where to record the
data.
d. Procedure steps must be written in complete sentences.
 4 Points if all four requirements have been met.
 3 Points if only three of the requirements have been completed.
 2 Points if only two of the requirements have been completed.
 1 Points if only one of the requirements have been completed.
Data – the data is the information collected from the experiment. It can be in the form of
measurements or observations. Data is usually written in some kind of data table.
 3 Points if the data is organized in a data table or paragraph written in complete
sentences. Also, includes more then one trial. All numbers have labels. (cm., ml., g.)
 2 Points if the data is organized in a data table or paragraph written in complete
sentences. Only includes one trial or numbers are not labeled.
 1 Point if the data is not organized in a table or paragraph with complete
sentences or if only one trial was performed and numbers are not labeled.

Results – the results are the part of the experiment where you analyze the data. This is where
calculations are performed and a graph is drawn. (The graph carries its own 10 point grade.)
 3 Points if all calculations were completed and the correct graph type (bar, line, pie) has
been drawn.
 2 Points if calculations were completed, but not correctly or a graph is drawn, but it is
not the correct type.
 1 Point if the calculations were not completed or a graph was not completed.
 0 Points if the neither the calculations nor the graph were completed.
Conclusion – the conclusion is the part of the experiment where you answer the problem. Your
answer should also respond to your hypothesis stating whether you were correct or incorrect. A
correctly written conclusion must include all of the following:
a. Written in complete sentences.
b. Responded as to whether your hypothesis was right or wrong.
c. Answered the question written in the problem.
 3 Points if the conclusion includes all three requirements.
 2 Points if the conclusion included two out of three requirements.
 1 Point if the conclusion included one out of three requirements
 0 Points if the conclusion did not include any of the three requirements.

Neatness and Organization – your lab report must be written on a clean and unwrinkled paper.
Your handwriting should be clear and easy to read.
 1 Point if the lab report is clean, unwrinkled, and easy to read.
 0 Points if the lab report is stained, wrinkled, or difficult to read.

Day 2 (60mins)
PRESENTATION

II. FINALIZATION OF OUTPUT


(Time duration: 1 hour; Nature of activity: By pair or triad)
Layout your scientific investigation in a bond paper, and prepare for presentation of your
output to
the teacher.
What was your investigation all about? What problem you have encountered in your
Analysis investigation? Were you able to answer your problem? How did you do it? What variables
involved in your study? What was your finding/result of your study?
In doing an investigation we should look at first the problem to be solved, gather data about the
Abstraction problem, formulating the hypothesis, testing the hypothesis by designing an experiment,
interpreting and analyzing the data/observations gathered, drawing the conclusion or the result
of the study and communicating the results.

Application Why is it important to follow the steps of the scientific investigation /method in solving
problems?

Assessment Based on their performed study/ investigated problem, graded performance will be given based
on the rubric stated above.
Assignment Study the components of the scientific investigation for summarizing the concepts using a graphic
organizer
Concluding Investigating problems should be solved accurately if we used the components of the scientific
Activity method with the help of the basic process skills in science.

Remarks
Reflections
A. No. of learners who earned 80% in the C. Did the remedial lessons work? No. of
evaluation. learners who have caught up with the
lesson.
B. No. of learners who require additional D. No. of learners who continue to require
activities for remediation. remediation.
E. Which of my learning strategies worked well?
Why did these work?
F. What difficulties did I encounter which my
principal or supervisor can help me solve?
G. What innovation or localized materials did I
use/discover which I wish to share with other
teachers?
Prepared by:
Name: MICHAEL R. DEJOS School: BANTAYAN NATIONAL HIGH SCHOOL
Position/Designation: SST-I Division: CEBU PROVINCE
Contact Number: 09325764837 Email michaeldejos28@gmail.com
Address:

DLP NO. 4
*Student Output varies. Refer to rubrics for grading.
Instructional Planning
(The process of systematically planning, developing, evaluating
and managing the instructional process by using principles
of teaching and learning - D.O. 42, s. 2016)

Detailed Lesson Plan (DLP)

DLP No.: Learning Area: Grade Level: Quarter: Duration Date:


5 Science 7 Grade 7 1 1 Hour June 15, 2017
Learning Competency/ies: Describe the components of a scientific investigation. Code:
(Taken from the Curriculum Guide)
S7MT-Ia-1
Key Concept/ Understanding
Components of a Scientific Investigation
to be
Adapted cognitive Process
Domain Dimension (D.O.8, s.2015) OBJECTIVES:
Knowledge Remembering
The fact or condition of knowing
something with familiarity
gained through experience or
association
Understanding
Skills Applying Apply the steps of the scientific method, skills and concepts behind the study
The ability and capacity
acquired through deliberate, and the conduct of a scientific investigation.
systematic, and sustained effort
to smoothly and adaptively
carryout complex activities or
Analyzing
the ability, coming from one’s
knowledge practice, aptitude,
Evaluating
etc.,
Creating
Attitude Receiving Phenomena Practice the proper ways of acquiring knowledge and solving problems.
Values Valuing
Integrate the scientific method in resolving common issues in the
community.
Content Ways of Acquiring Knowledge and Solving Problems
Learning Resources Chalkboard
Procedures
Introductory
Activity Have one or more students recall previous activities and topics discussed.
(5 mins)
The teacher shall facilitate the class into outlining the entire Lesson 1 (Ways of Acquiring
Knowledge and Solving Problems) in a single graphic organizer or diagram on the board. This will
Activity serve as an over-all lesson review so the teacher must make sure that all the steps of the
(10 mins) scientific method which are covered, as well as the skills and concepts taught across 3 modules.
SCIENTIFIC INVESTIGATION – a series of steps designed to help solve problems and answer
questions.
The Steps in a Scientific Investigation:
1. Identifying the Problem
2. Making Observations/Gathering Information
3. Formulating a Hypothesis
4. Conducting an Experiment
5. Analyzing Data
6. Generating Conclusion based on Evidence
7. Communicating Results
The Four Components of a Scientific Investigation:
RESEARCH PROBLEM – the question to be answered, or the problem to be solved.
HYPOTHESIS – an “educated or smart guess” on the solution of the problem, or answer to
the question.
EXPERIMENT – an activity especially designed to test if a hypothesis is right or wrong.
-- a good experiment observes Fair Test.
-- The Elements of an Experiment:
A. Variables – are factors or conditions in an experiment that may be
changed.
1. Independent Variable – the variable that is changed or
controlled in the experiment.
2. Dependent Variable – the variable that is being tested or
measured.
-- the variable that changes in
response to the independent v.
B. Setups - an assembly of tools or materials during an experiment,
that mimics the conditions present upon identifying a
research
problem.
1. Experimental Setup – the setup where one variable has
been changed.
2. Control Setup – the setup identical to the experimental
setup except that no variable has been changed.
CONCLUSION - a final decision or judgement formed after a period of careful thought or
research.

Analysis 1.What did you feel while making your graphic organizer on the components of the scientific
investigation?
2. Which groups would come up the complete graphic organizer? How did you come up your
comprehensive organizer?
Abstraction SCIENTIFIC INVESTIGATION – a series of steps designed to help solve problems and answer
questions.
The Steps in a Scientific Investigation:
1. Identifying the Problem
2. Making Observations/Gathering Information
3. Formulating a Hypothesis
4. Conducting an Experiment
5. Analyzing Data
6. Generating Conclusion based on Evidence
7. Communicating Results
The Four Components of a Scientific Investigation:
RESEARCH PROBLEM – the question to be answered, or the problem to be solved.
HYPOTHESIS – an “educated or smart guess” on the solution of the problem, or answer to
the question.
EXPERIMENT – an activity especially designed to test if a hypothesis is right or wrong.
-- a good experiment observes Fair Test.
-- The Elements of an Experiment:
A. Variables – are factors or conditions in an experiment that may be
changed.
1. Independent Variable – the variable that is changed or
controlled in the experiment.
2. Dependent Variable – the variable that is being tested or
measured.

-- the variable that changes in


response to the independent v.
B. Setups - an assembly of tools or materials during an experiment,
that mimics the conditions present upon identifying a
research
problem.
1. Experimental Setup – the setup where one variable has
been changed.
2. Control Setup – the setup identical to the experimental
setup except that no variable has been changed.
CONCLUSION - a final decision or judgement formed after a period of careful thought or
Research.
Application Arrange the steps /components of the scientific investigation in a sequence manner by writing
the number on the line provided for.
____ Formulating a Conclusion based on the evidence
____ Formulating the Hypothesis
____ Analyzing and Interpreting the data/observations
____ Designing an Experiment
____ Identifying the Problem
____ Communicating the results
____ Gathering the data about the problem

Assessment Number Heads Game


(45 mins) (Students’ spelling and writing speed is drilled in this activity. Plus, it practices cooperation during
brainstorming, and independence once they’re alone to answer on the board. The whole activity
itself promotes teamwork.)

 Divide the class into 4 (or more) groups. Preferably 10 members per group.
 Have the groups assign a number to each member.
 The teacher will throw a question, and give a minute for the group to brainstorm (every
member shall make sure they know the answer because any number can be called).
 The teacher will call a number. The member assigned the number will run to the board,
and write their group’s answer. The first to complete their answer on the board gets the
point/s.
Easy Round (20 points total)
(1pt) It is a series of steps designed to help solve problems and answer questions.
(4pt) What are the 4 Components of a Scientific Investigation?
(1pt) It is the question to be answered, or the problem to be solved, in any scientific
investigation.
(1pt) It is an educated or smart guess.
(1pt) It is an activity especially designed to test if a hypothesis is right or wrong.
(2pt) What are the 2 main elements of a scientific experiment?
(1pt) These are factors or conditions in an experiment that may be changed.
(1pt) It is an assembly of tools or materials during an experiment, which mimics the conditions
present upon identifying a research problem.
(2pt) What are the two types of variables?
(1pt) The variable that is changed or controlled in an experiment.
(1pt) The variable that is being tested or measured.
(2pt) What are the two types of setup?
(1pt) It is the setup where one variable has been changed.
(1pt) It is the final decision or judgement formed after a period of careful thought or research.

Average Round (20 points total)


(2pt) What is the first step in any scientific investigation?
(2pt) What is the final and most important step in a scientific investigation?
(2pt) In which setup is the independent variable found in?
(2pt) If you want to see the effects of fertilizer in plants, your independent variable would be
_______.
(2pt) If you want to see the effects of fertilizer in plants, your dependent variable would be
_______.
(2pt) If you are making graphs and tables to organize and present your data, in which part of the
scientific investigation are you in?
(2pt) You want to know why there is a sudden increase of mosquitoes in your home. In which
part of the scientific investigation are you in?
(2pt) Based on the data you gathered, flower horns’ voracious appetite causes their tank to
become murky at a faster rate than other fish’s tanks. In which part of the scientific investigation
are you in?
(2pt) You suspect that the low salinity of the water in your tank caused fin rot in 3 of your 7
goldfish. In which part of the scientific investigation are you in?
(2pt) When you’re testing only one variable at a time while keeping all other conditions in your
setups the same, what principle of experimentation are you practicing?

Difficult Round (15 points total)


This round may not necessarily be a race. Every group that gets the correct answer regardless of
who finishes first or last, will get the points.
Direction: Study the short story posted on the board. The questions that will follow will be based
on the story.
(a) Rica is a high school student in a privilege school. She is smart and she is one of the top
students in her batch. Because of that, she is a scholar.
(b) She has won lots of science and math competitions for the school. But despite all that,
she is
timid, shy and aloof. I’ve always wondered why that is.
(c) I tried to observe and compared her to the rest of the students in school. She has a pretty
face,
and a fairly tanned skin.
She stands out in a crowd because she’s tall and maintains a nice posture. Her hair
though,
clearly hasn’t been to salon treatments like the rest of the privileged girls her age. I also
just
recently noticed how her clothes are not as up-to-date
as others’, not that it matters of course.
(d) Being a teenager, her shyness could come from low self-esteem.
(e) I went on with my routine as her teacher, just as she went on with her routine as a
student. I
continued observing her.
(f) After some time, I realized that I am in fact correct in thinking that her shy and quiet
nature
has stemmed from her low self-esteem.
Questions:
(3pts) What is the research problem?
(3pts) What is the hypothesis?
(3pts) In which part of the story was the speaker Gathering Information for her investigation?
(3pts) What is the conclusion?
(3pts) Yes or No. Does the investigation apply the principle of fair test in experimentation?

Assignment
Study the components of the scientific investigation for the preparation of the summative test
next meeting

Concluding Variables are the essential factors that affect the results of the experiment.
Activity

Remarks
Reflections
A. No. of learners who earned 80% in the C. Did the remedial lessons work? No. of
evaluation. learners who have caught up with the
lesson.
B. No. of learners who require additional D. No. of learners who continue to require
activities for remediation. remediation.
E. Which of my learning strategies worked well?
Why did these work?
F. What difficulties did I encounter which my
principal or supervisor can help me solve?
G. What innovation or localized materials did I
use/discover which I wish to share with other
teachers?

Prepared by:

Name: MICHAEL R. DEJOS School: BANTAYAN NATIONAL HIGH SCHOOL


Position/Designation: SST-I Division: CEBU PROVINCE
Contact Number: 09325764837 Email michaeldejos28@gmail.com
Address:

DLP NO. 5
*DLP is designed only to drill students for the next meeting’s summative test.
Instructional Planning
(The process of systematically planning, developing, evaluating
and managing the instructional process by using principles
of teaching and learning - D.O. 42, s. 2016)

Detailed Lesson Plan (DLP)

DLP No.: Learning Area: Grade Level: Quarter: Duration Date:


6 Science 7 Grade 7 1 1 Hour June 19, 2017
Learning Competency/ies: Code:
(Taken from the Curriculum Guide) Describe the components of a scientific investigation.
S7MT-Ia-1
Key Concept/ Understanding
Components of a Scientific Investigation
to be
Adapted cognitive Process
Domain Dimension (D.O.8, s.2015) OBJECTIVES:
Knowledge Remembering
The fact or condition of
knowing something with
familiarity gained through
experience or association
Understanding
Skills Applying Assess understanding of the components of the scientific investigation, skills
The ability and capacity
acquired through deliberate, and concepts learned during the discussion and the performed activities.
systematic, and sustained effort
to smoothly and adaptively
carryout complex activities or
Analyzing
the ability, coming from one’s
knowledge practice, aptitude,
Evaluating
etc.,
Creating
Attitude Receiving Phenomena Practice the proper ways of acquiring knowledge and solving problems.
Values Valuing
Integrate the scientific method in resolving common issues in the
community.
Content Ways of Acquiring Knowledge and Solving Problems
Learning Resources Summative Test # 1 Powerpoint Presentation
Procedures

Activity:
Summative Test # 1
Scientific Investigation
I. Multiple Choice: Read the questions carefully and encircle the letter of your answer. (10pts)

1. The first step in any scientific investigation is ____.


a. identifying a problem c. doing research
b. making observations d. drawing a conclusion
2. Why do scientists have to communicate their results in written reports?
a. so other scientists may argue c. to make scientific models
b. because scientists usually like to write d. so other scientists can repeat their experiments
3. Which is a step in scientific investigation?
a. analyzing results c. using technology
b. stating a theory d. building a microscope

For questions 4-6, refer to the graph on the left:

4. What question did the scientists who collected this data


want
to answer?
a. Are there more earthworms in the soil in the spring, or
in
the fall?
b. What is the effect of plowing soil on the number of
earthworms?
c. How is the size of earthworms affected by the
seasons?
d. Does plowing soil affect how fast earthworms grow?
5. Where and when were the most earthworms found?
a. unplowed soil, spring 1995 c. unplowed soil, fall 1995
b. unplowed soil, fall 1994 d. plowed soil, spring 1994

