School: Iligan City East High School-Santiago Grade Level: VII

GRADES 1 to 12 Teacher: Kresha M. Lluisma Learning SCIENCE

DAILY LESSON LOG Area:
Teaching Dates and Time: June 22-29, 2018, WEEK 4 Quarter: First Quarter

I. OBJECTIVES DAY 1 DAY 2 DAY 3 DAY 4

A. Content Standards: The learners demonstrate an The learners demonstrate an The learners demonstrate an The learners demonstrate an
understanding of some understanding of some important understanding of some understanding of some important
important properties of solutions properties of solutions important properties of properties of solutions
solutions
B. Performance Standards: The learners demonstrate an The learners demonstrate an The learners demonstrate an The learners demonstrate an
understanding of prepare understanding of prepare different understanding of prepare understanding of prepare
different concentrations of concentrations of mixtures different concentrations of different concentrations of
mixtures according to uses and according to uses and availability mixtures according to uses and mixtures according to uses and
availability of materials of materials availability of materials availability of materials
C. Learning The learners should be able to The learners should be able to The learners should be able to The learners should be able to
Competencies/Objectives: 2.investigate properties of 3. express concentrations of 3. express concentrations of 3. express concentrations of
Write the LC Code for each unsaturated or saturated solutions quantitatively by solutions quantitatively by solutions quantitatively by
solutions preparing different concentrations preparing different preparing different
S7MT-Ic-2 of mixtures according to uses and concentrations of mixtures concentrations of mixtures
availability of materials according to uses and according to uses and availability
S7MT-Id-3 availability of materials of materials
S7MT-Id-3 S7MT-Id-3

II. CONTENT 2. Diversity of Materials in the 2. Diversity of Materials in the 2. Diversity of Materials in the 2. Diversity of Materials in the
Environment Environment Environment Environment
2.1 Solutions 2.1 Solutions 2.1 Solutions 2.1 Solutions
III. LEARNING
RESOURCES
A. References Science Link 7,Science 7 Science Link 7, Science 7 Science Link 7, Science 7 Science Link 7, Science 7
1. Teacher’s Guide Pages Page 4-7 Page 9-18 Page 9-18 Page 9-18
2. Learner’s Materials Pages Page 7-12 Page 11-16 Page 11-16 Page 11-16
3. Textbook Pages Page 49-54, Page 51-54 Page 51-54 Page 51-54
4. Additional Materials from
Learning Resource (LR)
portal
B. Other Learning Resources
IV. PROCEDURES
A. Reviewing Previous Lesson or What are the properties of What are the factors affecting Your teacher demonstrated How fast coffee dissolves in cold
Presenting the New Lesson solutions? solubility? the effect of stirring in mixing and in hot water?
 a solid in water. You observed
that stirring makes the solid
dissolve faster in the solvent.
Were you able to explain why
this is so?
B. Establishing a Purpose for the How much solute can be Teacher Demonstration: Temperature affects how fast a
Lesson dissolved in a given amount of The Effect of Stirring solid solute dissolves in water.
solvent? What is the evidence
that a solution is saturated.
C. Presenting Examples/Instances This has something to do with What is concentration of a Does coffee dissolve faster in Does salt dissolve faster in hot
of the Lesson the SOLUBILITY of Materials. solution? hot water? water than in cold water? Does
To further enhance your What is the best way to make sugar dissolve faster in hot water
understanding of solubility, “cold coffee”? than in cold water?
consider the following activity:
D. Discussing New Concepts and Collaborative Activity: Collaborative Activity: Collaborative Activity: Collaborative Activity:
Practicing New Skills #1 EXPERIMENT EXPERIMENT EXPERIMENT EXPERIMENT
Students will do Activity 3: What Students will do Activity 4: Size Students will do Activity 5: Students will do Activity 6:
is the Evidence that a Solution is Matters How fast does coffee dissolve Which dissolves faster in hot and
Saturated? in Hot water? In Cold Water? in cold water: sugar or salt?

