MATATAG School: REGINA ANGELORUM SCHHOL OF Grade Level: 7

K to 10 Curriculum VILLANUEVA, INC

Weekly Lesson Log Teacher: EDLYN U. PAGARA Learning Area: SCIENCE

Teaching Dates and Time: JULY 29 – AUGUST 2, 2024 (WEEK 1) Quarter: 1

I. CURRICULUM CONTENT, STANDARDS, AND LESSON COMPETENCIES

A. Content Learners learn that the particle model explains the properties of solids, liquids, and gases and the processes involved
Standards in changes of state.

B. Performance By the end of the Quarter, learners recognize that scientists use models to describe the particle model of matter. They
Standards use diagrams and illustrations to explain the motion and arrangement of particles during changes of state. They
demonstrate an understanding of the role of 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.

C. Learning Learning Competencies:

Competencies The learners shall be able to:
and Objectives 1. recognize that scientists use models to explain phenomena that cannot be easily seen or detected; and
2. describe the Particle Model of Matter as “All matter is made up of tiny particles with each pure substance
having its own kind of particles.”

Lesson Objectives:
Learners shall be able to:
1. describe and explain the different models used by the scientist to explain phenomena that cannot be easily seen
or detected;
2. describe particle model of matter; and
3. recognize that matter consists of tiny particles.

C. Content Scientific Models and the Particle Model of Matter

D. Integration Scientific Qualities

 Critical Thinking: Students question and analyze the nature of matter and how models represent it.
 Perseverance: Grasping the abstract concept of the Particle Model might take some effort. Encourage students
to persevere and ask questions if they don't understand something.
II. LEARNING RESOURCES

● Worksheet for Science 7 Quarter 1 – Week 1

III. TEACHING AND LEARNING PROCEDURE

1. Activating Prior Week 1 - Day 1

Knowledge
1. Short Review: Models of Matter

Guide questions:
1. What do we call these representations of the molecules of solid, liquid and gas?
2. What is the importance of using scientific representations like this in learning science?

Say, “There are many types of scientific models not just conceptual models for solid, liquid and gas. You will get to know
them in the next activity/part of the lesson.”

2. Establishing 1. Lesson Purpose

Lesson Purpose
Building upon the review, the teacher will inform learners that for the remainder of the week, lessons will focus on
scientific models, gradually transitioning towards the particle model of matter.
Essential Questions:
1. How can we visualize things that cannot be seen by the eye?
2. How can we visualize things that is too big, and complex be examined in actuality?

2. Unlocking Content Vocabulary Activity: Scavenger Hunt

Procedure:
o Gather the students and explain that they will be embarking on a
comprehensive vocabulary scavenger hunt to discover important terms related to scientific models and the
particle model of matter.
o Briefly review the purpose of the activity and emphasize that it's an opportunity to learn and have fun
while reinforcing their understanding of key concepts.
o Divide the class into small groups or pairs. Students will get random cards passed backwards from the
teacher.
o Provide each group with a list of all the vocabulary words they need to find.
o Set a timer and let the groups begin their scavenger hunt to locate the hidden vocabulary cards.
o Encourage students to read and discuss the meaning of each word once they find it. They can also
brainstorm examples or real-life applications of the vocabulary words.

For discussion purposes:

o Once the scavenger hunt is complete, gather the students and review all the vocabulary words together.
o Encourage students to share their findings and discuss the meanings and significance of each word.
o Clarify any misunderstandings and provide additional explanations or examples as needed
3. Developing and Lesson 1: Introduction to Scientific Models
Deepening
Understanding 1. Explicitation: Think-Pair Share

Procedure:
1. Using a think-pair-share format, pose questions to the class, such as:
o "What do you think a scientific model is?"
o "Can you give an example of a scientific model you have encountered before?"
o "Why do you think scientists use models to understand phenomena?"