6. What do the data in this graph show?


a. Unplowed soil has more earthworms than plowed soil.
b. Plowed soil has more earthworms than unplowed soil.
c. Plowing of soil has no effect on the number of earthworms.
d. The number of earthworms cannot be predicted.
7. A scientists who wants to study the effects of a new fertilizer on plants would probably _____.
a. give each experimental group the same amount of the fertilizer
b. not worry about measuring the amount of fertilizer used
c. include a control group that received no fertilizer
d. use different numbers of plants in each group
8. Information you collect during an experiment is called _____.
a. chart c. graph
b. hypothesis d. data
9. An educated guess is a _____.
a. hypothesis c. purpose
b. observation d. conclusion
10. A setup that involves materials, a procedure, observations and data can be found in a/n _____.
a. analysis c. hypothesis
b. experiment d. conclusion

II. Sequencing of Events: Number the following steps of a scientific investigation in the proper order. Write 1 for
step1, and 7 for last. (7pts)
_____ Organize and analyze data
_____ Form a hypothesis
_____ Make an observation that identifies a problem
_____ State a conclusion
_____ Design and carry out an experiment
_____ Ask questions about the problem
_____ Communicate results to other scientists

III. Read the selection below and answer the questions that follow. (13 pts)

My Peace-Lily Story
I love plants, especially ones that have large, dark, green leaves, and a flower that stands out from those leaves.
For me, nothing just beats a good foliage. That’s why when I came across a Peace Lily, I never had second
thoughts. I immediately got one for myself.
I know plants love sunlight, a healthy soil, and a good watering routine. I placed my Peace Lily in my garden,
along with the rest of my plants. It’s situated perfectly in the shade of a mango tree where it gets ample amount
of sunlight in the mornings and in the afternoons. When it rains, it gets soaked. Perfect! My Peace Lily is so
happy, its color is radiant and it’s always in bloom.
Eight months later, it started to develop brown patches at the tip of its leaves. I didn’t give much thought about
it, but after some time, it got worse and got me worried. So I tried the internet for answers. I learned that Peace
Lilies are actually indoor plants. They need sunlight, but not as much as other plants do. They do not need much
water, and in fact, only needs watering when its soil has dried up. When its leaves has wilted, it only needs a
good spray of water, and it’s back to its pretty self in a couple of hours. I looked outside the window, and
noticed how muddy it is outside. It’s the rainy season, and it rains a couple of hours a day! That’s it!
I went to the store where I bought my Peace Lily and bought two new ones. When I got home, I labeled one
“POT A”, and the other “POT B”. I placed Pot A outside, just beside my first Peace Lily, and kept Pot B inside. I
shall see in the next few weeks if my speculations are correct.
True enough, after only a month, Pot A looked as unhealthy and as wilted as my first Peace Lily. Pot B stayed
prim and pretty inside.

Questions:
1. What is the problem in the story?

___________________________________________________________________________________________
_____

2. What is the hypothesis?

___________________________________________________________________________________________
_____

3. What is the independent variable? _______________________________

4. What is the dependent variable? ________________________________

5. How many setups were prepared for the experiment? _______________

6. Which is the control setup? ______________

7. Which is the experimental setup? ________________

8. What conclusion was drawn from the experiment?

___________________________________________________________________________________________
_____
9. Does the experiment show fair testing? If yes, how? If no, what changes would you make? (5pts)

___________________________________________________________________________________________
_____

___________________________________________________________________________________________
_____

___________________________________________________________________________________________
_____

___________________________________________________________________________________________
_____

___________________________________________________________________________________________
_____

___________________________________________________________________________________________
_____

___________________________________________________________________________________________
_____

___________________________________________________________________________________________
_____

Assignment:

Bring the following materials by group next meeting:

6 cups water
6 pcs spoons
either of the following: cheesecloth(katsa), old white t-shirt or filter paper
2 tablespoons each of the following: sugar, salt, mongo seeds, powdered juice, cooking oil, two different types
of vinegar (one which is clear and another which appears cloudy)
12 clear bottles or cups or small beakers
2 pcs each – measuring spoons (1/2 tsp and 1 tsp)
2 pcs each – measuring cups (1/2 cup and 1 cup)
3 funnels or improvised funnel made from 500 mL plastic bottle
1 funnel rack
1 flashlight

Remarks
Reflections
A. No. of learners who earned 80% in the C. Did the remedial lessons work? No. of
evaluation. learners who have caught up with the
lesson.
B. No. of learners who require additional D. No. of learners who continue to require
activities for remediation. remediation.
E. Which of my learning strategies worked well?
Why did these work?
F. What difficulties did I encounter which my
principal or supervisor can help me solve?
G. What innovation or localized materials did I
use/discover which I wish to share with other
teachers?

Prepared by:
Name: MICHAEL R. DEJOS School: BANTAYAN NATIONAL HIGH SCHOOL
Position/Designation: SST-I Division: CEBU PROVINCE
Contact Number: 09325764837 Email michaeldejos28@gmail.com
Address:

Instructional Planning
(The process of systematically planning, developing, evaluating
and managing the instructional process by using principles
of teaching and learning - D.O. 42, s. 2016)

Detailed Lesson Plan (DLP)

DLP No.: Learning Area: Grade Level: Quarter: Duration Date:


7 Science 7 Grade 7 1 1 Hour June 20, 2017
Learning Competency/ies: Investigate properties of unsaturated or saturated Code:
(Taken from the Curriculum Guide)
solutions. S7MT-Ic-2
Key Concept/ Understanding
Investigating Properties of Solutions
to be
Adapted cognitive Process
Domain Dimension (D.O.8, s.2015) OBJECTIVES:
Knowledge Remembering Identify the components of a solution.
The fact or condition of
knowing something with
familiarity gained through
experience or association
Understanding
Skills Applying Describe the characteristics of solutions.
The ability and capacity
acquired through deliberate, Analyzing Distinguish Solutions from mixtures based on its appearance.
systematic, and sustained effort
to smoothly and adaptively
carryout complex activities or
Evaluating
the ability, coming from one’s
knowledge practice, aptitude,
Creating
etc.,

Attitude Receiving Phenomena


Exhibit understanding of different concentration of solutions in preparing
household cleaning materials, drinks, etc.
Values Valuing Propose ways to make preparation solutions easier.
Content Investigating the Properties of Solution
Learning Resources 1. Science 7 Learner’s Material,
2. 6 cups water
6 pcs spoons
either of the following: cheesecloth(katsa), old white t-shirt or filter paper
2 tablespoons each of the following: sugar, salt, mongo seeds, powdered
juice, cooking oil, two different types of vinegar (one which is clear and
another which appears cloudy)
12 clear bottles or cups or small beakers
2 pcs each – measuring spoons (1/2 tsp and 1 tsp)
2 pcs each – measuring cups (1/2 cup and 1 cup)
3 funnels or improvised funnel made from 500 mL plastic bottle
1 funnel rack
1 flashlight

Procedures
Introductory Unscramble the following words:
Activity TIMREUX DOLSI REAPPANCEA
(5 mins) SUNISTOOL DQIUIL TIPPERORES
THORENEGESEOU AGS TRACHSCRAITICS
NGOSEHEUMOO SISOVLED
SPHEA NORMUFI
If you have formed the words, it’s probably because you have discussed mixtures and solutions in
your sixth grade. If not, no need to worry because we need only to recognize the words to
understand the meaning as we move along.
** Go through Module 1, Overview of Science 7 Learner’s Material, p.3.
Activity
(25 mins) To have a much deeper understanding of Solutions, let’s do a little experiment.
** Refer to Module 1, Activity 2 of Science 7 Learner’s Material, p. 5.
Analysis
(10 mins) What is/are your observation/s in the activity/experiment?

What are the two components of solution?

Are solutions always liquid? Explain

What common properties do solutions have?

Abstraction Components of a Solution:


(5 minutes) SOLUTE – the component present in smaller amounts
-- the component dissolved in the other.
SOLVENT – the component present in larger amounts.
-- the component that dissolves the other.
Properties of a Solution:
 A solute is dissolved in a solvent.
 It is homogeneous. It has a uniform appearance all throughout.
 It is single-phased.
 Its components cannot be separated by filtration. It may be separated by other means
such as chromatography and evaporation.
 For liquid solutions, it is transparent. When light is directed to it, a path of light can be
seen across the liquid solvent.
Application Let the students identify which are solutions and which are not solution. Write their answers
(5 mins) before the number.
_______1. coffee powder in water _______6. cornstarch in water
_______2. alcohol in water _______7. toothpaste in water
_______3. fresh milk ________8. butter in water
_______4. sand in water ________9. liquid soap in water
_______5. halo-halo ________10. baby oil in water
Assessment Direction: Write T if the statement is true. Otherwise, write F if is false
(10 mins) _____ 1. A solution is a homogeneous mixture of two or more substances.
_____ 2. Rubbing alcohol is an example of a solution.
_____ 3. The solute is the component in a solution where the other is dissolved in.
_____ 4. Solutions are transparent.
_____ 5. Mixtures that cannot be separated by simple mechanical means such as filtration, is a
solution.
_____ 6. In a solution, the solute is the substance that is being dissolved, and the solvent is the
substance doing the dissolving.
_____ 7. Oil and water mixed together will form a solution.
_____ 8. Air is a gaseous solution.
_____ 9. Components of a solution cannot be separated by any separation technique, not
even
evaporation.
_____ 10. In oceans, the solvent is the salt.

Assignment Study in advance:


Different factors that affect the rate of solubility of a solid solute in a solution.
Concluding
Activity Solutions can be found everywhere but it needs to be used properly.

Remarks
Reflections
A. No. of learners who earned 80% in the C. Did the remedial lessons work? No. of
evaluation. learners who have caught up with the
lesson.
B. No. of learners who require additional D. No. of learners who continue to require
activities for remediation. remediation.
E. Which of my learning strategies worked well?
Why did these work?
F. What difficulties did I encounter which my
principal or supervisor can help me solve?
G. What innovation or localized materials did I
use/discover which I wish to share with other
teachers?

Prepared by:
Name: MICHAEL R. DEJOS School: BANTAYAN NATIONAL HIGH SCHOOL
Position/Designation: SST-I Division: CEBU PROVINCE
Contact Number: 09325764837 Email Address: michaeldejos28@gmail.com
Instructional Planning
(The process of systematically planning, developing, evaluating
and managing the instructional process by using principles
of teaching and learning - D.O. 42, s. 2016)

Detailed Lesson Plan (DLP)

DLP No.: Learning Area: Grade Level: Quarter: Duration Date:


8 Science 7 Grade 7 1 2 Hours July 21, 2017
Learning Competency/ies: Investigates properties of unsaturated or saturated Code:
(Taken from the Curriculum Guide)
solutions. S7MT-Ic-2
Key Concept/ Understanding
Investigating Properties of Solutions
to be
Adapted cognitive Process
Domain Dimension (D.O.8, s.2015) OBJECTIVES:
Knowledge Remembering
The fact or condition of knowing
something with familiarity
gained through experience or
association
Understanding Identify the different factors that affect the rate of solubility of a solid solute
in a solution.
Skills Applying
The ability and capacity
acquired through deliberate, Analyzing Explain the effects of a given factor of solubility when applied in a solution.
systematic, and sustained effort
to smoothly and adaptively
carryout complex activities or
Evaluating
the ability, coming from one’s
knowledge practice, aptitude,
Creating
etc.,

Attitude Receiving Phenomena


Exhibit understanding of different concentration of solutions in preparing
household cleaning materials, drinks, etc.
Values Valuing Propose ways to make preparation solutions easier.
Content Solutions
Learning Resources 1. Science 7 Learner’s Material
2. Demonstration materials: powdered coffee, water, stirring rod/popsicle
stick, two transparent containers
Procedures

Introductory Have one or more students recall yesterday’s activity:


Activity What did we talk about yesterday?
(10 mins.)
So yesterday, we had a deeper understanding of solutions – its properties and its
components.
 We learned that solutions are homogeneous mixtures, transparent and cannot be
separated by filtration.
 We learned that solutions are always composed of one or more solutes in a solvent.

Having mentioned solutes, it is also important to know that the rate of solubility of solutes
depend on several factors. Some solutes will dissolve faster than some. Some will not dissolve
a hundred percent. Some may not even dissolve at all. These factors are exactly what we will
be learning about today.

Example:
Demonstrate the effects of agitation in mixing a solid solute in water.
In which glass did the powdered coffee dissolve faster? In glass A where agitation was
applied, or in glass B where the powdered coffee was left on standby?

Activity In groups of three, perform Activities 4, 5 and 6 of Module 1 in Science 7 Learner’s Material,
(50 mins.) pp. 12-15.
(Allow the students plenty of time for this activity because it is an opportunity for them to
practice their learning in conducting Scientific Investigations.)
Analysis
(30 mins.) Why smaller pieces of salt dissolves faster than larger ones?

Does a solute dissolve faster in water when you increase the temperature? Explain.

Does the type or nature of the solute will also affect how fast it dissolves in water?

What are the factors that determine the rate of solubility of solid solutes in a solution?

Abstraction There are four factors that determine the rate of solubility of solid solutes in a solution.
(5 mins.) 1. AGITATION – solid solutes dissolve faster when agitation is applied. Agitation includes
stirring, shaking of the container, etc.
2. PARTICLE SIZE – finer solutes dissolve faster.
3. TEMPERATURE OF SOLVENT – solid solutes dissolve faster in warmer solvents.
4. NATURE OF SOLUTE – some solutes naturally dissolve faster than others.

Application
(15 ins.) 1.State the relationship between the size particles of the solute and the rate of solubility
2. Explain the factors that affect the solubility of the solutions.

Assessment
(10 mins.) Multiple Choice: Read each item carefully and encircle the letter of your answer.
1. The solubility of solids in water _____.
a. is independent of the temperature
b. increases with increasing temperature
c. decreases with increasing temperature
d. solids are not soluble in water
2. Which action/s would not affect the solubility of sugar in water?
a. Stir the water and sugar.
b. Grind the sugar to make it finer.
c. Heat the water and sugar.
d. Add salt to the water before adding the sugar.
3. Imagine that you performed an experiment in which you dissolved different samples of
sugar (sugar cubes, powdered sugar, regular table sugar) into water samples to compare how
long they took to dissolve. Which factor would be least important to the design of this
experiment?
a. The water samples must all be of the same temperature.
b. All the samples must be tested at exactly the same time of the day.
c. The solution formed must contain only sugar and water.
d. The same amount of sugar must be used in each sample.