E. Discussing New Concepts and The students will share the result The students will share the result of The students will share the result The students will share the result of
Practicing New Skills #2 of their activity in the class. their activity in the class. of their activity in the class. their activity in the class.
F. Developing Mastery What are the factors affecting What is your conclusion? What is your conclusion? What is your conclusion? Does
(Leads to Formative solubility? Does the size of the salt affect how Does coffee dissolves faster in coffee dissolve faster in cold or in
Assessment 3) What are the other factors that fast it dissolves in water? cold or in hot water? hot water?
affect the solubility of solute in Does your conclusion support Does sugar dissolve faster in hot
solvent? or reject your hypothesis? water than in cold water? Does
How much solute can be Explain your results? salt dissolve faster in hot than in
dissolved in a given amount of cold water?
solvent?
What is the evidence that a
solution is saturated?
G. Finding Practical Applications Activity 3 find out how much Activity 4 investigates how the size In Activity 5 you investigate In Activity 6 you find out (1) if
of Concepts and Skills in Daily solute can dissolve in a given of the solid being dissolved affects how fast coffee dissolves in sugar dissolves faster in hot than
Living amount of solvent and find out how fast it dissolves in water? cold and in hot water. in cold water, and (2) if salt
the type of solution based on dissolves faster in hot than in cold
whether there is excess solute or water.
not.

H. Making Generalizations and In Activity 3, you have observed Does your conclusion support or In general, a solute dissolves From Activity 6 you observed that
Abstractions about the Lesson that there is maximum amount of reject your hypothesis? faster in water when you increasing the temperature either
solute that can dissolve in a given Based on what you know about increase the temperature. But the makes a solid dissolve faster or
amount of solvent at a certain dissolving, try to explain your effect of temperature is not that slower in water. For some solutes,
temperature. This is called results. simple. The type or nature of the increasing the temperature does not
solubility of the solute. From your solute will affect how fast it have any effect on how fast the
everyday experience, you also dissolves in water. solute dissolves.
 observe that there is a limit to the
amount of sugar you can dissolve
in a given amount of water.
I. Evaluating Learning Differentiate the following Can you now explain why smaller Let the students draw Let students use their
terms: pieces of salt dissolve faster than diagrams or illustrations observations to make statements
a. Saturated solution larger ones? You may use an showing the stages of a solid about the effect of temperature on
b. Unsaturated solution illustration or diagram in your dissolving. how fast salt dissolves in water as
c. Supersaturated explanation. well as how fast sugar dissolves in
Solution water.
When all groups have completed
their investigation, compare the
results.
J. Additional Activities for
Application or Remediation

V. REMARKS

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

Prepared by: Checked by:

KRESHA M. LLUISMA MYRA A. AMBALONG, MAEd

 Teacher I School Head

INQUIRY LAB: HOW DOES A SCIENTIST WORK?

1. Your teacher will assign your group.
2. Choose a leader and a secretary in your group.
3. Read a book about a famous scientist describing his/her research.
4. Compare the work method and sequence with the scientific method you studied when you were in Grade 6.
5. Prepare a report on this
6. Be ready for an oral report

RUBRIC FOR BIOGRAPHY

CRITERIA DESCRIPTION SCORE

4 3 2 1
Accuracy of Content The student shows deep The student shows The student shows shallow The student shows limited
 understanding of the life, considerable understanding of understanding of the life, understanding of the life,
works, and achievements of the the life, works, and works, and achievements of the works, and achievements of the
different scientists; how their achievements of the different different scientist; how their different scientists; how their
life and works influence our scientists; how their life and life and works influence our life and works influence our
daily life and the world was works influence our daily life daily life and the world was daily life and the world was
discussed in details and the world was discussed in discussed in part. discussed in part.
part.
Organization of Ideas All elements in the product are Most elements in the product Some elements in the product Few elements in the product
logically presented and are logically presented and are logically presented and are logically presented and
consistent. consistent. consistent. consistent.
A very clear message is A clear message is conveyed to The message conveyed to the The message conveyed to the
conveyed to the audience. the audience audience is clear but lacks audience is not clear.
details
Language Appropriate descriptive Appropriate descriptive Descriptive language was used; Inappropriate descriptive
language was used; a variety of language was used; some words few words create pictures in language was used; some
strong words creates vivid create pictures in the student’s the student’s mind. words are too confusing.
pictures in the student’s mind mind
Creativity The product is very creative; a The product is creative; some The product is somewhat The product is somehow
lot of effort and detail went effort and detail went into creative; limited effort and creative; very little effort and
into work. work detail went into work. detail went into work
Total Score= _______/16

ACTIVITY (CHECK YOUR UNDERSTANDING)

A. Design an experiment following steps of the scientific method. Select one from any of the following alternative hypotheses to be tested in your investigation:

Ha1 Big magnets have strong magnetic force.