2. Students will discuss their ideas with a partner for a few minutes, then share their thoughts with the
class.

3. The following key concepts are emphasized:

o Scientists use models because reality, especially systems like Earth's climate, is complex and difficult to
study directly.
o Many factors influence complex concepts, for example climate, so it's impossible to consider all of them
simultaneously, that is why models are necessary.
o Models are useful tools that help scientists understand complex systems by allowing them to analyze and
make predictions.
o There are different types of models: physical models, conceptual models, and mathematical
models.
o Physical models are smaller and simpler representations of a thing being studied. A globe or a
map is a physical model of a portion or all of Earth.
o Conceptual models tie together many ideas to explain a phenomenon or event.
 o Mathematical models are sets of equations that consider many factors to represent a phenomenon.
Mathematical models are usually done on computers.
o Simulation models use a digital prototype of a physical model to predict its performance in the real
world
o Many models are created on computers because they can handle enormous amounts of data.
o Models can be used to test ideas by simulating specific parts of a system, making it easier for scientists to
understand how certain factors affect each other.
o Models can also be used to make predictions about the future, with the best ones considering multiple
factors.
o To assess the accuracy of a model, scientists often use past data to see if the model can accurately predict
the present.
o Despite their usefulness, models have limitations because they are simpler than real systems and may not
predict real-world behavior with absolute accuracy. However, careful construction and sufficient computing
power can improve a model's accuracy.

2. Worked Example: Thought-Provoke

Essential Questions:
1. Analyze the given model of the atom. Just by looking at it, in your own
words, describe what an atom is.
2. How did the model help you understand how people see atom back in the
days of Democritus? Is it helpful and easy to understand?
3. Lesson Activity (Take Home Activity)

For the activity worksheet, refer to LAS 1 in the Worksheet for Science 7 Quarter 1 – Week 1

Week 1 - Day 2

Lesson 2: Scientific Models in Focus: Atomic Models Through Time

1. Explicitation: Recall

Some recall questions could include:

o What is a scientific model, and why are they important in science?
o How did scientific models help you in understanding and explaining atomic models? Could you share some
of your answers in LAS 1 Part B?
o Can you give an example of how scientific models are used in different fields of science?

2. Worked Example: Atomic Model Building

Procedure:
1. Divide the class into five groups, assigning each group a specific atomic model to focus on.
2. Each group will be tasked to synthesize their own understanding of the assigned atomic model based on the
worksheet they have completed and any additional research they have conducted.
3. Build the physical model of the specific model assigned to you.
4. Be ready for presentation.

3. Lesson Activity
For the activity worksheet, refer to LAS 2 in the Worksheet for Science 7 Quarter 1 – Week 1
Week 1 - Day 3

Lesson 3: Particle Model of Matter

1. Explicitation: Thought-Provoke

Essential Questions:
o How do the characteristics of the Plum Pudding Model, the Bohr Model, and the Rutherford Model help us
understand the behavior of particles within atoms?
o What similarities and differences do you notice between the arrangement of particles within atoms and the
behavior of particles in different states of matter?

2. Worked Example: Tom’s World

Read the passage.

Tom is in his kitchen, preparing a cold drink on a warm summer day. He decides to make a refreshing iced tea
and starts by filling a glass with ice cubes from the freezer. As he watches the ice cubes melt, he reflects on the
particle model of matter:

Tom begins by taking a few ice cubes out of the freezer. He notices that the ice cubes are solid and have a
defined shape and volume. He explains that in their solid state, the water molecules in the ice are tightly packed
together and arranged in a regular pattern

Tom places the ice cubes in the glass and observes as they start to melt. He notices that as the ice cubes come
into contact with the warmer air and the glass, they gradually begin to change from solid to liquid. He explains
that the heat from the surroundings is transferring energy to the ice cubes,
 causing the water molecules to gain enough kinetic energy to overcome the attractive forces holding them together in
the solid lattice.

As the ice cubes continue to melt, Tom observes that liquid water collects at the bottom of the glass. He explains
that in the liquid state, the water molecules are still close together but have more freedom to move past one
another. This illustrates another aspect of the particle model: the ability of particles in a liquid to flow and take
the shape of their container.

Processing Questions:

o How does the behavior of the water molecules in the ice cubes change as they transition from a solid to a liquid
state?

o Why does the temperature of the surroundings play a crucial role in the melting process of the ice cubes?

o What evidence in Tom's observations supports the idea that particles in a liquid have more freedom to move
than those in a solid?

o How does the process of melting ice cubes illustrate the concept of phase transitions and the interplay between
kinetic energy and attractive forces among particles?
  Key Concepts needed to be produced and processed during discussion:
o All matter is made up of tiny particles called atoms or molecules.
o Atoms are the fundamental building blocks of elements, while molecules consist of two or more atoms
chemically bonded together.
o Particles are constantly in motion:
 In solids, particles vibrate in place.
 In liquids and gases, particles move from one location to another.
o In solids, particles are closely packed with minimal space between them.
o In liquids and gases, particles have more space between them.
o As temperature increases, particle motion speeds up.
o Higher kinetic energy leads to faster vibrations and movement of particles.