4. The following illustration shows what happens when salt is added to water.

5.Which statement about the diagram is false?


a. The square structure in the first box represents a salt crystal.
b. Only the salt particles move around.
c. The diagram illustrates a dissolution process.
d. The last box illustrates a salt solution.
5. Which of the following factors hastens the dissolution process of a solid solute?
a. Apply stirring.
b. Decrease particle size, increase temperature and apply stirring.
c. Decrease particle size and omit stirring.
d. Increase both temperature and particle size.
6. Water contains dissolved oxygen that fish breathe in. Which factor would not increase the
amount of oxygen in the water of a fish aquarium?
a. Place the water under brighter light.
b. Cool down the water.
c. Agitate the water.
d. Place the water in a shallow container.
7. Which of the following would not affect the solubility of solid solutes?
a. particle size of solute
b. volume of solvent
c. stirring and shaking
d. temperature
8. As temperature increases _____.
a. the solubility of most solid solutes decreases
b. the solubility of most solid solutes does not vary
c. the solubility of most solid solutes increases
d. the solubility of most solid solutes drop to zero
9. 15g of sugar cubes are dissolved in 120g of water at 20°C. What could be done to increase
the rate of dissolution?
a. Use larger sugar cubes.
b. Stir the mixture.
c. Cool the water down.
d. Add salt into the mixture.
10. Which of the following will dissolve at the fastest rate?
a. 15g of sugar cubes in 120g of water at 60°C.
b. 15g of sugar cubes in 120g of water at 20°C.
c. 15g of regular table sugar in 120g of water at 60°C.
d. 15g of regular table sugar in 120g of water at 20°C.
11. You and your friend have a contest to see who can make iced tea the fastest. Which of the
following would NOT help you win?
a. cool the water
b. use smaller crystals
c. heat the water
d. stir quickly
12. Smaller pieces of solute dissolve faster because _____.
a. they can be stirred faster
b. more surface area is exposed
c. smaller pieces are unsaturated
d. they won’t form crystals quickly

Assignment Bring the following materials next meeting by group:


6 teaspoons sugar, 1 cup of water, 1 measuring cup (1 cup capacity), 1 measuring spoon (1/2
tsp capacity), 2 small clear, transparent bottle, 2 stirrers and 1 thermometer.
Concluding It is important to know that the rate of solubility of solutes depend on several factors. Some
Activity solutes will dissolve faster while some are not. Some will not dissolve a hundred percent while
some may not even dissolve at all.

Remarks
Reflections
A. No. of learners who earned 80% in the C. Did the remedial lessons work? No. of
evaluation. learners who have caught up with the
lesson.
B. No. of learners who require additional D. No. of learners who continue to require
activities for remediation. remediation.
E. Which of my learning strategies worked well?
Why did these work?
F. What difficulties did I encounter which my
principal or supervisor can help me solve?
G. What innovation or localized materials did I
use/discover which I wish to share with other
teachers?

Prepared by:
Name: MICHAEL R. DEJOS School: BANTAYAN NATIONAL HIGH SCHOOL
Position/Designation: SST-I Division: CEBU PROVINCE
Contact Number: 09325764837 Email Address: michaeldejos28@gmail.com

Instructional Planning
(The process of systematically planning, developing, evaluating
and managing the instructional process by using principles
of teaching and learning - D.O. 42, s. 2016)

Detailed Lesson Plan (DLP)

DLP No.: Learning Area: Grade Level: Quarter: Duration Date:


9 Science 7 Grade 7 1 1 Hour June 22, 2017
Learning Competency/ies: Investigates properties of unsaturated or saturated Code:
(Taken from the Curriculum Guide)
solutions. S7MT-Ic-2
Key Concept/ Understanding
Investigating Properties of Solutions
to be
Adapted cognitive Process
Domain Dimension (D.O.8, s.2015) OBJECTIVES:
Knowledge Remembering Identify the different types of solutions.
The fact or condition of
knowing something with
familiarity gained through
experience or association
Understanding
Skills Applying Determine common solutions found in the household/outdoors as
The ability and capacity
acquired through deliberate, unsaturated, saturated or supersaturated.
systematic, and sustained effort
to smoothly and adaptively
carryout complex activities or
Analyzing Differentiate each type of solution in terms of appearance.
the ability, coming from one’s
knowledge practice, aptitude,
Evaluating
etc.,
Creating
Attitude Receiving Phenomena
Exhibit understanding of different concentration of solutions in preparing
household cleaning materials, drinks, etc.
Values Valuing Propose ways to make preparation solutions easier.
Content Solutions
Learning Resources 1. Science 7 Learner’s Manual
2. 6 teaspoons sugar, 1 cup of water, 1 measuring cup (1 cup capacity), 1
measuring spoon (1/2 tsp capacity), 2 small clear, transparent bottle, 2
stirrers and 1 thermometer.
Procedures
Introductory Have one or more students recall yesterday’s activity:
Activity What did we talk about yesterday?
(5 mins)
As far as solutions go, we have already discussed the properties and components of a solution, as
well as the factors affecting solubility of solid solutes.
Having discussed solubility, you must have already guessed that there can be different types of
solution produced, depending on whether the solvent has already dissolved enough solute or
not.
To understand what I’m saying, let’s perform our next activity.
Activity
(20 mins) In the same groups of three, perform Activity 3 in Science 7 Learner’s Material, p. 8.

Analysis Albert wants to find out how much sugar is needed to make a saturated solution in 100ml of
(10 mins) water.
Amount
Step Observations
of salt
no.
added
After stirring, sugar
1 12 g
completely dissolved.
After stirring, sugar
2 12 g
completely dissolved.
3 12 g After stirring, sugar
completely dissolved.
After stirring, some sugar is
4 12 g seen at the bottom of the
container.
After stirring, more sugar is
5 12 g seen at the bottom of the
container.
After stirring, more sugar is
6 12 g seen at the bottom of the
container.

1.What is the solute of the solution?


2. Which step is the solution described as a saturated solution?
3. How would you express the concentration of the solution in step 4?
4.What are the three types of solutions?
Abstraction There are three types of solutions:
(5 mins) 1. UNSATURATED – a solution that contains less solute than the maximum amount its solvent can
dissolve at a given temperature.
2. SATURATED – a solution that contains the maximum amount of solute dissolved by a given
amount of solvent.
3. SUPERSATURATED – a solution that contains more solute than the maximum amount its
solvent can dissolve.

Application
(10 mins) Make unsaturated, saturated and supersaturated solutions using sand as solute. Present the
measurements in a table.

Assessment
(10 mins) I. MULTIPLE CHOICE: Read each item carefully and encircle the letter of your answer.
1. Which statement best describes a supersaturated solution?
a. a solution which contains more solute than is normally possible
b. a solution that has equal amounts of solute and solvent
c. a solution that could possible dissolve more solute.
d. a solution that has dissolved the maximum amount of solute

2. When a solution is _____, no more solute will dissolve.


a. a mixture b. saturated c. dissolved d. soluble

3. If you taste a glass of lemonade and it is not sweet enough, what would you do?
a. boil the solution b. add more solvent
c. add more solute d. filter out the solute

4. The Dead Sea contains so much salt that people can easily float on it. The Dead Sea is a _____
solution.
a. saturated b. suspended
c. unsaturated d. supersaturated

5. When making gulaman, you accidentally use twice as much gulaman powder as the recipe calls
for. You stir, and stir, but you
cannot get all of the gulaman powder to dissolve. This is because the solution is _____.
a. supersaturated b. suspended c. saturated d. soluble

6. ____ is a solution contains only a small amount of solute.


a. mega saturated solution c. supersaturated solution
b. unsaturated solution d. saturated solution

7. A ____ solution can dissolve more solute if added.


a. concentrated b. unsaturated c. supersaturated d.
saturated

8. Sugar water containing all the sugar that would normally dissolve at 10°C is said to be ____.
a. concentrated b. unsaturated c. supersaturated p d.
saturated

Assignment Study in advance:


Difference between dilute and concentrated solutions.
Concluding
Activity Types of solutions are found at home but it needs to be controlled when it is used.

Remarks
Reflections
A. No. of learners who earned 80% in the C. Did the remedial lessons work? No. of
evaluation. learners who have caught up with the
lesson.
B. No. of learners who require additional D. No. of learners who continue to require
activities for remediation. remediation.
E. Which of my learning strategies worked well?
Why did these work?
F. What difficulties did I encounter which my
principal or supervisor can help me solve?
G. What innovation or localized materials did I
use/discover which I wish to share with other
teachers?
Prepared by:
Name: MICHAEL R. DEJOS School: BANTAYAN NATIONAL HIGH SCHOOL
Position/Designation: SST-I Division: CEBU PROVINCE
Contact Number: 09325764837 Email Address: michaeldejos28@gmail.com
Instructional Planning
(The process of systematically planning, developing, evaluating
and managing the instructional process by using principles
of teaching and learning - D.O. 42, s. 2016)

Detailed Lesson Plan (DLP)

DLP No.: Learning Area: Grade Level: Quarter: Duration Date:


10 Science 7 Grade 7 1 1 Hour June 27, 2017
Learning Competency/ies: Expresses concentration of solutions quantitatively by Code:
(Taken from the Curriculum Guide)
preparing different concentrations of mixtures according to S7MT-Id-3
uses and availability of materials.
Key Concept/ Understanding
Expressing concentration of solutions
to be
Adapted cognitive Process
Domain Dimension (D.O.8, s.2015) OBJECTIVES:
Knowledge Remembering
The fact or condition of
knowing something with
familiarity gained through
experience or association
Understanding Describe the difference between dilute and concentrated solutions.
Skills Applying Classify solutions as dilute or concentrated based from the given
The ability and capacity
acquired through deliberate, measurement of its components.
systematic, and sustained effort
to smoothly and adaptively
carryout complex activities or
Analyzing
the ability, coming from one’s
knowledge practice, aptitude,
Evaluating Express concentration of solutions in terms of Percent by Mass and Percent
etc.,
by Volume.
Creating
Attitude Exhibit understanding of different concentration of solutions in preparing
Receiving Phenomena
household cleaning materials, drinks, etc.
Values Valuing Propose ways to make preparation solutions easier.
Content Solutions
Learning Resources Different Isopropyl alcohol (concentration)
Procedures

Introductory Have one or more students recall yesterday’s activity:


Activity What did we talk about yesterday?
(5 mins) We have previously discussed different types of solutions. These types are dictated by the
capacity of the solvent to dissolve more solute.
When you are asked what type a given solution is, you answer either unsaturated, saturated or
supersaturated. But when asked about how much solute is dissolved in a solvent, you will likely
express your answer better in terms of the solution’s concentration. How?
Activity
Take a look at these three different types of rubbing alcohol:
(2 mins)

Analysis
(3 mins) Besides the difference in how their labels look and the difference in the shape of the bottles,
what else is different between the three?

How can we classify a solution as diluted or concentrated?

How to express concentration of solutions in terms of Percent by Mass and Percent by Volume?

Abstraction
(15 mins) They differ in concentration. One is 50%. One is 70%. And the last one is 91% by volume. 70%
isopropyl alcohol means that for every 100 ml of alcohol, 70 ml is pure isopropyl alcohol, and 30
ml is water. 50% isopropyl alcohol means that for every 100 ml of alcohol, 50 ml is pure isopropyl
alcohol, and 50 ml is water. 91% isopropyl alcohol means that for every 100 ml of alcohol, 91 ml
is pure isopropyl alcohol, and 9 ml is water. This method of expressing the concentration of a
solution is by way of Percent by Volume (for liquids) or Percent by Mass (for solids). This allows
us to know the exact ratio of solute to solvent in specifying the concentration of a solution.
For instance:
How many mL of ethyl alcohol are in a 50ml-bottle of a 70% ethyl-alcohol solution?
70ml ethyl alcohol
50ml rubbing alcohol X ------------------------------------- = 35ml ethyl alcohol
100ml alcohol solution

Therefore, there is 35ml of pure ethyl alcohol in 50ml of 70% ethyl-alcohol solution.
This method also works the same for solid solutes. We simply change the unit ml (volume) to g
(mass).

Let’s say, for instance, that you fell and bruised yourself pretty bad. You want to treat your
bruises and before you put some iodine solution in it, you have to disinfect it. You have a 70%
rubbing alcohol and thought that it might sting. Since you have low tolerance for pain, you want
it to be less concentrated. What do you do?
Exactly. Dilute it. When you dilute a solution, you add more solvent to it and it becomes less
concentrated. In the case of the rubbing alcohol, you simply add a bit more water to it.
When there is a large amount of dissolved solute for a certain volume of solvent, the
solution is concentrated. For instance, a supersaturated solution is a concentrated solution.
A dilute solution has a small amount of dissolved solute in comparison to the amount
of solvent. For instance, we can say that an unsaturated solution is a dilute solution.
The concentration of a solution may be expressed in terms of Percent by Volume, and
Percent by Mass.
All portions of a solution have the same concentration (solutions are uniform all
throughout). The composition of one part is also the same as the composition of the other parts.
But you can change the concentration of solutions. This means you can prepare different
solutions of sugar in water of different concentrations (for example 10%, 20% or 30%). In the
same way, you can prepare different solutions of salt in water.

Application This may be done by volunteers on the board, so that checking will be demonstrated to the rest of
(15 mins) the class.

Solve.
1. 10g of salt and 70 g of water are mixed together, forming a solution. What is the concentration
of the solution?
2. 14.2g of Potassium Chloride is dissolved in 450ml of water. What is the concentration of the
resulting solution?
Assessment Multiple Choice: Read each item carefully and encircle the letter of your answer.
(20 mins) 1. When there is a low concentration of solute in a solution, it is known as _____.
a. diluted solution
b. saturated solution
c. concentrated solution
d. unsaturated solution

2. A solution is described as highly concentrated when its solute is in _____.


a. high concentration
b. low concentration
c. high temperature
d. low temperature

3. What is the solvent in a 70% alcohol solution?


a. alcohol
b. water
c. sugar
d. kerosene

4. It refers to the process of preparing a less concentrated solution from a more concentrated
one.
a. solubility
b. dissolution
c. dilution
d. normality

5. Mateo prepared two brine solutions for his salted eggs. On the first one, he added 250 g of salt
in one liter of water. On the second one, he added 300g of salt in 1.5 liters of water. Which of the
following statements is true about his solutions?
a. The first one is more concentrated than the second one.
b. The second one is more concentrated than the first one.
c. Both solutions have the same concentration.
d. The data given is not sufficient to determine the concentration of both solutions.

Solve.
1. 31.5g of Calcium Nitrate is dissolved in 1.8 liters of solution. What is the concentration of the
resulting solution?

2. What is the concentration of a rubbing alcohol that contains 275ml of isopropyl alcohol in 500g
of solution?

Assignment
Study in advance:
How to express concentration of solutions in terms of Percent by Mass and Percent by Volume.
How to derive existing formulae in order to solve for what is asked.

Concluding
In buying the liquid products it is important to identify the percentage of the concentration of the
Activity
solution for the advantages of the users.

Remarks
Reflections
A. No. of learners who earned 80% in the C. Did the remedial lessons work? No. of
evaluation. learners who have caught up with the
lesson.
B. No. of learners who require additional D. No. of learners who continue to require
activities for remediation. remediation.
E. Which of my learning strategies worked well?
Why did these work?
F. What difficulties did I encounter which my
principal or supervisor can help me solve?
G. What innovation or localized materials did I
use/discover which I wish to share with other
teachers?
Prepared by:
Name: MICHAEL R. DEJOS School: BANTAYAN NATIONAL HIGH SCHOOL
Position/Designation: SST-I Division: CEBU PROVINCE
Contact Number: 09325764837 Email Address: michaeldejos28@gmail.com

Instructional Planning
(The process of systematically planning, developing, evaluating
and managing the instructional process by using principles
of teaching and learning - D.O. 42, s. 2016)

Detailed Lesson Plan (DLP)

DLP No.: Learning Area: Grade Level: Quarter: Duration Date:


11 Science 7 Grade 7 1 1 Hour June 28, 2017
Learning Competency/ies: The learner expresses concentration of solutions Code:
(Taken from the Curriculum Guide)
quantitatively by preparing different concentrations of
S7MT-Id-3
mixtures according to uses and availability of materials.
Key Concept/ Understanding
Expressing concentration of solutions
to be
Adapted cognitive Process
Domain Dimension (D.O.8, s.2015) OBJECTIVES:
Knowledge Remembering
The fact or condition of knowing
something with familiarity
gained through experience or
association
Understanding
Skills Applying
The ability and capacity
acquired through deliberate, Analyzing Compare different concentrations of solutions.
systematic, and sustained effort
to smoothly and adaptively
carryout complex activities or
Evaluating Express concentration of solutions in terms of Percent by Mass and Percent
the ability, coming from one’s
knowledge practice, aptitude,
by Volume.
etc.,
Creating Derive existing formulae in order to solve for what is asked.
Attitude Receiving Phenomena
Exhibit understanding of different concentration of solutions in preparing
household cleaning materials, drinks, etc.
Values Valuing Propose ways to make preparation solutions easier.
Content Solutions
Learning Resources Powerpoint of the Activity, Application and Assessment (Problems)
Procedures

Introductory Ask question on the previous lesson.


