School: GALAS NATIONAL HIGH SCHOOL Grade & Section: 7- AQUINO

Teacher: CATHELYN S. ATOPAN Subject: SCIENCE 7

Teaching Dates and September 17,2024 11:15-12:00 Quarter: (CO1)
Time:
Semi-Detailed Lesson Plan in
Science 7
(Science of Materials)
Grade Level 7 Quarter First Domain Science of Materials
I. CURRICULUM CONTENT, STANDARDS, AND LESSON COMPETENCIES
A. Content Solutions, solubility, and concentration
B. Content Learners learn that the properties of solutions such as solubility and
Standard reaction to litmus determine their use.

C. By the end of the quarter, learners recognize that scientists use

Performanc models to describe the particles of matter. They use diagrams and
e Standards illustrations to explain the motion and arrangement of particles during
state changes. They demonstrate an understanding of the role of the
solute and solvent in solutions and the factors
that affect solubility. They demonstrate skills to plan and conduct a
scientific investigation making accurate measurements and using
standard units.
D. Learning The learners can identify the role of the solute and solvent in a solution.
Competency
1. Define operationally the terms solute and solvent.
E. Learning
2. Distinguish a solute from a solvent based on the behavior they
Objectives
show in a solution.
and
Duration

Integration Across Curriculum: Technology, Livelihood, and Education; MAPEH;

Araling Panlipunan
II. LEARNING RESOURCES
Difference between solute and solvent.
https://www.toppr.com/guides/biology/difference-between/solu
A. References
te-and- solvent/

https://dictionary.cambridge.org/us/pronunciation/english/solute
B. Other https://dictionary.cambridge.org/us/pronunciation/english/solvent
Learning https://dictionary.cambridge.org/us/pronunciation/english/solution
Resource https://dictionary.cambridge.org/us/pronunciation/english/dissolve
s

III. TEACHING AND LEARNING NOTES TO TEACHERS

PROCEDURES
SHORT REVIEW
The learners will identify and write down
Activity 1: IDENTIFY the measurement of each of the
Recall the SI Units of following
measurements. identify and substances/material.
write down the
measurement of each of the
following
substances/material.
A. Activating
Prior
Knowledge

Activity 2. Hep Hep Solute [ /ˈsɑːl.juːt/] – a substance that

Hooray! Let’s check dissolves in a solvent
your vocabulary and
say it with me. Solvent [ /ˈsɑːl.vənt/] – a substance that
dissolves the solute
Game Mechanics:
1. Say “hep hep” while Solution [ /səˈluː.ʃən/] – a homogenous mixture
clapping your hands of 2 or more substances that are
together below your physically combined
waist.
2. Cheer by saying Dissolve [ /dɪˈzɑːlv/] – incorporating any solid,
“hooray” while liquid, or gas substance into another
B. raising your hands in substance.
Establishing the air.
the Purpose 3. If you make a
of the mistake, you will be
Lesson out of the game, and
answer the question.
4. Possible questions:
How will you
pronounce the
following words
and what do they
mean?
 solution
 solute
 solvent
 dissolve
C. Developing EXPLICITATION Elicit partial knowledge of the students.
Settle
and Activity 3: From Iron Ore misconceptions later.
to
Deepening Stainless Steel
Understandi Students watch the video on
n
g steel-making given the link

https://www.youtube.com/
watc h?v=qR6IxO_GqU0

1. What solution
is
 manufactured
?
2. What are the major
components of
stainless steel?
3. Which component
do you think
comes in a
greater amount?
4. Which component
comes in less
Remind of the safety precautions to be
amount?
observed during an experiment.
WORKED EXAMPLE
Group the students and assign a
(EXPERIMENTATION)
Activity 4: Can I take your learning set- up.
order?
Group 1: Sugar and Water
Group 2: Coffee and Water
Procedure:
Group 3: Soy sauce and
1. Obtain a small
Water
amount of the
assigned sample
Make a hypothesis:
substance. A pinch
for dry substances,
If substance A is mixed
a teaspoon for
with substance B , then it will
liquid/wet
be
substances. Label it
and form .
as substance A-
SOLUTE.

2. Half-fill a cup/glass The data table may look like this.

with water (at room
Set-up Solute Solvent Appearanc
temperature). Label e
it as substance B- (Unifor
SOLVENT. m-
nonuniform
)
3. Mix substances A
and B. Stir the
mixture thoroughly.
Label the resulting
mixture as
SOLUTION.