3. Lesson Activity
Activity: The Sneaky Particle Party! (LAS 3)

Procedure:
1. The class will be divided into groups (probably 4-5). Each group will act out or perform one scenario below.

 Ice Crystals: Each student will represent a single water molecule in ice.

 Melting! Imagine the ice starts to warm up (increase in temperature). How do you think the water
molecules would behave?

 Liquid Water: As the ice melts completely, the water molecules move more freely.

 Boiling! When the water boils, the molecules move much faster and escape into the air as steam.
 Cooling Down: Imagine the water cools down (temperature decrease). How would the particles move now?

Processing Questions:
o How did your group move differently to represent a solid, liquid, and gas?
o What do you think happens to the space between the particles in each state?
o How does the movement of particles relate to the temperature of the matter?
o What principles of the particle model of matter can you share based on the activity done?
 Week 1 - Day 4

 For the activity worksheet, refer to LAS 3 in the Worksheet for Science 7 Quarter 1 – Week 1. Part 2 and
synthesis will be accomplished as a take home activity.

4. Making
Generalizations 1. Learners’ Takeaways
Essential Questions:
1. Explain how scientists use models to represent the unseen world
2. How does the particle model explain the difference between solids, liquids, and gases?

2. Reflection on Learning
Reflective question: How has this week's learning changed your perspective on seeing and imagining everyday
materials that surround us?
IV. EVALUATING LEARNING: FORMATIVE ASSESSMENT AND TEACHER’S REFLECTION

A. Evaluating Formative Assessment: Multiple Choice Questions

Learning
1. Why do scientists use models?
a) They are exact representations of reality.
b) They only exist in computer simulations.
c) They are always simple and easy to understand.
d) They can be used to test ideas and make predictions.

2. What can be a limitation of scientific model?

a) They are never updated or improved.
b) They are all based on real-world data.
c) They are only used in physics, not other sciences.
d) They cannot perfectly capture all the complexities of a system.

3. What resembles the Plum Pudding Model of the atom?

a) A tiny, solid ball with negative charges stuck on the outside.
b) A complex mathematical equation describing electron behavior.
c) A miniature solar system with planets orbiting a central nucleus.
d) A positively charged sphere with negatively charges scattered throughout.

4. Why is the Plum Pudding Model helpful for scientists?

a) It shows how atoms are mostly empty space.
b) It shows electrons have specific energy levels.
c) It shows how atoms are indivisible particles.
d) It shows the nucleus is the most massive part of the atom.

5. What is the characteristic of solid particles as seen in its particle model?

a) Moving freely and spread far apart.
b) Arranged in a specific pattern but with large gaps.
c) Vibrating in place with minimal space between them.
d) Flowing around each other and constantly changing positions.
6. What can you say about the particles of liquid in contrast with a solid?
a) A predictable pattern of movement.
b) Less movement and are more tightly packed.
c) The same amount of movement and spacing.
d) More freedom to move and more space between them.

7. What happens to the particles of a material being heated?

a) Slightly compacted but can move
b) Moves farther away from each other
c) Gains more definite shape and compactness
d) Nothing happens because heat is not absorbed

8. Which of the following shows how particles behave when heated?

9. What can be seen in the physical model of the Bohr model of the atom?
a) Presence of orbitals
b) A cloud of electrons
c) A nucleus at the center
d) Nothing, just empty space

10. Which of the following CAN NOT be a scientific model for the atom?
a) A song with lyrics full of subatomic particles and their charges.
b) An image (picture, concept map, flowchart, etc.) that considers all laws of science
c) A round Styrofoam colored with parts representing electrons and other subatomic particles.
d) A computerized interactive game where you can put subatomic particles and guess the correct image for
atom.
 2. Homework (optional)

B. Teacher’s Note observations on

Remarks any of the following Effective Practices Problems Encountered
areas:

strategies explored

materials used

learner engagement/
interaction

Others

C. Teacher’s
Reflection Reflection guide or prompt can be on:
▪ Principles behind the teaching
What principles and beliefs informed my lesson? Why did I teach the lesson the way
I did?