Ha2 Physical change can occur by increasing the temperature.
Ha3 The length of the pendulum affects the number of swings it can produce.
Ha4 The number of plants in the stream can change the color of the water.

B. Execute the experimental design and write a brief summary of report on the investigatory process. Your write-up will be presented to the class, and you are also advised to answer their
questions.
Statement of the Research Problem: ____________________________________________________________________________________________________________________________
Null Hypothesis/es: Ho1: ____________________________________________________________________________________________________________________________________
Ho2: ____________________________________________________________________________________________________________________________________
 Variables: Dependent : _______________________________________________________________________________________________________________________________________
Independent: _______________________________________________________________________________________________________________________________________
Materials/ Equipment ________________________________________________________________________________________________________________________________________
Procedure

_____________________________________________________________________________________________________________________________________________________________________
_____________________________________________________________________________________________________________________________________________________________________
_____________________________________________________________________________________________________________________________________________________________________

Analysis and Presentation of Data (This may include tables, charts, etc.)

Conclusion: Is your hypothesis accepted or rejected? ________________________________________________________________________________________________________________

Justify your answer: ________________________________________________________________________________________________________________________________

Activity 1:What Solutions do You Find in Your Home?

Objectives:After performing this activity, you should be able to:
1. describe the observable characteristics or properties of common solutions found at home or in stores; and
2. present the data gathered in table form to show the different properties of common solutions.
You may make a table similar to the one below.

Products or Solutions Found at Home Characteristics

or in Stores
Activity 2:What are the Properties of Solutions?
When you finish this activity you should be able to:
1. compare the evidence gathered with the predictions you made; and
2. describe the properties of solutions based on observations.
Materials Needed:
6 cups water
6 pieces, 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, vinegar
12 clear bottles or cups
2 pieces each, measuring spoons (½ tsp and 1tsp)
2 pieces each, measuring cups (½ cup and 1cup)
3 funnels or improvised funnel made from 500 mL plastic bottle
1 funnel rack
Procedure:
1. Predict which among the given samples will dissolve in water. Write your predictions in column 2 of Table 1.
2. Put one cup of water in each of the cups.
3. Add ½ teaspoon of each of the six samples. Use the teaspoon to dissolve as much of each sample as possible. Use a different teaspoon for each
of the cups.
Q1. Describe the mixture that resulted after mixing. Write your answer in column 3.
Q2. How many phases do you observe? Write your answer and observations in column 4.
Q3. Identify the solute in each of the mixtures. Write your answers in the blank: _______________________________________________________
Q4. What is the solvent in each of the mixtures? ______________________
Table 1. Data table for Activity 2 (refer page 5,LM)
4. Filter the mixture with filter paper using a setup similar to Figure 1.
You may use katsa or old, white T-shirt with the improvised funnel
from plastic bottle.

Q4. In which mixture were you able to separate the components (solute and
solvent) by filtration? Write your observations in column 5 of Table 1.
Q5. Which of the samples are solutions? Write your answer in column 6.
Activity 3:What is the Evidence that a Solution is Saturated?
After performing this activity you will be able to:
1. determine how much solid solute completely dissolves in a given volume water; and
2. describe the appearance of a saturated solution.
Materials Needed
6 teaspoons sugar
1 cup of water
1 measuring cup (1cup capacity)
1 measuring spoon (½ tsp capacity)
2 small clear, transparent bottle
2 stirrers
1 thermometer
Procedure:
1. Put 20 mL (approximately 2 tablespoons) of water in a small clear transparent bottle. Add ½ teaspoon of sugar and stir.
Q1. What is the appearance of the solutions? Write your observations. ___________________________________________________
2. To the sugar solution in step #1, add ½ teaspoon sugar, a small portion at a time and stir the solution to dissolve the sugar. At this point, you have added 1
teaspoon sugar.
3. Add ½ teaspoon of sugar to the sugar solution in step #2 and stir the solution. At this point, you have added one and ½ teaspoons of sugar.
4. Continue adding ½ teaspoon sugar to the same cup until the added sugar no longer dissolves.
Q2. How many teaspoons of sugar have you added until the sugar no longer dissolves? _________ teaspoons
Note: In this step, you will observe that there is already excess sugar which did not dissolve.
Q3. So, how many teaspoons of sugar dissolved completely in 20 mL of water? ____________ teaspoons
Note: This is now the maximum amount of sugar that will completely dissolve in 20 mL of water.