4. Observe the solution

you made in terms of
its appearance
Rubrics for Group Performance
(uniform or not-
5. uniform).
Fill the data table
and answer the
guide questions.

Guide Questions:
1. What happens to
substance A when
mixed with substance
B?
2. What substance is
used to dissolve
 substance A?
3. How do we
call
substances
(like
substance A) that
dissolve in
substance B (like
water)?
4. How do we call
substances (like
substance B) that
dissolve another
matter?
Enhance the skills through a mystery box:
Activity 5: Mystery Box
1. rubbing alcohol
Ask the pupils to get some
2. vinegar
objects in the mystery box
then name them and 3. gold jewelry (an alloy of yellow
identify which is the gold and copper)
SOLUTE or the SOLVENT. 4. air
5. saltwater
6. coffee
7. tea
8. orange juice
9. urine
10.stainless steel (an alloy of iron
with at least 10% chromium)

CHECK MY Towards the end of the lesson, the

UNDERSTANDING students will provide answers to the
guide questions to identify their learning
1. What is the role of takeaways from the lesson.
D. Making
solute in a solution?
Generalizati
2. What is the role of
on
solvent in a solution?
3. Can the solution
appear solid? liquid?
gaseous?
Sugar and
FORMATIVE Answer
Water the questions in your quiz
ASSESSMENT: notebook.
Coffee and
Water
Encircle the letter of the best Answer Key
answer. (1 point each) Soy1. a
2. a
sauce
1. Which statement and3. b
best describes a 4. b
solute? 5. a
a. dissolves in
a substance
like water
E. Evaluating b. sink in a
Learning substance like
water
c. float in a
medium like
air
d. absorbs in the
 air
2. Which of the
following groups of
materials can be
considered solutes?
a. sugar, salt,
juice powder
b. coffee
powder,
water,
creamer

c. soy sauce,
vinegar,
peppercor
ns
d. water, rice, corn

3. The main
components in
vinegar are water
and acetic acid,
which gives vinegar
its strong, sour
aroma and flavor.
What is the solute in
vinegar?
a. water
b. acetic acid
c. vinegar
d. nutrients

4. What statement
best describes the
solvent in a
solution?
a. a substance
being
dissolved
b. a substance
that acts as a
dissolving
medium
c. a
resulting
mixture
d. a coarse
mixture

5. Which substance is
considered as the
solvent in an 18-
karat gold jewelry
(75% gold parts and
25% copper parts)
a. gold
b. copper
 c. nickel
d. silver
Note observations on Effective Practices Problems
any Encountered
of the following areas:
Remarks Strategies explored
Materials used
Learner
engagement/interactio
n
Others
What could I have done
Reflection differently? How many learners
need remediation?
How can I help the students who need remediation?
 WORKSHEET # 1

Can I take your order Experiment

Name of Students: Group #:

Date:
Score:

Hypothesis:
If substance A is mixed with substance B , then it will be
and form .

Objectiv
e: Describe a solution and identify the solute and the solvent.

Material cups or glass salt soy sauce paper tape

s teaspoon sugar permanent marker

Safety Precautions:
1. No horseplay during the experiment.
2. Handle the breakable items carefully.
3. Report any incident immediately to the teacher.
4. Observe proper disposal of chemical waste.

Procedure:
1. Obtain a small amount of the assigned sample substance. A pinch for dry
substances, a teaspoon for liquid/wet substances. Label it as substance A-
SOLUTE.

2. Half-fill a cup/glass with water (at room temperature). Label it as substance B-

SOLVENT.

3. Mix substances A and B. Stir the mixture thoroughly. Label the resulting mixture as
SOLUTION.

4. Observe the solution you made in terms of its appearance (uniform or not-uniform).

5. Fill the data table and answer the guide questions.

Data Table

Set-up Solute Solvent Resulting Solution

Appearance State
(Uniform or (solid,
non- liquid, gas)
uniform)
Sugar and Water

Coffee and Water

Soy sauce and

Water

Guide Questions:
1. What happens to substance A when mixed with substance B?
2. What substance is used to dissolve substance A?
 3. How do we call substances (like substance A) that dissolve in substance B (like
water)?
4. How do we call substances (like substance B) that dissolve another matter
(like substance A)?

Conclusion

Prepared by:

CATHELYN S. ATOPAN
Teacher III