▪ Students
What roles did my students play in my lesson? What did my students learn? How
did they learn?

▪ Ways forward
What could I have done differently? What can I explore in the next
lesson?
 MATATAG School: REGINA ANGELORUM SCHOOL IN VILLANUEVA, INC Grade Level: 7
K to 10 Curriculum SCIENCE
Weekly Lesson Log Teacher: EDLYN U. PAGARA Learning Area:
Teaching Dates AUGUST 5 - 9, 2024 (WEEK 2) 1
and Time: Quarter:
I. CURRICULUM CONTENT, STANDARDS, AND LESSON COMPETENCIES

A. Content The learners shall learn that there are specific processes for planning, conducting, and recording scientific
Standards investigations

B. Performance By the end of the quarter, the learners shall recognize that scientists use models to describe the particle model of
Standards matter. They use diagrams and illustrations to explain the motion and arrangement of particles during changes of
state. They demonstrate an understanding of the role of 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.

C. Learning Learning Competency

Competencies The learners shall be able to:
and Objectives 1. describe the Particle Model of Matter as “All matter is made up of tiny particles with each pure substance
having its own kind of particles.”; and
2. describe that particles are constantly in motion, have spaces between them, attract each other, and move faster
as the temperature increases (or with the addition of heat).

Lesson Objectives:
The learners shall be able to:
1. differentiate elements and compounds based on particle composition; and
2. explain how the Kinetic Molecular Theory describes the behavior of particles in terms of constant motion,
spacing between particles, and the relationship between temperature and particle speed.

C. Content  Pure Substances

 Kinetic Molecular Theory of Matter

D. Integration  Exploring the nature of matter fosters a sense of curiosity about the world around us.
 A basic understanding of KMT contributes to scientific literacy, allowing individuals to make informed
decisions about their environment, and the products they use.
 The critical thinking and problem-solving skills developed in these lessons are valuable for various aspects of
life beyond science
II. LEARNING RESOURCES

● Worksheet for Science 7 Quarter 1 – Week 2

III. TEACHING AND LEARNING PROCEDURE

1. Activating Prior
Knowledge WEEK 2 -Day 1

1. Short Review - Particle Party!

This activity bridges the gap between atomic models and Kinetic Molecular Theory (KMT).

Materials:
 Index cards (enough for each student)
 Markers

Essential Questions for Review:

1. What are atoms made of? (protons, neutrons, and electrons)
2. What does the particle model tell us about matter? (made of tiny particles)

Activity for Students:

1. Imagine tiny particles representing atoms or molecules. On your index cards, draw these "partying particles."
2. Use arrows on your cards to show the movement of the particles. Represent "cold" particles with slow, short
arrows on one side of the card while "hot" particles with fast, long arrows.
 “cold” particles “hot” particles

Key Points for Review:

Particles are constantly moving (even in solids!), there are spaces between particles, and the speed of particle motion
increases with temperature.

2. Establishing 1. Lesson Purpose

Lesson Purpose  Introduce Pure substances – elements and compounds in our daily life
 Connect scientific models with particles of pure substances

 Compare the models of elements, diatomic molecules and compounds based on what is seen in the conceptual
model.
 Build the bridge from particles of pure substances in relation to the concept of Kinetic Molecular Theory (KMT).
 Explain the core principles of KMT: This includes understanding the constant motion of particles, the presence
of spaces between them, and the relationship between temperature and particle speed.
 Connect Thermal Energy and Particle Behavior: Students will establish the link between thermal energy and
temperature. They will then explore how adding heat increases the kinetic energy and speed of particles within
a substance, ultimately leading to changes in state or phase.
2. Unlocking Content Vocabulary: Vocabulary Scramble!

Materials:
 Whiteboard or projector
 Markers or pens (if using whiteboard)
 List of KMT vocabulary words scrambled (e.g., TICELPAR, ONITMO, PERATREMTEU)
 Optional: Stickers or small prizes for the winning team (increases engagement)
General Instructions for students:
1. You will be divided into groups of 4 or 5. Think of a team name.
2. On the board, you will see the list of vocabulary words related to KMT, but the letters are scrambled.
3. Unscramble the words within a time limit given by your teacher.