Activity What was our topic that we took up yesterday?
(5mins)
Yesterday, we learned to solve for the concentration of a given solution. We learned to compare
two solutions and determine which is more concentrated or diluted.
However, what if the problem calls for solving for the mass or volume of the solute or solvent?
We will learn how to derive the existing formula that we currently know in order to get the values
asked for.
Activity Solve.
(15mins) 1. A saturated solution of carbon dioxide gas in water has a concentration of 0.145%. How many
grams of carbon dioxide is present in 250 ml of the solution?
2. Steel is an alloy of Iron and about 1.7% Carbon. It also contains small amounts of other
materials such as manganese and phosphorus. How many grams of carbon is needed to make a
5-kg sample of steel?
3. A 91% rubbing alcohol has a volume of 500ml. How many milliliters of water is in the rubbing
alcohol solution?
4. What is the concentration of a solution that is 18.37 g of Sodium Chloride dissolved in 92.2 g of
water?
Analysis
(10mins) How the above sample problems are solved?

Abstraction
(10mins) The formula will be derived according to which value is asked:
 Sample problem no. 1 asks for the mass of the solute in grams.
 Sample problem no. 2 asks for the mass of a component in the solution.
 Sample problem no. 3 asks for the volume of the solvent in milliliters.
Sample problem no.4 asks for the concentration of the solution, but remember that a solution
consists of both solute and solvent. So since the values given are mass of solute and mass of
solvent (not the usual mass or volume of the solution itself), careful with the mass of the solution
you will use in the formula.
In solving for different values involved in the concentration of solutions, the first step is to
analyze the problem and determine what is asked. Once that has been determined, the basic
formula will be derived according to which particular value is asked. Values include the
concentration of the solution, the mass/volume of the solvent, the mass/volume of the solute,
the over-all volume/mass of the solution, and sometimes there’s more depending on the given
problem.
Our basic formula gives us the concentration of the solution, so for problems that
require us to get values other than the concentration, we need to derive that basic formula.
Application Solve.
(10mins) 1. A saturated solution of carbon dioxide gas in water has a concentration of 0.145%. How many
grams of carbon dioxide is present in 250ml of the solution?
2. 18-karat white gold is an alloy. It contains 75% pure gold, 12.5 % silver, and 12.5 % copper. A
piece of jewelry made of 18-karat white gold has a mass of 20 g. How much pure gold does it
contain?
3. Vinegar is sold as a 5% concentration solution of acetic acid in water. How much water should
be added to 15ml of pure acetic acid to make vinegar?
4. What is the concentration of a solution that is 12.9 g of Carbon Tetrachloride dissolved in 72.5
g of Benzene?
Assessment Give what is asked:
(10mins) For questions 1-4, refer to the data below:
Solution A – 14.2 g of Potassium Chloride dissolved in 450 ml of solution.
Solution B – 31.5 g of Calcium Nitrate dissolved in 1.8 L of solution.
Solution C – 1.72 g of Potassium Permanganate dissolved in 60 ml of solution.
1. What is the concentration of Solution A?
2. What is the concentration of Solution B?
3. What is the concentration of Solution C?
4. Which of the three solutions is most concentrated?
5. What is the concentration of a solution of 7.6 g sucrose in 83.4 g water?
Assignment Study:
Solving of different concentration problems.
Concluding The different concentration of solutions in preparing household cleaning materials/drinks should
Activity be carefully used and handled it properly

Remarks
Reflections
A. No. of learners who earned 80% in the C. Did the remedial lessons work? No. of
evaluation. learners who have caught up with the
lesson.
B. No. of learners who require additional D. No. of learners who continue to require
activities for remediation. remediation.
E. Which of my learning strategies worked well?
Why did these work?
F. What difficulties did I encounter which my
principal or supervisor can help me solve?
G. What innovation or localized materials did I
use/discover which I wish to share with other
teachers?

Prepared by:

Name: MICHAEL R. DEJOS School: BANTAYAN NATIONAL HIGH SCHOOL


Position/Designation: SST-I Division: CEBU PROVINCE
Contact Number: 09325764837 Email michaeldejos28@gmail.com
Address:

Instructional Planning
(The process of systematically planning, developing, evaluating
and managing the instructional process by using principles
of teaching and learning - D.O. 42, s. 2016)
Detailed Lesson Plan (DLP)

DLP No.: Learning Area: Grade Level: Quarter: Duration Date:


12 Science 7 Grade 7 1 1 Hour June 29, 2017
Learning Competency/ies: The learner expresses concentration of solutions Code:
(Taken from the Curriculum Guide)
quantitatively by preparing different concentrations of
S7MT-Id-3
mixtures according to uses and availability of materials.
Key Concept/ Understanding
Investigating Properties of Solutions
to be
Adapted cognitive Process
Domain Dimension (D.O.8, s.2015) OBJECTIVES:
Knowledge Remembering
The fact or condition of
knowing something with
familiarity gained through
experience or association
Understanding
Skills Applying
The ability and capacity
acquired through deliberate, Analyzing
systematic, and sustained effort
to smoothly and adaptively
carryout complex activities or
Evaluating Solve problems on the different concentrations of the solution
the ability, coming from one’s
knowledge practice, aptitude,
Creating
etc.,

Attitude Receiving Phenomena


Exhibit understanding of different concentration of solutions in preparing
household cleaning materials, drinks, etc.
Values Valuing Propose ways to make preparation solutions easier.
Content Solutions
Learning Resources Powerpoint of the activity (Solving Problems)
Procedures

Introductory Recall the previously discussed lesson by asking:


Activity What did we talk about yesterday?
(5 mins) We learned to derive our basic concentration formula to solve for the different values asked.
Since our original formula gives us only the concentration of the solution, we need to derive this
formula if the value asked is the mass/volume of the solute/solvent/solution. And that is exactly
what we did yesterday.
Today will do more solving of different concentration problems.
Activity Solve.
(30 mins) 1. If 55 g of Potassium Hydroxide is dissolved in 100 g of water, what is the concentration of the
solution?
2. A stainless steel contains 10.5 % chromium, the same element that makes car paint shiny and
lustrous. What mass of chromium is needed to make a stainless steel fork with a mass of 60.5 g?
3. 60ml of pure ethanol is diluted with water with a final volume of 400ml. What is the
concentration of the solution?
4. Milk fat is present in milk. Whole milk usually contains about 5% fat. If you drink a glass of milk
with a volume of 250ml, how much fat have you consumed?
5. 0.72% of human blood consists of white blood cells. These essential blood cells fight infection
in the body. How much white cells is present in the body of a small child, with only 2.5 L of
blood?

For checking, have volunteers to show their solutions on the board. They may also explain the
step-by-step process of how they arrived at their answers. If corrections are to be made, everyone
will be able to hear/see the correct explanation/process.

Analysis 1.Were all the given problems able to answer? Why?


2. Which problems you’ve felt difficult to solve?
3. Which problems you’ve felt easy to solve? Why?
4. What did you do to come up the correct answer?
Abstraction In solving the problems we should read and comprehend the problem, analyze the problem what
is being asked, get the given, know the formula to be used and substitute the known formula
then solved the problems.
Application Why do we need to comprehend and analyzed the problem?
Why formulae is being identified in solving the problems?
Assessment
25 min 1. How many grams of sucrose must be added to 375 g of water to prepare a 2.75% solution of
sucrose?
2. A saline solution has a concentration of 0.92%. How many grams of solute is required to
prepare 35ml of this solution?

3. What is the concentration of a solution when 80 g of salt is dissolved in 2 L of solution?


4. A solution of Sodium Hydroxide contains 12 g of solute in 4 L of solution. What is the
concentration of the solution?
5. A sugar solution contains 35 g of sucrose in 100 ml solution. What is the percent composition
of the solution?

Assignment Study all topic in lesson 2 for by group activity/drill tomorrow.

Concluding
Activity Problems cannot be solved if we do not know your problem

Remarks
Reflections
A. No. of learners who earned 80% in the C. Did the remedial lessons work? No. of
evaluation. learners who have caught up with the
lesson.
B. No. of learners who require additional D. No. of learners who continue to require
activities for remediation. remediation.
E. Which of my learning strategies worked well?
Why did these work?
F. What difficulties did I encounter which my
principal or supervisor can help me solve?
G. What innovation or localized materials did I
use/discover which I wish to share with other
teachers?

Prepared by:

Name: MICHAEL R. DEJOS School: BANTAYAN NATIONAL HIGH SCHOOL


Position/Designation: SST-I Division: CEBU PROVINCE
Contact Number: 09325764837 Email michaeldejos28@gmail.com
Address:

Instructional Planning
(The process of systematically planning, developing, evaluating
and managing the instructional process by using principles
of teaching and learning - D.O. 42, s. 2016)
Detailed Lesson Plan (DLP)

DLP No.: Learning Area: Grade Level: Quarter: Duration Date:


13 Science 7 Grade 7 1 1 Hour July 3, 2017
Learning Competency/ies: 1. The learner investigates properties of unsaturated or Code:
(Taken from the Curriculum Guide)
saturated solutions.
2. The learner expresses concentration of solutions
S7MT-Ia-2-3
quantitatively by preparing different concentrations of
mixtures according to uses and availability of materials.
Key Concept/ Understanding Properties of Solutions
to be
Adapted cognitive Process
Domain Dimension (D.O.8, s.2015) OBJECTIVES:
Knowledge Remembering
The fact or condition of
knowing something with
familiarity gained through
experience or association
Understanding
Skills Applying Summarize the skills and concepts learned on the different properties,
The ability and capacity
acquired through deliberate, components and their different types and concentrations of solutions
systematic, and sustained effort
to smoothly and adaptively
carryout complex activities or
Analyzing
the ability, coming from one’s
knowledge practice, aptitude,
Evaluating
etc.,
Creating
Attitude Receiving Phenomena
Exhibit understanding of different concentration of solutions in preparing
household cleaning materials, drinks, etc.
Values Valuing Propose ways to make preparation solutions easier.
Content Solutions
Learning Resources Graphic Organizer/Diagram (Properties of Solutions)
Procedures

Introductory
Let the students recall the previously discussed lesson on how to solve the different
Activity
concentrations of the solution.
(5 mins)
Activity The teacher shall facilitate the class into outlining the entire Lesson 2 (Properties of
(10 mins) Solution) in a single graphic organizer or diagram on the board. This will serve as an over-all
lesson review so the teacher must make sure that all essential terminologies are covered, as well
as the skills and concepts taught across 5 modules.
Analysis 1.What did you feel while making your graphic organizer on the properties, components and
their different types of concentrations of the solution?
2. Which groups would come up the complete graphic organizer? How did you come up your
comprehensive organizer?
Abstraction Components of a Solution:
SOLUTE
SOLVENT
Properties of a Solution:
 A solute is dissolved in a solvent.
 It is homogeneous. It has a uniform appearance all throughout.
 It is single-phased.
 Its components cannot be separated by filtration. It may be separated by other means
such as chromatography and evaporation.
Four factors that determine the rate of solubility of solid solutes in a solution.
1. AGITATION
2. PARTICLE SIZE
3. TEMPERATURE OF SOLVENT
4. NATURE OF SOLUTE
There are three types of solutions:
1. UNSATURATED –
2. SATURATED –
3. SUPERSATURATED
Application Make a table as shown below for the properties of a solution, types of solution, components of
the solution and factors that affect the rate solubility

Properties of solution Types of solution Components of the Factors that affect the
solution rate of the solubility

Assessment
(45 mins) Number Heads Game
(Students’ spelling and writing speed is drilled in this activity. Plus, it practices cooperation during
brainstorming, and independence once they’re alone to answer on the board. The whole activity
itself promotes teamwork.)

 Divide the class into 4 (or more) groups. Preferably 10 members per group.
 Have the groups assign a number to each member.
 The teacher will throw a question, and give a minute for the group to brainstorm (every
member shall make sure they know the answer because any number can be called).
 The teacher will call a number. The member assigned the number will run to the board,
and write their group’s answer. The first to complete their answer on the board gets the
point/s.

Easy Round (18 points total)


(2pt) What are the two components of a solution?
(1pt) It is the component of a solution present in smaller amounts.
(1pt) It is the component present in larger amounts.
(4pt) What are the factors that affect the solubility of solid solutes in liquid solvents?
(3pt) What are the three types of solutions?
(1pt) It is a type of solution that contains less solute the maximum amount its solvent can
dissolve at a given temperature.
(1pt) It is a type of solution that contains the maximum amount of solute dissolved by a given
amount of solvent.
(1pt) It is a type of solution that contains more solute than the maximum amount its solvent can
dissolve.
(2pt) What are the two ways of expressing the concentration of a solution?
(1pt) When there is a large amount of solute dissolved in a certain amount of solvent, the
solution is described as _____.
(1pt) When there is a small amount of dissolved solute in comparison to the amount of solvent,
the solution is described as ___.

Average Round (18 points total)


(2pt) The component of solution that is being dissolved in the other is the _____.
(2pt) The component of solution that dissolves the other is the _____.
(2pt) In seawater solution, the solvent is the _____.
TRUE or FALSE:
(2pt) A solution has uniform properties all throughout.
(2pt) Solutions are homogeneous mixtures.
(2pt) Solutions can be separated by filtration.
(2pt) Rubbing alcohol is a heterogeneous mixture.
(2pt) Solutions can be separated by chromatography.
(2pt) Solutions are transparent.

Difficult Round (15 points total)


This round may not necessarily be a race. Every group that gets the correct answer regardless of
who finishes first or last, will get the points.
(3pt) What is the concentration of a solution when 17 g of Potassium Chloride is dissolved in 500
ml of solution?
(3pt) What is the concentration of a solution in which 480 g of Sodium Chloride is dissolved in
4000 ml of solution?
(3pt) What is the concentration of a solution that is prepared by mixing 17 g sucrose with 183 g
water?
(3pt) Water is added to 75 ml of pure ethanol until the total volume of the solution is 375 ml.
What is the concentration?
(3pt) How many grams of oil are in 500 g of a gasoline-oil mix that is 5% oil?

Assignment
Study the properties, components, types and factors affecting the rate of solubility of solutions
for the summative test next meeting
Concluding
Activity Make a study habit makes you perfect

Remarks
Reflections
A. No. of learners who earned 80% in the C. Did the remedial lessons work? No. of
evaluation. learners who have caught up with the
lesson.
B. No. of learners who require additional D. No. of learners who continue to require
activities for remediation. remediation.
E. Which of my learning strategies worked well?
Why did these work?
F. What difficulties did I encounter which my
principal or supervisor can help me solve?
G. What innovation or localized materials did I
use/discover which I wish to share with other
teachers?

