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Maricor J.Flores July 1-20, 2018: A. Investigate Factors That Affect How

This document contains lesson plans for teaching students about factors that affect how fast solids dissolve in water. Over three days, students will investigate the effects of stirring, particle size, and temperature on dissolution rates through hands-on activities and demonstrations. The lesson plans provide learning targets, materials needed, concepts to be taught, and teaching strategies for each day. On the fourth day, the topic will be physical methods for separating mixtures, including evaporation, distillation, filtration, decantation, and chromatography.

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maricor j. flores
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43 views

Maricor J.Flores July 1-20, 2018: A. Investigate Factors That Affect How

This document contains lesson plans for teaching students about factors that affect how fast solids dissolve in water. Over three days, students will investigate the effects of stirring, particle size, and temperature on dissolution rates through hands-on activities and demonstrations. The lesson plans provide learning targets, materials needed, concepts to be taught, and teaching strategies for each day. On the fourth day, the topic will be physical methods for separating mixtures, including evaporation, distillation, filtration, decantation, and chromatography.

Uploaded by

maricor j. flores
Copyright
© © All Rights Reserved
We take content rights seriously. If you suspect this is your content, claim it here.
Available Formats
Download as DOCX, PDF, TXT or read online on Scribd
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MARICOR J.

FLORES
1
July 1-20, 2018

I. TARGETS:
At the end of the learning process, at least 75% of the students should be able to:

A. Investigate factors that affect how:


 stirring affects the dissolving time of solute in a solvent;
 the particle size of the solid being dissolved in water; and
 temperature affects how fast a solid solute dissolves in water.

II. SUBJECT MATTER:


A. Unit I: Matter and Its Properties
Topic: Quarter I Solutions
Sub-topic: Factors Affecting How Fast a Solid Solute Dissolves in a given
volume of solvent – Day 1
B. Materials Needed:
 Laptop/Ipad
 Projector
 Copy of the activity
C. Concept:
Emphasize that stirring the solution will let the solvent particles come in
contact faster with the corners and edges of solute particles. Therefore, the
solute dissolves faster.
D. Identifying different science process skills
E. Applying skills in real lives

III. TEACHING STRATEGIES:


A. Routinary Activities:
1. Greetings
2. Prayer
3. Classroom Management
4. Checking of Attendance
B. Recall/Review:

C. Lesson Proper:
a. Preliminary-Activity
1. Unlocking of terms

b. Activity Proper
Teacher Demonstration-Effect of Stirring

c. Post – Activity
1. Presentation of students output.
D. Generalization:

E. Assessment:

VI. AGREEMENT:
Bring the following materials:
Rock salt and iodized salt
July Week 7 2

I. TARGETS:
At the end of the learning process, at least 75% of the students should be able to:

A. Investigate factors that affect how:


 stirring affects the dissolving time of solute in a solvent
 the particle size of the solid being dissolved in water; and
 temperature affects how fast a solid solute dissolves in water.

II. SUBJECT MATTER:


A. Unit I: Matter and Its Properties
Topic: Quarter I Solutions
Sub-topic: Factors Affecting How Fast a Solid Solute Dissolves in a given
volume of solvent – Day 2
B. Materials Needed:
a. Laptop/Ipad
b. LCD Projector
c. Copy of the activity
C. Concept:
 If the solid is divided into smaller pieces, then there is greater surface area;
therefore, more particles are able to react, and the reaction rate increases.
D. Identifying different science process skills
E. Applying skills in real lives

III. TEACHING STRATEGIES:


A. Routinary Activities:
1. Greetings
2. Prayer
3. Classroom Management
4. Checking of Attendance
F. Recall/Review:

G. Lesson Proper:
a. Preliminary-Activity
1. Unlocking of terms

b. Activity Proper
1. Procedure
2. See attached activity-Size Matters

c. Post – Activity
1. Presentation of students output.
H. Generalization:
I. Assessment:

VI. AGREEMENT:
Materials needed for the activity tomorrow: 4 cups, hot and cold water, powdered
coffee or juice, stirrer.
July , 2018 Week 7 3

I. TARGETS:
At the end of the learning process, at least 75% of the students should be able to:

A. Investigate factors that affect how:


 stirring affects the dissolving time of solute in a solvent
 the particle size of the solid being dissolved in water; and
 temperature affects how fast a solid solute dissolves in water.

II. SUBJECT MATTER:


A. Unit I: Matter and Its Properties
Topic: Quarter I Solutions
Sub-topic: Factors Affecting How Fast a Solid Solute Dissolves in a given
volume of solvent – Day 3
B. Materials Needed:
a. Laptop/Ipad
b. Projector
c. Copy of the activity
C. Concept:
 As the average kinetic energy increases, the particles move faster and
collide more frequently per unit time and possess greater energy when they
collide. Both of these factors increase the reaction rate. Hence the reaction
rate of virtually all reactions increases with increasing temperature.
D. Identifying different science process skills
E. Applying skills in real lives

III. TEACHING STRATEGIES:


B. Routinary Activities:
5. Greetings
6. Prayer
7. Classroom Management
8. Checking of Attendance
F. Recall/Review:

G. Lesson Proper:
a. Preliminary-Activity
1. Unlocking of terms

b. Activity Proper
1. Procedure
2. See attached activity-Effect of Temperature

c. Post – Activity
1. Presentation of students output.
H. Generalization:
Effect of temperature
The rate of a chemical reaction can be changed by altering the temperature. If
the temperature is increased:
 The reactant particles move more quickly
 They have more energy
 The particles collide more often, and more of the collisions are
successful
July , 2018 Week 7 4

 The rate of reaction increases

I. Assessment:

VI. AGREEMENT:
1. What are the different methods of separating mixtures?
2. Be able to draw, label, and explain how each process is being done.

I. TARGETS:
At the end of the learning process, at least 75% of the students should be able
to:
1. identify the physical methods of separating mixtures;
2. understand that mixtures are an intermingling of two or more
substances, that some mixtures can be separated by physical
means; and
3. practice concern for others and civic consciousness.

II. SUBJECT MATTER:


A. Unit I: Matter and Its Properties
Topic: Quarter I Solutions
Sub-topic: Ways of Separating Mixtures
B. Materials Needed:
a. Laptop/Ipad
b. Projector
C. Concept:
Mixtures can be separated through the following processes:
a. Evaporation
b. Distillation
c. Filtration
d. Decantation
e. Chromatography
D. Identifying different science process skills
E. Applying skills in real lives

III. TEACHING STRATEGIES:


A. Routinary Activities:
9. Greetings
10. Prayer
11. Classroom Management
12. Checking of Attendance
B. Recall/Review:

C. Lesson Proper:
a. Preliminary-Activity
b. Activity Proper
Video Lesson
c. Post – Activity
Class Discussion
D. Generalization:
 Substances can sometimes be separated out of a mixture by the physical characteristics of
matter such as particle size
July , 2018 Week 7 5

 Even when it is difficult to tell what kind of mixture something is, mixtures can always
be separated by physical
 means. Looking at the physical properties of the components in a mixture helps
determine the best method for
 separating the components out and can also be useful information when classifying a
mixture as a solution, colloid,
 suspension or mechanical mixture.
E. Assessment:

VI. AGREEMENT: Answer the following


 How does nature filters water as it travels to underground aquifers
 How water treatment plants filter water to make it safe (focus on local water treatment plant)

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