Point for Discussion:

1. How does particle motion relate to temperature?
2. Why are spaces between particles important?
3. Developing and Week 2 - Day 2
Deepening
Understanding Lesson 1: Elements and Compounds

1. Explicitation:
Quick Questions:
 What are the basic units that make up all matter according to the particle model? (Particles)
 How does the movement and arrangement of these particles affect the state of matter (solid, liquid, gas)?
(Students should recall that movement and spacing influence the state.)

2. Lesson Activity: Think-Pair-Share

Processing Questions:
Can you think of any examples of different types of matter?
Do you think these materials are made up of the same tiny particles? Why or why not?

Source:
https://chem.libretexts.org/@api/deki/files/294894/Classification_of_Matter_(1).png?revision=1
Pairwork: Which shows an element/compound?

Situation A: Consider tearing a piece of tissue paper. Tissue paper is made from smaller building blocks like
cellulose fibers. These fibers are themselves made of carbon, hydrogen, and oxygen atoms linked together in a
specific way. Ripping the tissue separates these complex fibers, not individual atoms.

Situation B: Imagine tearing a sheet of aluminum foil. Aluminum foil is mostly made up of a single element
called aluminum (Al). When you rip it, you're separating tiny pieces of aluminum, each still being aluminum.

Essential Question:
What generalization can you make for elements and compounds? How can you easily distinguish them?

3. Worked Example: Substance List

The following is a list of substances. Group them into elements and compounds.

Baking Soda Vinegar Sugar Shiny Coin Graphite

(Pencil Lead) Aluminum Diamond Stainless
Sulfur Table Salt
Foil Steel Powder

Elements Compounds
 Learning Activity
 For the activity worksheet, refer to LAS 1 in the Worksheet for Science 7 Quarter 1 – Week 2

Week 2 - Day 3

Lesson 2: The Kinetic Molecular Theory (KMT) of Matter

1. Explicitation

2. Lesson Activity: Atomic Activities Mini-activity 1: The Shivering

Statue

Instructions: Ask students to stand perfectly still, like a statue. After a few seconds, ask them to silently shiver
in place without moving their feet.

Process Question: Even though you looked like a statue, what was happening to the tiny particles in your
body (atoms and molecules)? (They were still moving, but with less movement compared to shivering)

Explanation: Explain the concept of constant motion in KMT. Particles are always moving, even in solids where
things seem still. The shivering activity demonstrated a small increase in particle movement.
 Mini-activity 2: Personal Space

Instructions: Ask students to stand shoulder-to-shoulder, representing tightly packed particles in a solid. Then,
ask them to take a comfortable step back, representing the spaces between particles in a liquid. Finally, ask them
to spread out even further, representing the spaces between particles in a gas.

Process Question: How did the space between you change throughout the activity? (The space increased as we
went from solid to liquid to gas)

Explanation: Explain that particles are not glued together. There are spaces between them, although these spaces
may be very small, especially in solids

Mini-Activity 3: Particle Dance Party!

Instructions: Play some upbeat music and ask students to pretend they are tiny particles. Instruct them to move
slowly at first, representing particles in a cold substance. As the music gets faster, instruct them to move more
vigorously, representing particles in a hot substance.

Process Question: How did the speed of your movement change with the music? (The movement became faster
as the music got faster)

Explanation: Explain the relationship between temperature and particle motion according to KMT. Higher
temperatures correspond to faster-moving particles. The music simulated adding thermal energy, which
increased the speed of the “particle dance party.”

3. Worked Example: The Fizzy Fun of Diffusion

Investigate how different factors can influence the rate of diffusion with special focus on the effect of temperature on
the movement of gas particles from an effervescent tablet.

Refer to LAS 2 in the Worksheet for Science 7 Quarter 1 – Week 2

Week 2 – Day 4
 Processing Questions after the activity, LAS 2:
1. How do your observations relate to the concept of temperature and particle movement according to Kinetic
Molecular Theory (KMT)?
2. Explain why the bubbles seemed to move faster (or slower) in one container compared to the other.
3. Based on this experiment, what can you predict about the rate of diffusion of food coloring in warm water
versus cold water? Why?

4. Making 1. Learners’ Takeaways

Generalizations  Describe the key difference between an element and a compound in terms of their composition and particles.
 How do particles behave in terms of their motion, spacing, and the relationship between temperature and
particle speed as described by the KMT?