Prepared by:

Name: MICHAEL R. DEJOS School: BANTAYAN NATIONAL HIGH SCHOOL


Position/Designation: SST-I Division: CEBU PROVINCE
Contact Number: 09325764837 Email Address: michaeldejos28@gmail.com

Instructional Planning
(The process of systematically planning, developing, evaluating
and managing the instructional process by using principles
of teaching and learning - D.O. 42, s. 2016)

Detailed Lesson Plan (DLP)

DLP No.: Learning Area: Grade Level: Quarter: Duration Date:


14 Science 7 Grade 7 1 1 Hour July 4, 2017
Learning Competency/ies: 1. The learner investigates properties of unsaturated or Code:
(Taken from the Curriculum Guide)
saturated solutions.
2. The learner expresses concentration of solutions
S7MT-Ia-2-3
quantitatively by preparing different concentrations of
mixtures according to uses and availability of materials.
Key Concept/ Understanding
Concentration of Solutions
to be
Adapted cognitive Process
Domain Dimension (D.O.8, s.2015) OBJECTIVES:
Knowledge Remembering
The fact or condition of knowing
something with familiarity
gained through experience or
association
Understanding
Skills Applying Assess understanding on the different properties and components of
The ability and capacity
acquired through deliberate, solutions, as well as their different types and concentrations.
systematic, and sustained effort
to smoothly and adaptively
carryout complex activities or
Analyzing
the ability, coming from one’s
knowledge practice, aptitude,
Evaluating
etc.,
Creating
Attitude Receiving Phenomena
Exhibit understanding of different concentration of solutions in preparing
household cleaning materials, drinks, etc.
Values Valuing Propose ways to make preparation solutions easier.
Content Solutions
Learning Resources Summative Test # 2 Powerpoint
Procedures

Summative Test # 2
Concentration of Solutions
I. Multiple Choice: Read each item carefully and encircle the letter of your answer.
1. Which of the following statements about the characteristics of solutions is accurate?
a. The solute is the component of the solution that is present in the greatest quantity.
b. Solutions can be solids, liquids, or gases.
c. Only one phase is visible in a heterogeneous mixture.
d. A dilute solution contains a relatively large quantity of solute per unit volume of solvent.
2. A solution is made by dissolving some salt in a beaker of water. The salt is referred to as _____.
a. solute b. filtrate c. solution d.
solvent
3. A solute is _____.
a. usually the material present in the largest amount in a solution
b. the material that dissolves in the solvent portion of a solution
c. only dissolved in water
d. a homogenous mixture of ions of molecules of two or more substances
4. The dissolving medium in the solution is the _____.
a. solute b. solvent c. solution d.
mixture
5. Which of the following is not a property of solution?
a. It has a definite composition. c. It consists of a single phase.
b. It has a homogeneous composition. d. It can be physically separated from its components.
6. What is the best course of action when asked to retrieve the sugar in a solution of sugar and water?
a. Freeze the solution.
b. Boil the solution and let it cool back down to room temperature.
c. Let the water evaporate.
d. Do nothing because it’s not possible.
7. A solution containing the maximum amount of dissolved solute is a _____ solution.
a. concentrated b. unsaturated c. dilute d. saturated

8. An unsaturated solution is one that _____.


a. has a concentration lower than the solubility
b. contains no solute
c. contains the maximum concentration of solute possible
d. contains more solute than the solubility allows
9. When a small amount of solute crystals is added to a supersaturated solution, the solute crystals will _____.
a. remain unchanged c. absorb the solvent in the solution
b. dissolve completely d. float
10. Solid potassium chloride as added to water until no more can be dissolved at that temperature. Some solid
remains
at the bottom of the beaker. How would you describe the solution?
a. It is a concentrated solution. c. It is an unsaturated solution.
b. It is a saturated solution. d. It is a heterogeneous solution.
11. Which of the following does not affect the rate at which a solid solute dissolves in a liquid solvent?
a. the texture of the solvent c. the surface area of the particles of solid
b. the temperature of the solvent d. the speed at which the solution is stirred
12. Which of the following operations usually makes a substance dissolve faster in a solvent?
a. apply agitation c. crush the substance to powder
b. raise the temperature d. All of the above.
13. Stirring a solution _____.
a. increases the solubility of the solvent c. makes the solute dissolve faster
b. does not affect the rate of solubility d. increases the capacity of the solvent to dissolve the
solute
14. It refers to the process of preparing a less concentrated solution from a more concentrated solution.
a. molarity b. normality c. dilution d. solubility
15. A 40% rubbing alcohol contains _____.
a. 40 ml alcohol in 100 ml water c. 60 ml alcohol in 100 ml water
b. 40 ml alcohol in 60 ml water d. 60 ml alcohol in 40 ml water
16. What is the concentration of a solution that contains 15 g of Potassium Chloride in 600 ml water?
a. 5% b. 2% c. 0.2% d. 2.5 %
17. How many ml of 2.5% solution would contain 1.8 g of salt?
a. 105 ml b. 104 ml c. 45.0 ml d. 72.0 ml
18. Which of the following sugar solutions is the most concentrated?
a. 2 g of sugar in 100 ml water c. 15 g of sugar in 25 ml water
b. 12 g of sugar in 30 ml water d. 25 g sugar in 60 ml water
19. Mateo prepared two brine solutions for his salted eggs. On the first one, he added 250 g of salt in one liter
of
water. On the second one, he added 300g of salt in 1.5 liters of water. Which of the following statements is
true
about his solutions?
a. The first one is more concentrated than the second one.
b. The second one is more concentrated than the first one.
c. Both solutions have the same concentration.
d. The data given is not sufficient to determine the concentration of both solutions.
20. Which of the following will dissolve the fastest?
a. 15g of sugar cubes in 120g of water at 60°C.
b. 15g of sugar cubes in 120g of water at 20°C.
c. 15g of regular table sugar in 120g of water at 60°C.
d. 15g of regular table sugar in 120g of water at 20°C.

II. Solve.
1. How many mL of ethyl alcohol are in a 100 mL bottle of a 70% alcohol solution
2. A five-peso coin has a mass of 5.5 grams. How many grams of copper are in a one-peso coin containing 75%
copper
by mass
3. 10 g salt and 70 g water are mixed and solution is prepared. Find concentration of solution by percent mass.
4. Determine the percent composition by mass of a 100 g salt solution which contains 20 g salt
5. Determine the volume/volume percent solution made by combining 25 mL of ethanol with enough water to
produce 200 mL of the solution.

Assignment What are mixtures? What are substances?


Concluding Activity Concepts can be retained in mind if it is manifested
Remarks
Reflections
A. No. of learners who earned 80% in the C. Did the remedial lessons work? No. of
evaluation. learners who have caught up with the
lesson.
B. No. of learners who require additional D. No. of learners who continue to require
activities for remediation. remediation.
E. Which of my learning strategies worked well?
Why did these work?
F. What difficulties did I encounter which my
principal or supervisor can help me solve?
G. What innovation or localized materials did I
use/discover which I wish to share with other
teachers?

Prepared by:

Name: MICHAEL R. DEJOS School: BANTAYAN NATIONAL HIGH SCHOOL


Position/Designation: SST-I Division: CEBU PROVINCE
Contact Number: 09325764837 Email michaeldejos28@gmail.com
Address:

Instructional Planning
(The process of systematically planning, developing, evaluating
and managing the instructional process by using principles
of teaching and learning - D.O. 42, s. 2016)

Detailed Lesson Plan (DLP)


DLP No.: Learning Area: Grade Level: Quarter: Duration Date:
15 Science 7 Grade 7 1 2 Hours July 5,6, 2017
Learning Competency/ies: The learner distinguishes mixtures from substances based Code:
(Taken from the Curriculum Guide)
on a set of properties. S7MT-Ie-f-4
Key Concept/ Understanding
Distinguishing mixtures from substances
to be
Adapted cognitive Process
Domain Dimension (D.O.8, s.2015) OBJECTIVES:
Knowledge Remembering Define substances and mixtures.
The fact or condition of
knowing something with
familiarity gained through
experience or association
Understanding
Skills Applying Distinguish substances from mixtures given their composition.
The ability and capacity
acquired through deliberate, Analyzing
systematic, and sustained effort
to smoothly and adaptively
carryout complex activities or
Evaluating
the ability, coming from one’s
knowledge practice, aptitude,
Creating
etc.,

Attitude Receiving Phenomena


Systemize materials commonly found in the surroundings as substances and
mixtures
Values Valuing Demonstrate critical thinking in performing the different activities
Content Substances and Mixtures
Learning Resources 1. Science 7 Learner’s Material;
2. Samples of Seawater and Distilled water in beaker.
Procedures

Introductory Show the class samples of Seawater and Distilled water without letting them know what it is.
Activity Have them guess what they are (which is almost not possible without tasting it) and have them
(5 mins) try to tell the difference between the two in terms only of appearance. If they have guessed
correctly what they are, have them tell the difference in terms of composition.

These are samples of Seawater and Distilled water. There’s no way we could have guessed that
correctly without actually tasting it. Our previous lesson discussed solutions and seawater is an
example of a solution – a mixture - while distilled water is a substance.

What is a substance?
What is the difference between the two?
How can we tell which is which?
There are several ways of knowing how, and we will learn one of those ways today.

Activity In groups of 3, perform Module 2, Activity 1, p.18 of Science 7 Learner’s Material.


(55 mins)
Analysis How are mixtures different from substances?
(10 mins) How are they similar?
Abstraction Matter is classified into SUBSTANCES and MIXTURES.
(10 mins) One way of knowing the difference between the two is knowing their composition.
Mixtures contain two or more components and these components are substances.
Example: Seawater is a homogeneous mixture (solution) of water and salt.
Substances are matter of particular or definite chemical constitution.
Example: Water is a substance composed of elements hydrogen and oxygen.
Salt is also a substance composed mainly of elements Sodium and Chlorine.
Application Identify each matter as SUBSTANCE OR MIXTURE
(20 mins) 1. Tin 6. Sand and Iron filings
2. Sulfur 7. Diamond
3. Seawater 8. Water and oil
4. Water and oil 9. Conglomerate Rock
5. Salad 10. Baking soda
Assessment True of False
(10 mins) 1. Seawater is a homogeneous mixture of water and salt.
2. Mixtures contain two or more components and these components are substances.
3. Substances are matter of particular or definite chemical constitution.
4. Water is a substance composed of elements hydrogen and oxygen.
5. Salt is also a substance composed mainly of elements Sodium and Chlorine.
6. A substance is a material made up of two or more different substances which are mixed but
are not combined chemically.
7. A mixture refers to the physical combination of two or more substances in which the identities
are retained and are mixed in the form of solutions.
8. Substance is simply a pure form of matter.
9. All elements are example of pure substances.
10. A mixture is formed of little bits of one or more substances mixed together.
Assignment Study in advance:
Elements and Compounds
Bring the following materials by group:
improvised electrolysis apparatus
5% sodium hydroxide (NaOH) solutions
Connecting wires (black and red insulation)
9V dry cell
Test tube
Plastic syringes will serve as “collecting syringe”
Incense or bamboo stick
Safety matches
Concluding Activity “Blessed are the pure in heart for they shall see God” Matthew 5:8
Remarks
Reflections
A. No. of learners who earned 80% in the C. Did the remedial lessons work? No. of
evaluation. learners who have caught up with the lesson.
B. No. of learners who require additional D. No. of learners who continue to require
activities for remediation. remediation.
E. Which of my learning strategies worked well?
Why did these work?
F. What difficulties did I encounter which my
principal or supervisor can help me solve?
G. What innovation or localized materials did I
use/discover which I wish to share with other
teachers?

Prepared by:
Name: MICHAEL R. DEJOS School: BANTAYAN NATIONAL HIGH SCHOOL
Position/Designation: SST-I Division: CEBU PROVINCE
Contact Number: 09325764837 Email michaeldejos28@gmail.com
Address:
Instructional Planning
(The process of systematically planning, developing, evaluating
and managing the instructional process by using principles
of teaching and learning - D.O. 42, s. 2016)

Detailed Lesson Plan (DLP)

DLP No.: Learning Area: Grade Level: Quarter: Duration Date:


16 Science 7 Grade 7 1 2 Hours July 10,11, 2017
Learning Competency/ies: The learner recognizes that substances are classified into Code:
(Taken from the Curriculum Guide)
elements and compounds. S7MT-Ig-h-5
Key Concept/ Understanding
Classifying Substances into Elements and Compounds
to be
Adapted cognitive Process
Domain Dimension (D.O.8, s.2015) OBJECTIVES:
Knowledge Remembering Define elements and compounds.
The fact or condition of
knowing something with
familiarity gained through
experience or association
Understanding
Skills Applying Distinguish elements from compounds.
The ability and capacity
acquired through deliberate, Analyzing
systematic, and sustained effort
to smoothly and adaptively
carryout complex activities or
Evaluating
the ability, coming from one’s
knowledge practice, aptitude,
Creating
etc.,

Attitude Receiving Phenomena


Participate in the different activities conducted to better understand the
lesson
Values Valuing
Share learning about elements and compounds to peers in need of further
explaining
Content Elements and Compounds
Learning Resources Science 7 Learner’s Material
improvised electrolysis apparatus
5% sodium hydroxide (NaOH) solutions
Connecting wires (black and red insulation)
9V dry cell
Test tube
Plastic syringes will serve as “collecting syringe”
Incense or bamboo stick
Safety matches
Procedures

Introductory
Activity Have one or more students recall yesterday’s activity:
(5 mins) What was our lesson that we took up yesterday?

Our previous lesson talked about classifying matter into substances and mixtures.
We learned that there are three ways by which we can classify them: 1) knowing what it’s made
of; 2) studying its boiling behavior; and 3) studying its melting behavior.

This time, we will classify substances further. What these classifications are, we shall find out in
the next activity.

Activity
In the same groups of 3, perform Module 3, Activity 1, p.30 of Science 7 Learner’s Material.
(55 mins)
Analysis
(10 mins) What is element?
What is compound?

How does one identify whether the substance is an element or a compound?

Abstraction
(15 mins) Substances can be classified further into ELEMENTS and COMPOUNDS.
Elements-- are the fundamental substances that make up compounds.
--- pure substance and simplified form of matter which cannot be decomposed by
ordinary
chemical means
Example: Hydrogen is an element. Oxygen is also an element. When you combine one atom
of
oxygen with two atoms of hydrogen, you get Water. Thus, water is a compound.
Compounds –are two or more substances/elements that are chemically combined and cannot be
separated by physical means
Application Distinguish the following substances by writing element or compound on the space provided for.
(15 mins) Elements or Compound?

______________ 1. Water (H2O)


_____________ 2. Table Salt (NaCl)
______________ 3. Gold (Au)
______________ 4. Silver (Ag)
______________ 5. Carbon Dioxide (CO2)

Assessment 1.What is element? Compound?


(20 mins) Group the following substances whether Element or Compound. Write your answer on the given
table
Copper (Cu) Sugar (C12H22O11) Calcium (Ca)

Hydrochloric acid (HCl) Ozone (O3) Lactic acid (C3H6O3)

Ammonia (NH3) Francium (Fr) Butane (C4H10)

Potassium (K) Chlorine (Cl) Titanium (Ti)

Carbon (C) Element Nickel (Ni) Compound


Zinc (Zn)

Assignment Bring Periodic Table of Elements next meeting.


Concluding Elements can be taken from the foods that we eat everyday
Activity

Remarks
Reflections
A. No. of learners who earned 80% in the C. Did the remedial lessons work? No. of
evaluation. learners who have caught up with the
lesson.
B. No. of learners who require additional D. No. of learners who continue to require
activities for remediation. remediation.
E. Which of my learning strategies worked well?
Why did these work?
F. What difficulties did I encounter which my
principal or supervisor can help me solve?
G. What innovation or localized materials did I
use/discover which I wish to share with other
teachers?