2. Reflection on Learning Ask students the question:

Imagine shrinking yourself down to the size of an atom! Based on what you learned about Kinetic Molecular
Theory (KMT), describe what the world around you would look like and how you would interact with it. Consider
scenarios like you are a solid, liquid or gas particle.
IV. EVALUATING LEARNING: FORMATIVE ASSESSMENT AND TEACHER’S REFLECTION

A. Evaluating 1. Formative Assessment

Learning
1. An unknown white substance is heated and produced white smoke and
black solid. What do you think is this substance?
a) a mixture
b) an element
c) a compound
d) a diatomic molecule

2. Water is composed of two atoms of hydrogen and one atom of oxygen.

Which of the following can be the particle model for water?

3. What can you say about the movement (speed) of the particles of solid,
liquid, and gas based on this model?

a) The speed of the particles is the same in all states of matter.

b) Solid particles are the fastest to move compared to liquid and gas.
c) Gas particles are the fastest among solids and liquids.
d) The speed of the particles is not affected by temperature.
4. Given this particle model of water, what do you think is the state it is in?

a) Gas

b) Solid
c) Liquid
d) Cannot be determined

5. What do you think is happening in the substance in terms of temperature change?

a) Temperature dropped and solidified the substance.

b) Temperature was increased, and the substance was liquified.
c) The liquid substance was heated and evaporated as gas.
d). The liquid substance was frozen and became solid.

6. How did the Kinetic Molecular Theory describe the particles of a solid?
a) Only vibrating in place.
b) Completely still and packed together.
c) Constantly moving with large spaces between them.
d) Constantly moving with very small spaces between them.
 7. What is the movement of the particles in a gas?
a) Not moving at all.
b) Moving very slowly and tightly packed together.
c) Moving rapidly with large spaces between them.
d) Moving very slowly with large spaces between them.

8. Which has a direct relationship with temperature?

a) Size of its particles.
b) Shape of its particles.
c) Type of intermolecular forces present.
d) Average kinetic energy (speed) of its particles.

9. In the "Personal Space" mini-activity, how did the space between students change as they went from solid to
liquid to gas?
a) It decreased slightly.
b) It remained the same.
c) It increased significantly.
d) It completely disappeared.

10. The "Particle Dance Party" mini-activity demonstrated the relationship between temperature and particle
motion according to KMT. As the music got faster, the particles (students) moved:
a) Faster.
b) Slower.
c) The same.
d) Erratically.

2. Homework (optional)
B. Teacher’s Note observations on
Remarks any of the following Effective Practices Problems Encountered
areas:

strategies explored

materials used

learner engagement/
interaction

Others

C. Teacher’s
Reflection Reflection guide or prompt can be on:

▪ principles behind the teaching

What principles and beliefs informed my lesson? Why did I teach the lesson the way I
did?

▪ students
What roles did my students play in my lesson? What did my students learn? How
did they learn?

▪ ways forward
What could I have done differently? What can I explore in the next lesson?
 MATATAG School: REGINA ANGELORUM SCHOOL OF Grade Level: 7
K to 10 Curriculum VILLANUEVA,INC
Weekly Lesson Log Teacher: EDLYN U. PAGARA Learning Area: SCIENCE
Teaching Dates AUGUST 12 - 16, 2024 (WEEK 3) 1
and Time: Quarter:
I. CURRICULUM CONTENT, STANDARDS, AND LESSON COMPETENCIES

A. Content The learners shall learn that diagrams and flowcharts are very useful in demonstrating and explaining the motion and
Standards arrangement of particles during changes of state.

B. Performance By the end of the Quarter, learners recognize that scientists use models to describe the particle model of matter. They
Standards use diagrams and illustrations to explain the motion and arrangement of particles during changes of state. They
demonstrate an understanding of the role of 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.

C. Learning Learning Competency: The learners use diagrams and illustrations to describe the arrangement, spacing, and relative
Competencies motion of the particles in each of the three states (phases) of matter.
and Objectives
Learning Objective:
The learners shall be able to:
1. develop a deeper understanding of particle arrangement and movement in different states of matter (solid, liquid,
gas) through various ways of expression.

Learning Competency: The learners explain the changes of state in terms of particle arrangement and energy
changes:
a. solid → liquid → vapor, and
b. vapor → liquid → solid.