Prepared by:
Name: MICHAEL R. DEJOS School: BANTAYAN NATIONAL HIGH SCHOOL
Position/Designation: SST-I Division: CEBU PROVINCE
Contact Number: 09325764837 Email Address: michaeldejos28@gmail.com

Instructional Planning
(The process of systematically planning, developing, evaluating
and managing the instructional process by using principles
of teaching and learning - D.O. 42, s. 2016)

Detailed Lesson Plan (DLP)

DLP No.: Learning Area: Grade Level: Quarter: Duration Date:


17 Science 7 Grade 7 1 1 Hour July 12, 2017
Learning Competency/ies: The learner recognizes that substances are classified into Code:
(Taken from the Curriculum Guide)
elements and compounds. S7MT-Ig-h-5
Key Concept/ Understanding
Classifying Substances into Elements and Compounds
to be
Adapted cognitive Process
Domain Dimension (D.O.8, s.2015) OBJECTIVES:
Remembering
Knowledge
The fact or condition of Understanding
knowing something with
familiarity gained through
Name the elements and given its symbols or vice versa.
experience or association

Skills Applying
The ability and capacity
acquired through deliberate, Analyzing
systematic, and sustained effort
to smoothly and adaptively
carryout complex activities or
Evaluating Explain how elements in the periodic table are arranged according to their
the ability, coming from one’s
knowledge practice, aptitude,
properties.
etc.,
Creating
Attitude Receiving Phenomena
Participate in the different activities conducted to better understand the
lesson
Values Valuing
Share learning about elements and compounds to peers in need of further
explaining
Content Elements and Compounds
Learning Resources 1. Science 7 Learner’s Material
2. Periodic Table of elements
Procedures

Introductory Have one or more students recall yesterday’s activity:


Activity What did we talk about yesterday?
(5 mins)
Yesterday, we were able to classify substances into elements and compounds. We distinguished
one from the other, and we learned one very important principle: a compound’s properties could
be distinctly different from its constituent elements’.
Today we shall learn more about elements in the activity that will follow.
Activity Individually, perform Module 3, Activity 2, p. 34 of Science 7 Learner’s Material.
(15 mins)
Analysis
(10 mins) If you were asked to arrange over a hundred different elements, how would you do it?
What reason would you have for arranging them that way?

How do the elements arrange in the Periodic Table?


Abstraction  Elements are arranged in groups and periods in the periodic table.
(5 mins)  They are represented by symbols, usually the first and second sounds of their names.
There are some elements though that uses the first and second sounds of their ancient
names.
 Groups are the vertical columns in the periodic table. There are 18 groups in the periodic
table.
 Periods are the horizontal rows in the periodic table. There are 7 periods in the periodic
table.
 Elements in the periodic table are arranged according to their similar properties.
Application A. What is the symbol of the ff.
(15 mins) elements: Write your answer on the C. What is the period and group number of the ff.
space provided for. elements:
1. Gold _______ 1. Mercury ___________
2. Phosphorus _______ 2. Thallium ___________
3. Palladium _______ 3. Potassium ___________
4. Chromium _______ 4. Barium ___________
5. Rubidium _______ 5. Polonium ___________
B. What element is represented by the D. What element is found in the ff. group and period
ff. symbols: nos.:
1. Te ________ 1. period 7, group 10 _____________
2. Tc ________ 2. period 3, group 13 _____________
3. W ________ 3. period 4, group 4 _____________
4. Zn ________ 4. period 6, group 6 _____________
5. V ________ 5. period 2, group 18 _____________

Assessment
(10 mins)
A. What is the symbol of the ff.
elements: Write your answer on the
space provided for.
1. Silver ________
2. Thallium ________
C. What is the period and group number of the ff.
3. Potassium_______
elements:
B. What element is represented by the
1. Gold _________________
ff. symbols:
2. Phosphorus _________________
1. U ____________
3. Palladium _________________
2. Mo ____________
D. What element is found in the ff. group and period
3. H ____________
nos.:
1. period 3, group 18 ______________
2. period 2, group 1 ______________
3. period 6, group 4 ______________
E. MULTIPLE CHOICE: Read each answer carefully and encircle the letter of your answer.
1. Which of the following statements is true about the periodic table of elements?
a. The elements in the periodic table are arranged according to similarities in their
properties.
b. The periodic table consists of 18 groups and 7 periods.
c. The periodic table includes other information about the elements as well, not only their
symbols.
d. All of the above.
2. A compound is represented by a chemical formula, while an element is represented by a
_______.
a. Coefficient b. Chemical symbol c. Subscript d. Equation
3. The symbol of an element is usually its name’s first or first two sounds. Which set has the
correct
symbols for calcium, cobalt, and chlorine respectively?
a. C, Co, Cl b. Ca, Co, Cl c. Ca, C, Cr d. Cl, Co, Cr
Assignment
Study your lesson on the elements and compounds for the preparation of our test next meeting

Concluding Periodic table is a tool in which the name of the elements is being arranged and sequenced in
Activity groups and periods. It helps in locating the proper places of the different elements

Remarks
Reflections
A. No. of learners who earned 80% in the C. Did the remedial lessons work? No. of
evaluation. learners who have caught up with the
lesson.
B. No. of learners who require additional D. No. of learners who continue to require
activities for remediation. remediation.
E. Which of my learning strategies worked well?
Why did these work?
F. What difficulties did I encounter which my
principal or supervisor can help me solve?
G. What innovation or localized materials did I
use/discover which I wish to share with other
teachers?

Prepared by:

Name: MICHAEL R. DEJOS School: BANTAYAN NATIONAL HIGH SCHOOL


Position/Designation: SST-I Division: CEBU PROVINCE
Contact Number: 09325764837 Email michaeldejos28@gmail.com
Address:

Instructional Planning
(The process of systematically planning, developing, evaluating
and managing the instructional process by using principles
of teaching and learning - D.O. 42, s. 2016)

Detailed Lesson Plan (DLP)

DLP No.: Learning Area: Grade Level: Quarter: Duration Date:


18 Science 7 Grade 7 1 1 Hour July 13, 2017
Learning Competency/ies: 1. The learner distinguishes mixtures from substances based Code:
(Taken from the Curriculum Guide)
on a set of properties. S7MT-Ie-f-4;
2. The learner recognizes that substances are classified into S7MT-Ig-h-5
elements and compounds.
Key Concept/ Understanding Distinguishing Mixtures from Substances; Classifying substances into elements
to be and compounds
Adapted cognitive Process
Domain Dimension (D.O.8, s.2015) OBJECTIVES:
Knowledge Remembering
The fact or condition of knowing
something with familiarity
gained through experience or
association
Understanding
Skills Applying Assess understanding in distinguishing mixtures from substances and
The ability and capacity
acquired through deliberate, classifying substances into elements and compounds.
systematic, and sustained effort
to smoothly and adaptively
carryout complex activities or
Analyzing
the ability, coming from one’s
knowledge practice, aptitude,
Evaluating
etc.,
Creating
Attitude Participate in the different activities conducted to better understand the
Receiving Phenomena
lesson
Systemize materials commonly found in the surroundings as substances and
mixtures
Values Share learning about elements and compounds to peers in need of further
Valuing explaining
Demonstrate critical thinking in performing the different activities
Content Substances and Mixtures; Elements and Compounds
Learning Resources Summative Test #3 Powerpoint
Procedures

Summative Test # 3
Substances and Mixtures, Elements and Compounds
1. Common table salt is a compound, while sodium is a/an _______.
a. Compound
b. Element
c. Solution
d. None of the above
2. A compound is represented by a chemical formula, while an element is represented by a _______.
a. Coefficient
b. Chemical symbol
c. Subscript
d. Equation
3. The chemical symbol for silver is _______.
a. Sv
b. Au
c. Ag
d. Si
4. Which of the following statements is true about the periodic table of elements?
a. The elements in the periodic table are arranged according to similarities in their properties.
b. The periodic table consists of 18 groups and 7 periods.
c. The periodic table includes other information about the elements as well, not only their symbol.
d. All of the above.
5. A compound is represented by a chemical formula, while an element is represented by a _______.
a. Coefficient b. Chemical symbol c. Subscript d. Equation

6. The symbol of an element is usually its name’s first or first two sounds. Which set has the correct symbols for
calcium,cobalt, and chlorine respectively?
a. C, Co, Cl
b. Ca, Co, Cl
c. Ca, C, Cr
d. Cl, Co, Cr
7. Chalk consist of ________.
a. Calcium
b. Carbon Dioxide
c. Oxygen
d. All of them
8. Carbon, hydrogen and oxygen combines together to make _________.
a. Sugar
b. Polythene
c. Chalk
d. Common Salt
9. A pure substance which consist of two or more elements which have been combined chemically is called
______.
a. element
b. Compound
c. Mixture
d. Solute
10. Cu is symbol of element
a. Copper
b. Cobalt
c. Both a and b
d. Curium
11. All elements possesses different ________.
a. physical properties
b. chemical properties
c. both a and b
d. special properties
12. Element which is filled in thermometer due to its temperature sensitivity is called ________.
a. Mercury
b. Copper
c. Helium
d. Oxygen
13. A substance which cannot be broken in to simpler substances further by any chemical reaction is called
_____.
a. element
b. compound
c. mixture
d. solution
14. Salt, sugar, chalk, sand are all _________.
a. element
b. compound
c. mixture
d. solute
15. Water is broken down into smaller units by passing
a. heat
b. electricity
c. magnet
d. chemical
Assignment By group bring the following materials tomorrow:
1 piece mature, dark violet eggplant, alum (tawas) powder

Concluding Activity Constant study makes you perfect.

Remarks
Reflections
A. No. of learners who earned 80% in the C. Did the remedial lessons work? No. of
evaluation. learners who have caught up with the
lesson.
B. No. of learners who require additional activities D. No. of learners who continue to require
for remediation. remediation.
E. Which of my learning strategies worked well?
Why did these work?
F. What difficulties did I encounter which my
principal or supervisor can help me solve?
G. What innovation or localized materials did I
use/discover which I wish to share with other
teachers?

Prepared by:

Name: MICHAEL R. DEJOS School: BANTAYAN NATIONAL HIGH SCHOOL


Position/Designation: SST-I Division: CEBU PROVINCE
Contact Number: 09325764837 Email Address: michaeldejos28@gmail.com

Instructional Planning
(The process of systematically planning, developing, evaluating
and managing the instructional process by using principles
of teaching and learning - D.O. 42, s. 2016)

Detailed Lesson Plan (DLP)

DLP No.: Learning Area: Grade Level: Quarter: Duration Date:


19 Science 7 Grade 7 1 1 Hour July 17, 2017
Learning Competency/ies: The learners investigate properties of acidic and basic Code:
(Taken from the Curriculum Guide)
mixtures using natural indicators. S7MT-Ii-6
Key Concept/ Understanding
Investigating properties of acidic and basic mixtures
to be
Adapted cognitive Process
Domain Dimension (D.O.8, s.2015) OBJECTIVES:
Knowledge Remembering
The fact or condition of
knowing something with
familiarity gained through
experience or association
Understanding Recognize that substances or mixtures can be acidic or basic.
Skills Applying
The ability and capacity
acquired through deliberate, Analyzing
systematic, and sustained effort
to smoothly and adaptively
carryout complex activities or
Evaluating
the ability, coming from one’s
knowledge practice, aptitude,
Creating Explain the concept of pH.
etc.,

Attitude Receiving Phenomena Demonstrate cooperation in doing the group activity in finishing the tasks
Values Valuing
Propose ways of carrying for the body and different household materials, to
avoid degradation due to acidity/basicity
Content Acids and Bases
Learning Resources 1. Science 7 Learner’s Manual
2. 1 piece mature, dark violet eggplant, alum (tawas) powder, water and
boiling materials.
Procedures

Introductory Have one or more students recall the previous topic:


Activity What was our previous lesson all about?
(5 mins)
Our previous lesson talked about how matter can be classified into substances and mixtures. We
learned how to distinguish substances from mixtures by studying their melting and boiling
behavior. And then we further classified substances into elements and compounds. We learned
how elements make up compounds, and one very important principle: the properties of a
compound are distinct from the properties of its constituent elements.

Today, we will learn how compounds can be acidic or basic, and one way of knowing is with the
use of pH indicators.
Teacher demonstrates how a natural pH indicator made from eggplant skin changes color when
added to a sample of vinegar, and a sample of bleach.
So, now you will make your own natural pH indicator.
Activity In groups of 3, perform Module 4, Activity 1, Part A, p.46 of Science 7 Learner’s Material.
(55 mins.)
Assignment Bring the following materials next meeting by group:
Plant indicator prepared in part A, vinegar, distilled water, tap water, baking soda, baking
powder, calamansi, toothpaste, shampoo, soap, detergent, buko juice, sugar in water, softdrink,
12 small plastic cups, 6 droppers, 6 plastic teaspoons and stirrer.

Remarks
Reflections
A. No. of learners who earned 80% in the C. Did the remedial lessons work? No. of
evaluation. learners who have caught up with the
lesson.
B. No. of learners who require additional D. No. of learners who continue to require
activities for remediation. remediation.
E. Which of my learning strategies worked well?
Why did these work?
F. What difficulties did I encounter which my
principal or supervisor can help me solve?
G. What innovation or localized materials did I
use/discover which I wish to share with other
teachers?

Prepared by:

Name: MICHAEL R. DEJOS School: BANTAYAN NATIONAL HIGH SCHOOL


Position/Designation: SST-I Division: CEBU PROVINCE
Contact Number: 09325764837 Email michaeldejos28@gmail.com
Address:

Instructional Planning
(The process of systematically planning, developing, evaluating
and managing the instructional process by using principles
of teaching and learning - D.O. 42, s. 2016)

Detailed Lesson Plan (DLP)

DLP No.: Learning Area: Grade Level: Quarter: Duration Date:


20 Science 7 Grade 7 1 2 Hours July 18, 2017
Learning Competency/ies: The learners investigate properties of acidic and basic mixtures Code:
(Taken from the Curriculum Guide)
using natural indicators. S7MT-Ii-6
Key Concept/ Understanding Investigating properties of acidic and basic mixtures
to be
Adapted cognitive Process
Domain Dimension (D.O.8, s.2015) OBJECTIVES:
Knowledge Remembering
The fact or condition of knowing
something with familiarity
gained through experience or
association
Understanding Describe the color range that the natural indicator turns into when added
to a sample of acidic and basic substances.
Skills Applying
The ability and capacity acquired
through deliberate, systematic, Analyzing Operationally distinguish between acidic and basic mixtures using plant
and sustained effort to smoothly
and adaptively carryout complex
activities or the ability, coming
indicators.
from one’s knowledge practice,
aptitude, etc.,
Evaluating Indicate the acidity or basicity of mixtures using the pH scale.
Creating
Attitude Receiving Phenomena
Demonstrate determination and cooperation (if group activity) in finishing
task at hand
Values Propose ways of carrying for the body and different household materials,
Valuing
to avoid degradation due to acidity/basicity
Content Acids and Bases
Learning Resources 1. Science 7 Learner’s Material
2. Plant indicator prepared in part A, vinegar, distilled water, tap water,
baking soda, baking powder, calamansi, toothpaste, shampoo, soap,
detergent, buko juice, sugar in water, softdrink, 12 small plastic cups, 6
droppers, 6 plastic teaspoons and stirrer.
Procedures

Introductory Have one or more students recall the previous activity:


Activity What did we do yesterday?
(5 mins)
Yesterday we made a pH indicator made of an ingredient found locally. Today, we will use that
indicator to determine the nature of certain household products or materials.
Activity
(55 mins.) In groups of 3, perform Module 4, Activity 1, Part B, p.47 of Science 7 Learner’s Material.
Analysis The class will go over the activity altogether.
(20 mins) Just like facilitating a brainstorming session, the teacher will ask for volunteers to share their
experience while performing the experiment. The teacher will also go over the questions, as well
as tables 1 & 4 of the experiment and the class will have a common answer after the sharing
session.
Abstraction There are materials around us that can be used in preparing pH indicators. Red
(10 mins) Mayana leaves, Baston ni San Jose, purple camote peel, and the one we used in our experiment,
the purple eggplant peel. Anthocyanin, pigments in these materials, produce specific colors in
solutions of different acidity or basicity.
The color range the indicator produces are as follows:
NATURE OF EXAMPLES
COLOR RANGE PH SCALE
SAMPLE pH scale substance
1 1.6 – 1.8 gastric juice
strongly acidic red
2 2.1 – 2.3 Lemon juice
red violet 3 2.4 – 3.4 vinegar
acidic
violet 4 2.0 – 4.0 soft drinks
weakly acidic blue violet 5 5.5 – 7.0 Urine
slightly acidic 6 6.3 – 6.6 Rain water
6.2 – 7.4 Saliva
neutral shades of blue 7 7.0 Pure water
7.35 – 7.45 Blood
slightly basic 8 7.6 – 8.0 Egg white
blue green 9 8.4 Sea water
weakly basic
10
green Laundry
11 11
detergent
basic
Household
yellow green 12 12.8
bleach
13 13.0 Drain cleaner
strongly basic yellow
14
Application
(20 mins) Identify each sample whether strongly acidic, acidic, weakly acidic, slightly acidic, neutral, slightly
basic, weakly basic, basic or strongly basic.