Learning Objectives:
The learners shall be able to:
1. explain how a substance changes its state from solid to liquid to gas by analyzing particle behavior and the
influence of temperature; and
2. demonstrate understanding of changes of state: solid → liquid → vapor, and vice versa.

C. Content States of Matter and Particle Arrangement and Phase Changes

 D. Integration  Interconnectedness of Systems
 Sustainability and Environmental Impact
 Health and wellbeing
 Scientific literacy and Scientific Qualities

II. LEARNING RESOURCES

● Quarter 1 Worksheets for Science - Week 3

III. TEACHING AND LEARNING PROCEDURE NOTES TO TEACHERS

 Activating Prior Week 3 - Day 1 Start by revisiting the concept

Knowledge Lesson 1: States of Matter and Particle Arrangement through Diagrams of kinetic molecular theory.
Draw attention to how this
1. Short Review theory explains the behavior of
 Kinetic Molecular Theory particles in different states of
In solids, particles vibrate in fixed positions, while in liquids, they move matter.
more freely but are still close together. And in gases, particles move rapidly
and are much farther apart.

 Establishing 1. Lesson Purpose Emphasize that it helps us

Lesson Purpose • Introduce how KMT is seen in particle models. understand how particles
 Tie these concepts back to the topic of states of matter and particle behave in solids, liquids, and
arrangement. Connect the dots for students: “Kinetic molecular theory gases.
helps us understand how particles behave in different states. This sets the
stage for us to explore how particles are arranged in solids, liquids, and
gases." Write each vocabulary term and
its definition on a separate
2. Unlocking Content Vocabulary index card or piece of paper.
Ensure that the terms are
Materials Needed: shuffled and placed face down
 Index cards or small pieces of paper on a table.
 Markers or pens
Divide the class into small
General Instructions for students: groups of 3-4 students each.
1. Each group will take turns selecting a vocabulary term from the table.
2. Without revealing the term, one from your group will read the definition Explain to the students that
aloud to your teammates. they will be participating in a
3. The group must then discuss and decide which term from the table vocabulary matching game
matches the given definition. related to states of matter and
4. Once a match is chosen, your group will turn over the selected card to particle arrangement.
reveal the vocabulary term.
5. If the match is correct, your group earns a point. If incorrect, return the Repeat steps 1-5 with the next
card to its original position. No point is awarded. group until all vocabulary
terms have been matched.

Terms to be unlocked:
Particle
Solid
Liquid
Gas
Plasma
Melting
Freezing
Condensation
Evaporation
Sublimation
Deposition
Ionization
Points for Discussion:
 Share any terms you found challenging and discuss your understanding of Clarify any misconceptions and
each term. reinforce the definitions of the
vocabulary terms as needed.
 Developing and 1. Explicitation Begin by asking students to
Deepening Prompt Questions: reflect on how they visualize the
Understanding  How do you imagine the arrangement of particles in a solid, liquid, or gas? arrangement of particles in
 What tools or visuals help you understand the concept better? different states of matter.

Display diagrams and

illustrations depicting the
arrangement and motion of
particles in solids, liquids, and
gases. Sample Illustration is
given.

Guide students in observing

and analyzing the visuals,
Source: https://brainly.in/question/4037846 focusing on the spacing,
arrangement, and motion of
particles in each state.

Encourage students to describe

what they observe using
vocabulary terms related to
particle arrangement.

Source: https://i.pinimg.com/736x/bc/62/cf/bc62cfde91a0ccf4027049b8b9ef66ff.jpg

2. Worked Example: Drawing Diagrams Divide students into small

groups. Provide each group
1. Each group should choose a specific substance (e.g., water, iron, oxygen) with a blank sheet of paper and
and create a series of diagrams illustrating the particle arrangement at low markers. Instruct each group
and high temperatures. Use a blank sheet of paper and marker. to choose a specific substance
(e.g., water, iron, oxygen) and
 2. To depict motion, you can use arrows and other helpful legends. Label your create a series of diagrams
diagrams with the appropriate states of matter and describe the changes in illustrating the particle
particle arrangement with temperature. arrangement at low and high
temperatures. They could
3. After drawing and discussing with your groupmates, present your diagrams depict particles however they
to the class, explaining the changes in particle arrangement with want.
temperature of your chosen substance.
Facilitate a class discussion on
the similarities and differences
between the diagrams, focusing
on how particle arrangement
varies with temperature in
solids, liquids, and gases.
3. Lesson Activity
 Refer to LAS 1 of Quarter 1 Worksheets for Science - Week 3 Depending on time, this could
be done in the classroom or
could be a take home activity.