1. Car battery
2. Zonrox
3. Coconut Juice
4. Distilled water
5. Tap water
6.Ketchup
7. Milk
8. Baking Soda
9. Soap
10. Citric Acid

Assessment Multiple Choice: Read each item carefully and encircle the letter of your answer.
(10 mins)
1. Of the following samples, which is most acidic?
a. Sample A with pH7
b. Sample B with pH2.5
c. Sample C with pH4
d. Sample D with pH8.4
2. Which of the following statements correctly describes an acid?
I. It has a sour taste.
II. It turns an indicator to red.
III. It has a pH level of below 7.
IV. It reacts with metals.
a. I, II and IV
b. I, II and III
c. I, III and IV
d. I, II, III and IV
3. If the pH in the body is too basic, it reacts by ________ to lower the pH and get it back to
normal levels.
a. Palpitating
b. Hyperventilating
c. Increasing sugar levels
d. Undergoing Hypothermia
4. What process occurs when an acid mixes with a base?
a .Neutralization
b. Detoxification
c. Immunization
d. Nitrification
5. Which of the following practices show safety in handling acids?
I. Avoid contact with nose and eyes
II. Use only in well ventilated areas
III. Always keep the container tightly sealed
IV. Store in a cool dry place
a. I, II and III
b. I, II and IV
c. II, III and IV
d. I, II, III and IV

Assignment Bring Periodic Table next meeting

Remarks
Reflections
A. No. of learners who earned 80% in the C. Did the remedial lessons work? No. of
evaluation. learners who have caught up with the
lesson.
B. No. of learners who require additional D. No. of learners who continue to require
activities for remediation. remediation.
E. Which of my learning strategies worked well?
Why did these work?
F. What difficulties did I encounter which my
principal or supervisor can help me solve?
G. What innovation or localized materials did I
use/discover which I wish to share with other
teachers?
Prepared by:

Name: MICHAEL R. DEJOS School: BANTAYAN NATIONAL HIGH SCHOOL


Position/Designation: SST-I Division: CEBU PROVINCE
Contact Number: 09325764837 Email Address: michaeldejos28@gmail.com

Instructional Planning
(The process of systematically planning, developing, evaluating
and managing the instructional process by using principles
of teaching and learning - D.O. 42, s. 2016)

Detailed Lesson Plan (DLP)

DLP No.: Learning Area: Grade Level: Quarter: Duration Date:


21 Science 7 Grade 7 1 1 Hour July 19, 2017
Learning Competency/ies: The learners describe some properties of metals and nonmetals Code:
(Taken from the Curriculum Guide)
such as luster, malleability ductility and conductivity. S7MT-Ij-7
Key Concept/ Understanding
Describing properties of metals, nonmetals and metalloids
to be
Adapted cognitive Process
Domain Dimension (D.O.8, s.2015) OBJECTIVES:
Knowledge Remembering
The fact or condition of knowing
something with familiarity
gained through experience or
association
Understanding Recognize that elements can be classified into metals, nonmetals and
metalloids.
Skills Applying Classify elements into metals, nonmetals and metalloids.
The ability and capacity acquired
through deliberate, systematic, Analyzing
and sustained effort to smoothly
and adaptively carryout complex
activities or the ability, coming
Evaluating Explain how elements can be classified into metals, nonmetals and
from one’s knowledge practice,
aptitude, etc.,
metalloids just by looking at their placement in the periodic table.
Creating
Attitude Receiving Phenomena Discuss to peers the different properties of metals and nonmetals
Values Valuing Display optimism in learning about metals and nonmetals
Content Metals and Nonmetals
Learning Resources Periodic Table of Elements
Procedures

Introductory Have one or more students recall the previous lesson:


Activity What was our previous lesson all about?
(5mins)
Our previous lesson talked about acids and bases. We learned how to distinguish the two
based on their physical properties. We also learned how to make and use natural indicators.
This time, we shall discuss how elements are classified further into metals, nonmetals and
metalloids.
Activity Prepare your periodic table of elements.
(5mins) Using a marking pen, mark the following elements:
BORON, SILICON, GERMANIUM, ASTATINE, ANTIMONY, TELLURIUM.
Analysis
(10 mins) Why the names are not arrange in alphabetical order?
Why the rows and columns are not evenly arranged?
How can we identify element as metal, nonmetal and metalloid?
Abstraction
(15mins) The six elements mentioned form stairs.
All elements to the left of these stairs are METALS. All elements to their right are
NONMETALS.

Elements can be classified into metals, nonmetals and metalloids.


METALS
In the periodic table, you can see a stair-stepped line starting at Boron (B), atomic number
5, and going all the way down to Polonium (Po), atomic number 84. Except for Germanium
(Ge) and Antimony (Sb), all the elements to the left of that line can be classified as metals.
NONMETALS
Except for the elements that border the stair-stepped line, the elements to the right of the
line are classified as nonmetals (along with hydrogen). Nonmetals have properties opposite
those of the metals.

METALLOIDS
The elements that border the stair-stepped line are classified as metalloids. The metalloids,
or semimetals, have properties that are somewhat of a cross between metals and
nonmetals.

Application Oral
(10 mins) Identify the following elements as a metal, nonmetal or metalloid.
- Carbon
- Oxygen
- Arsenic
- Helium
- Nickel

Assessment Identify the choice that best completes the statement or answers the question.
(15mins)
1. Which of the following elements is an alkali metal?
a. Calcium
b. Magnesium
c. Mercury
d. Sodium
2. Carbon and other nonmetals are found in which area of the periodic table?
a. on the left-most side
b. on the right side
c. in the middle column of the periodic table
d. in the bottom rows
3. In Mendeleev’s Periodic Table, elements in the each column had similar
a. atomic masses c. atomic numbers
b. properties d. symbols
4. Each column of the periodic table is
a. an element c. an isotope
b. a group d. a period
5. Which of the following is an example of a metalloid?
a. Hydrogen c. Silicon
b. Lead d. Neon
6. Which of the following is an example of a nonmetal?
a. Sodium c. Carbon
b. Boron d. Aluminum
7. Which of the following is true?
a. Nonmetals are generally located along the stair-step on the periodic table.
b. Metalloids are generally located on the left side of the periodic table.
c. Metals are generally located on the right side of the table.
d. Nonmetals are generally located on the right side of the periodic table.
8. Which of the following is a metal?
a. Ca c. C
b. O d. Cl
9. All of the following elements are metalloids, EXCEPT _______.
a. Germanium c. Gold
b. Boron d. Silicon
10. Sodium, Calcium, Copper and Iron are both __________.
a. Metals c. Metalloids
b. Nonmetals d. All of the above

Remarks
Reflections
A. No. of learners who earned 80% in the C. Did the remedial lessons work? No. of
evaluation. learners who have caught up with the
lesson.
B. No. of learners who require additional D. No. of learners who continue to require
activities for remediation. remediation.
E. Which of my learning strategies worked well?
Why did these work?
F. What difficulties did I encounter which my
principal or supervisor can help me solve?
G. What innovation or localized materials did I
use/discover which I wish to share with other
teachers?

Prepared by:

Name: MICHAEL R. DEJOS School: BANTAYAN NATIONAL HIGH SCHOOL


Position/Designation: SST-I Division: CEBU PROVINCE
Contact Number: 09325764837 Email Address: michaeldejos28@gmail.com

Instructional Planning
(The process of systematically planning, developing, evaluating
and managing the instructional process by using principles
of teaching and learning - D.O. 42, s. 2016)

Detailed Lesson Plan (DLP)

DLP No.: Learning Area: Grade Level: Quarter: Duration Date:


22 Science 7 Grade 7 1 1 Hour July 20, 2017
Learning Competency/ies: The learners describe some properties of metals and Code:
(Taken from the Curriculum Guide)
nonmetals such as luster, malleability, ductility and S7MT-Ij-7
conductivity.
Key Concept/ Understanding
Describing properties of metals, nonmetals and metalloids
to be
Adapted cognitive Process
Domain Dimension (D.O.8, s.2015) OBJECTIVES:
Knowledge Remembering Cite the different properties of metals and nonmetals.
The fact or condition of knowing
something with familiarity
gained through experience or
association
Understanding
Skills Applying Differentiate metals and nonmetals in terms of luster, malleability, ductility
The ability and capacity
acquired through deliberate, and conductivity.
systematic, and sustained effort
to smoothly and adaptively
carryout complex activities or
Analyzing
the ability, coming from one’s
knowledge practice, aptitude,
Evaluating
etc.,
Creating
Attitude Receiving Phenomena Discuss to peers the different properties of metals and nonmetals
Values Valuing Display optimism in learning about metals and nonmetals
Content Metals and Nonmetals
Learning Resources Samples:
iron fillings, sulfur rolls, mossy zinc, graphite, silicon, mossy tin, charcoal
Procedures

Introductory Have one or more students recall yesterday’s activity:


Activity What was our previous topic all about?
(5mins)
Yesterday, you learned that elements can be classified in several ways and one wat is according
to their placement in the periodic table of elements. Another, according to the similarities and
differences in their properties. Everyday experience has given you some knowledge of metallic
and nonmetallic properties.
Activity Laboratory Activity:
Testable Question: Will we be able to classify an element as a metal or a nonmetal based on its
physical and chemical properties alone?

Hypothesis: (5 points) What is your predicted answer to the testable question? Be sure to
explain the reasons for your prediction here.

Procedure:
Prepare samples:
A – iron fillings
B – sulfur rolls
C – mossy zinc
D – graphite
E – silicon
F – mossy tin
G – charcoal

(10 points) Summarize the procedure from each station in YOUR OWN WORDS

STATION #1: APPEARANCE (A-C)


List at least three Physical Properties (color, luster, odor, shape, etc.) for element samples A-C.

STATION #2: APPEARANCE (D-G)


List at least three Physical Properties (color, luster, odor, shape, etc.) for element samples D-G.

STATION #3: CRUSHING


Gently tap each element sample A-G with the hammer. Identify each as malleable (flattens
without breaking), or brittle (breaks into pieces).

STATION #4: CONDUCTIVITY


Decide if each element sample A-G is a conductor or a nonconductor. Touch the element sample
with the probes (wires), but do not allow the probes (wires) to touch each other. If the lightbulb
goes on it is a conductor, if the lightbulb does not go on it is a nonconductor.

STATION: #5: REACTIVITY W/ACID (element samples A-C)


1. Add element samples A-C to the well plate.
2. Add exactly 5 drops of acid to each well.
3. Observe each well for 3 minutes. Record any changes or occurrences and decide whether
the sample reacted with acid or not (changes include: color change or bubbling)

STATION: #6: REACTIVITY W/ACID (element samples D-G)


1. Add element samples D-G to the well plate.
2. Add exactly 5 drops of acid to each well.
3. Observe each well for 3 minutes. Record any changes or occurrences and decide whether
the sample reacted with acid or not (changes include: color change or bubbling)

STATION: #7: REACTIVITY W/CuCl2 (element samples A-C)


1. Add element samples A-C to the well plate.
2. Add exactly 5 drops of CuCl2 to each well.
3. Observe each well for 3 minutes. Record any changes or occurrences and decide whether
the sample reacted with CuCl2 or not (changes include: color change or bubbling)

STATION: #8: REACTIVITY W/CuCl2 (element samples D-G)


1. Add element samples D-G to the well plate.
2. Add exactly 5 drops of CuCl2 to each well.
3. Observe each well for 3 minutes. Record any changes or occurrences and decide whether
the sample reacted with CuCl2 or not (changes include: color change or bubbling)
Data (10 points)
Element Appearance Crushing Conductivity Reactivity w/Acid
Reactivity w/CuCl2
A

G
Questions (10 points)
1. Classify each property tested as a physical property or a chemical property.
Appearance:
Conductivity:
Crushing:
Reactivity with acid:
Reactivity with CuCl2:

2. Sort the seven elements (A-G) into two groups (metals or nonmetals) based on
similarities in their physical and chemical properties.

3. Which element or elements could fit into either group? Why?

4. Using the following information, classify each tested element A-G as a metal, a nonmetal,
or a metalloid:

• Metals have a luster, are malleable, and conduct electricity


• Many metals react with acids; many metals react with copper chloride (CuCl2)
• Nonmetals are usually dull in appearance, brittle, and do not conduct electricity
• Metalloids have properties of both metals and nonmetals

Claims and Evidence (5 points)


Were you able to easily distinguish each element sample as a metal or a nonmetal? Provide
evidence to support your conclusion.

Reflection (5 points)
What procedures in this investigation could lead to errors? How would each error affect your
data?

Analysis
What are the different properties of Metal? Nonmetal? Metalloids?
Abstraction Metals
All elements except hydrogen, which form positive ions by losing electrons during chemical
reactions are called metals. Thus metals are electropositive elements. They are characterized by
bright luster, hardness, ability to resonate sound and are excellent conductors of heat and
electricity. Metals are solids under normal conditions except for Mercury.

Physical Properties of Metals


Metals are lustrous, malleable, ductile, good conductors of heat and electricity. Other properties
include:
 State: Metals are solids at room temperature with the exception of mercury, which is
liquid at room temperature (Gallium is liquid on hot days).
 Luster: Metals have the quality of reflecting light from its surface and can be polished
e.g., gold, silver and copper.
 Malleability: Metals have the ability to withstand hammering and can be made into thin
sheets known as foils (a sugar cube chunk of gold can be pounded into a thin sheet which
will cover a football field).
 Ductility: Metals can be drawn into wires. 100 gm of silver can be drawn into a thin wire
about 200 meters long.
 Hardness: All metals are hard except sodium and potassium, which are soft and can be
cut with a knife.
 Valency: Metals have 1 to 3 electrons in the outermost shell of their atoms.
 Conduction: Metals are good conductors because they have free electrons. Silver and
copper are the two best conductors of heat and electricity. Lead is the poorest conductor
of heat. Bismuth, mercury and iron are also poor conductors
 Density: Metals have high density and are very heavy. Iridium and osmium have the
highest densities whereas lithium has the lowest density.
 Melting and Boiling Points: Metals have high melting and boiling point. Tungsten has the
highest melting point where as silver has low boiling point. Sodium and potassium have
low melting points.
Nonmetals
Elements that tend to gain electrons to form anions during chemical reactions are called non-
metals. These are electronegative elements. They are non-lustrous, brittle and poor conductors
of heat and electricity (except graphite). Non-metals can be gaseous, liquids or solids.

Physical Properties of nonmetals:


 Physical State: Most of the non-metals exist in two of the three states of matter at room
temperature: gases (oxygen) and solids (carbon).
 Non-Malleable and Ductile: Non-metals are very brittle, and cannot be rolled into wires
or pounded into sheets.
 Conduction: They are poor conductors of heat and electricity.
 Luster: These have no metallic luster and do not reflect light
 Conductivity: Poor conductors of heat and electricity
 Melting and Boiling Points: The melting points of non-metals are generally lower than
metals

Metalloids
Metalloids are all solid at room temperature. Some metalloids, such as silicon and germanium,
can act as electrical conductors under the right conditions, thus they are called semi-conductors.
Silicon for example appears lustrous, but is not malleable or ductile (it is brittle - a characteristic
of some nonmetals). It is a much poorer conductor of heat and electricity than the metals. They
can form alloys with other metals.

Their physical properties tend to be metallic, but their chemical properties tend to be non-
metallic. The oxidation number of an element in this group can range from +3 to -2, depending
on the group in which it is located.

Application Complete the table below:

Properties of metals and nonmetals

Property Metals Non-metals


Appearance Dull
State at room About half are solids, about half are
temperature gases, and one (bromine) is a liquid
Density High (they feel heavy
for their size)
Strength Strong
Malleable or Malleable (they bend
brittle without breaking)
Conduction of Poor (they are insulators)
heat
Conduction of Good
electricity
Magnetic Only iron, cobalt and None
material nickel
Sound when hit They make a ringing
sound (they are
sonorous)

Assessment
Multiple Choice: Read each item carefully and encircle the letter of your answer.

1. If a metal is ___________ it can be drawn into a wire.


a. conductive c. magnetic
b. malleable d. ductile
2. _________ describes the way a substance reflects light or shines.
a. Magnetism c. Luster
b. Brittleness d. Ductility
3. ___________ describes how well the substance can be hammered into sheets.
a. Malleability c. Ductility
b. Conductivity d. Luster
4. If a substance breaks easily, it is said to be ____________.
a. Magnetic c. Brittle
b. Conductive d. Ductile
5. Metalloids are best known for being _________.
a. elements c. semi-conductors
b. dense d. good conductors
6. A student tests an object. It is shiny, bends easily and conducts electricity. The object is a
_______.
a. metal c. nonmetal
b. metalloid d. plastic
7. They are non-lustrous, brittle and poor conductors of heat and electricity (except graphite).
a. metal c. nonmetal
b. metalloid d. All of the above
8. ____________ are solids under normal conditions except for Mercury.
a. metal c. nonmetal
b. metalloid d. All of the above
9. Nonmetals are not attracted to magnets.
a. True
b. False
10. Metals lack luster, are brittle, and do not conduct electricity.
a. True
b. False

Remarks
Reflections
A. No. of learners who earned 80% in the C. Did the remedial lessons work? No. of
evaluation. learners who have caught up with the
lesson.
B. No. of learners who require additional D. No. of learners who continue to require
activities for remediation. remediation.
E. Which of my learning strategies worked well?
Why did these work?
F. What difficulties did I encounter which my
principal or supervisor can help me solve?
G. What innovation or localized materials did I
use/discover which I wish to share with other
teachers?

Prepared by:

Name: MICHAEL R. DEJOS School: BANTAYAN NATIONAL HIGH SCHOOL


Position/Designation: SST-I Division: CEBU PROVINCE
Contact Number: 09325764837 Email michaeldejos28@gmail.com
Address:

Instructional Planning
(The process of systematically planning, developing, evaluating
and managing the instructional process by using principles
of teaching and learning - D.O. 42, s. 2016)

Detailed Lesson Plan (DLP)

DLP No.: Learning Area: Grade Level: Quarter: Duration Date:


23 Science 7 Grade 7 1 1 Hour July 24,2017
Learning Competency/ies: The learners describe some properties of metals and Code:
(Taken from the Curriculum Guide)
nonmetals such as luster, malleability ductility and S7MT-Ij-7
conductivity.
Key Concept/
Describing properties of metals, nonmetals and metalloids
Understanding to be
Adapted cognitive Process
Domain Dimension (D.O.8, s.2015) OBJECTIVES:
Knowledge Remembering
The fact or condition of
knowing something with
familiarity gained through
experience or association
Understanding
Skills Applying Prepare for Summative Test on Solutions.
The ability and capacity
acquired through deliberate, Analyzing Master the terminologies, skills and concepts on metallicity, properties of
systematic, and sustained effort
to smoothly and adaptively metals and nonmetals, as well as the periodic trend on the metallicity of
carryout complex activities or
the ability, coming from one’s elements.
knowledge practice, aptitude,
etc., Evaluating
Creating
Attitude Receiving Phenomena Discuss to peers the different properties of metals and nonmetals
Values Valuing Display optimism in learning about metals and nonmetals
Content Metals and Nonmetals
Learning Resources Chalkboard
Procedures

Introductory
Activity Have one or more students recall previous activities and topics discussed.
(5 mins)
Activity The teacher shall facilitate the class into outlining the entire Lesson 2 (Properties of
(10 mins) Solution) in a single graphic organizer or diagram on the board. This will serve as an over-all
lesson review so the teacher must make sure that all essential terminologies are covered, as well
as the skills and concepts taught across 5 modules.
Assessment
(45 mins) Number Heads Game
(Students’ spelling and writing speed is drilled in this activity. Plus, it practices cooperation during
brainstorming, and independence once they’re alone to answer on the board. The whole activity
itself promotes teamwork.)

 Divide the class into 4 (or more) groups. Preferably 10 members per group.
 Have the groups assign a number to each member.
 The teacher will throw a question, and give a minute for the group to brainstorm (every
member shall make sure they know the answer because any number can be called).
 The teacher will call a number. The member assigned the number will run to the board,
and write their group’s answer. The first to complete their answer on the board gets the
point/s.

Easy Round (18 points total)

Average Round (18 points total)

Difficult Round (15 points total)


This round may not necessarily be a race. Every group that gets the correct answer regardless of
who finishes first or last, will get the points.

Remarks
Reflections
A. No. of learners who earned 80% in the C. Did the remedial lessons work? No. of
evaluation. learners who have caught up with the lesson.
B. No. of learners who require additional activities D. No. of learners who continue to require
for remediation. remediation.
E. Which of my learning strategies worked well?
Why did these work?
F. What difficulties did I encounter which my
principal or supervisor can help me solve?
G. What innovation or localized materials did I
use/discover which I wish to share with other
teachers?
Prepared by:

Name: MICHAEL R. DEJOS School: BANTAYAN NATIONAL HIGH


SCHOOL
Position/Designation: SST-I Division: CEBU PROVINCE
Contact Number: 09325764837 Email Address: michaeldejos28@gmail.com

DLP NO. 23
*DLP is designed only to drill students for the next meeting’s summative test.

Instructional Planning
(The process of systematically planning, developing, evaluating
and managing the instructional process by using principles
of teaching and learning - D.O. 42, s. 2016)

Detailed Lesson Plan (DLP)

DLP No.: Learning Area: Grade Level: Quarter: Duration Date:


24-25 Science 7 Grade 7 1 1 Hour July 25,26, 2017
Learning Competency/ies: The learners describe some properties of metals and Code:
(Taken from the Curriculum Guide)
nonmetals such as luster, malleability ductility and S7MT-Ij-7
conductivity.
Key Concept/ Understanding
Describing properties of metals, nonmetals and metalloids
to be
Adapted cognitive Process
Domain Dimension (D.O.8, s.2015) OBJECTIVES:
Knowledge Remembering
The fact or condition of
knowing something with
familiarity gained through
experience or association
Understanding
Skills Applying Prepare for Summative Test on Solutions.
The ability and capacity
acquired through deliberate, Analyzing Master the terminologies, skills and concepts on metallicity, properties of
systematic, and sustained effort
to smoothly and adaptively
carryout complex activities or
metals and nonmetals, as well as the periodic trend on the metallicity of
the ability, coming from one’s elements.
knowledge practice, aptitude,
etc., Evaluating
Creating
Attitude Receiving Phenomena Discuss to peers the different properties of metals and nonmetals
Values Valuing Display optimism in learning about metals and nonmetals
Content Metals and Nonmetals
Learning Resources Chalkboard
Procedures

Introductory
Activity Have one or more students recall previous activities and topics discussed.
(5 mins)
Activity The teacher shall facilitate the class into outlining the entire Lesson 2 (Properties of
(10 mins) Solution) in a single graphic organizer or diagram on the board. This will serve as an over-all
lesson review so the teacher must make sure that all essential terminologies are covered, as well
as the skills and concepts taught across 5 modules.
Assessment
(45 mins) Number Heads Game
(Students’ spelling and writing speed is drilled in this activity. Plus, it practices cooperation during
brainstorming, and independence once they’re alone to answer on the board. The whole activity
itself promotes teamwork.)

 Divide the class into 4 (or more) groups. Preferably 10 members per group.
 Have the groups assign a number to each member.
 The teacher will throw a question, and give a minute for the group to brainstorm (every
member shall make sure they know the answer because any number can be called).
 The teacher will call a number. The member assigned the number will run to the board,
and write their group’s answer. The first to complete their answer on the board gets the
point/s.

Easy Round (18 points total)

Average Round (18 points total)

Difficult Round (15 points total)


This round may not necessarily be a race. Every group that gets the correct answer regardless of
who finishes first or last, will get the points.

Remarks
Reflections
A. No. of learners who earned 80% in the C. Did the remedial lessons work? No. of
evaluation. learners who have caught up with the lesson.
B. No. of learners who require additional activities D. No. of learners who continue to require
for remediation. remediation.
E. Which of my learning strategies worked well?
Why did these work?
F. What difficulties did I encounter which my
principal or supervisor can help me solve?
G. What innovation or localized materials did I
use/discover which I wish to share with other
teachers?
Prepared by:

Name: MICHAEL R. DEJOS School: BANTAYAN NATIONAL HIGH SCHOOL


Position/Designation: SST-I Division: CEBU PROVINCE
Contact Number: 09325764837 Email Address: michaeldejos28@gmail.com

DLP NO. 24
*DLP is designed only to drill students for the next meeting’s summative test.

Instructional Planning
(The process of systematically planning, developing, evaluating
and managing the instructional process by using principles
of teaching and learning - D.O. 42, s. 2016)

Detailed Lesson Plan (DLP)

DLP No.: Learning Area: Grade Level: Quarter: Duration Date:


26-27 Science 7 Grade 7 1 1 Hour July 27&Aug.1, 2017
Learning Competency/ies: The learners describe some properties of metals and Code:
(Taken from the Curriculum Guide)
nonmetals such as luster, malleability ductility and S7MT-Ij-7
conductivity.
Key Concept/
Describing properties of metals, nonmetals and metalloids
Understanding to be
Adapted cognitive Process
Domain Dimension (D.O.8, s.2015) OBJECTIVES:
Knowledge Remembering
The fact or condition of
knowing something with
familiarity gained through
experience or association
Understanding
Skills Applying Prepare for Summative Test on Solutions.
The ability and capacity
acquired through deliberate, Analyzing Master the terminologies, skills and concepts on metallicity, properties of
systematic, and sustained effort
to smoothly and adaptively
carryout complex activities or
metals and nonmetals, as well as the periodic trend on the metallicity of
the ability, coming from one’s
knowledge practice, aptitude,
elements.
etc.,
Evaluating
Creating
Attitude Receiving Phenomena Discuss to peers the different properties of metals and nonmetals
Values Valuing Display optimism in learning about metals and nonmetals
Content Metals and Nonmetals
Learning Resources Chalkboard
Procedures

Introductory
Activity Have one or more students recall previous activities and topics discussed.
(5 mins)
Activity The teacher shall facilitate the class into outlining the entire Lesson 2 (Properties of
(10 mins) Solution) in a single graphic organizer or diagram on the board. This will serve as an over-all
lesson review so the teacher must make sure that all essential terminologies are covered, as well
as the skills and concepts taught across 5 modules.
Assessment
(45 mins) Number Heads Game
(Students’ spelling and writing speed is drilled in this activity. Plus, it practices cooperation during
brainstorming, and independence once they’re alone to answer on the board. The whole activity
itself promotes teamwork.)

 Divide the class into 4 (or more) groups. Preferably 10 members per group.
 Have the groups assign a number to each member.
 The teacher will throw a question, and give a minute for the group to brainstorm (every
member shall make sure they know the answer because any number can be called).
 The teacher will call a number. The member assigned the number will run to the board,
and write their group’s answer. The first to complete their answer on the board gets the
point/s.

Easy Round (18 points total)

Average Round (18 points total)

Difficult Round (15 points total)


This round may not necessarily be a race. Every group that gets the correct answer regardless of
who finishes first or last, will get the points.

Remarks
Reflections
A. No. of learners who earned 80% in the C. Did the remedial lessons work? No. of
evaluation. learners who have caught up with the lesson.
B. No. of learners who require additional activities D. No. of learners who continue to require
for remediation. remediation.
E. Which of my learning strategies worked well?
Why did these work?
F. What difficulties did I encounter which my
principal or supervisor can help me solve?
G. What innovation or localized materials did I
use/discover which I wish to share with other
teachers?

Prepared by:
Name: MICHAEL R. DEJOS School: BANTAYAN NATIONAL HIGH
SCHOOL
Position/Designation: SST-I Division: CEBU PROVINCE
Contact Number: 09325764837 Email Address: michaeldejos28@gmail.com

DLP NO. 26
*DLP is designed only to drill students for the next meeting’s summative test.

Instructional Planning
(The process of systematically planning, developing, evaluating
and managing the instructional process by using principles
of teaching and learning - D.O. 42, s. 2016)

Detailed Lesson Plan (DLP)

DLP No.: Learning Area: Grade Level: Quarter: Duration Date:


28 Science 7 Grade 7 1 1 Hour August 2, 2017
Learning Competency/ies: The learners demonstrate on mastery of all the concepts of
(Taken from the Curriculum Guide)
all the lessons on first quarter.
Key Concept/ Understanding
Learn all the concept, discussed in the first quarter.
to be
Adapted cognitive Process
Domain Dimension (D.O.8, s.2015) OBJECTIVES:
Knowledge Remembering Recall all the concept covered in the first quarter
The fact or condition of
knowing something with
familiarity gained through
experience or association
Understanding
Skills Applying Answer the practice test question
The ability and capacity
acquired through deliberate, Analyzing
systematic, and sustained effort
to smoothly and adaptively
carryout complex activities or
Evaluating
the ability, coming from one’s
knowledge practice, aptitude,
Creating
etc.,

Attitude Receiving Phenomena Discuss to peers, the different concept learned in the first quarter
Values Valuing Display optimism in learning about metals and nonmetals
Content First grading budget coverage
Learning Resources Chalkboard, printed test materials
Procedures

Introductory
Activity Have one or more students recall previous activities and topics discussed.
(5 mins)
Activity
(10 mins) The teacher distribute the test materials then the students answer silently

Assessment
(45 mins) If the result of the practice testis not satisfactory, then further practice is needed

Remarks
Reflections
A. No. of learners who earned 80% in the C. Did the remedial lessons work? No. of
evaluation. learners who have caught up with the lesson.
B. No. of learners who require additional activities D. No. of learners who continue to require
for remediation. remediation.
E. Which of my learning strategies worked well?
Why did these work?
F. What difficulties did I encounter which my
principal or supervisor can help me solve?
G. What innovation or localized materials did I
use/discover which I wish to share with other
teachers?

Prepared by:

Name: MICHAEL R. DEJOS School: BANTAYAN NATIONAL HIGH


SCHOOL
Position/Designation: SST-I Division: CEBU PROVINCE
Contact Number: 09325764837 Email Address: michaeldejos28@gmail.com