Week 3 - Day 2 Discuss plasma and ionization.

Reiterate that plasma is also a
Lesson 2: Changes of State: Solid to Liquid to Gas state of matter and how it is
made.
1. Short Review

Prompt questions: Begin by asking students to

recall the main points from the
 What are the states of matter? previous lesson on particle
 How do particles behave in solids? Liquids? Gases? arrangement in states of
matter.
 Can you describe the arrangement of particles in each state?
Encourage students to share
their responses and engage in a
brief discussion.
Clearly state the learning
objective, say “The lesson today
will help you explain how a
 substance changes its state
2. Explicitation from solid to liquid to gas by
analyzing particle behavior and
Visualizing Particle Arrangement the influence of temperature."

Briefly connect phase change

to familiar experiences. Discuss
everyday observations like ice
melting, water boiling, or fog
forming. Ask students to
describe what they see
happening in these situations.

Source: https://1.bp.blogspot.com/-vjVG1eEi3IU/VV4QGZWInTI/AAAAAAAAANE/9N_s1pRYFqM/s1600/Phases_of_matter.svg.png

Key concepts: Explain that temperature is a

measure of the average kinetic
o Solid: Particles are tightly packed together in a rigid structure, with energy (movement) of the
minimal movement. Imagine marbles jammed close together in a box. particles within a substance.
Higher temperature signifies
o Liquid: Particles are still close but have some freedom of movement, faster-moving particles.
allowing them to slide past each other. Think of marbles in a bowl, able
to move and change positions. Emphasize the connection
between temperature and
o Gas: Particles are spread out far apart with the most freedom of particle behavior.
movement. Imagine marbles scattered across a large room.
Ask students if they know
Temperature and Particle Energy about the term that refers to
the phase change from solid to
Key concepts: liquid. (Melting)
 Heating a Solid: As we add heat (energy) to a solid (like ice), the particles Ask students if they know
gain kinetic energy and start vibrating more vigorously. This disrupts about the term that refers to
the rigid structure, causing them to move around more. the phase change from liquid to
gas. (Evaporation)
  Transitioning to Liquid: With increased movement, the particles in the Make sure to differentiate
solid can no longer maintain their fixed positions. They overcome the evaporation and boiling. In a
forces holding them together, leading to a looser arrangement and the nutshell, evaporation occurs
formation of a liquid. only on the surface of the
liquid, whereas boiling occurs
 Liquid to Gas: Further heating the liquid (like boiling water) provides all throughout the liquid.
even more energy to the particles. They move so fast that they overcome Evaporation is slower, leads to
the remaining attractive forces and spread out far apart, transforming cooling (that’s why it is called a
the liquid into a gas. “cooling process”) and usually
happens below the boiling point
of the liquid.

Use the illustration to

emphasize the concepts. For
review ask students to point
out in the diagram specific
parts that refer to melting and
evaporation.
Source: https://th.bing.com/th/id/OIP.JylIwKRkyvPi4hx1J8tymQHaD2?rs=1&pid=ImgDetMain Review the concepts of melting
and evaporation to the
students by asking them
questions. Then emphasize
3. Worked Example that melting is the process of a
solid turning into a liquid when
 Refer to Part A of LAS 2 of Quarter 1 Week 3 Worksheets for Science. heated, while evaporation is the
process of a liquid turning into
General Instructions for students: a gas at its surface.
1. You will be divided into groups. Make sure that all the needed
materials are with your group. Emphasize that both processes
2. Jot down important data from your experiment. involve the absorption of
3. Perform Part A of LAS 2 from the Worksheet for Science 7 Week 3. thermal energy.
Compare your results with the other groups.
 Points for Discussion: Lead a comparison discussion
1. What happens to the particles during melting and evaporation of wax? with the class, highlighting the
2. How does the energy source differ for melting wax and evaporating similarities and differences
water? between melting wax and
3. Can you think of examples of melting and evaporation in everyday life? evaporating water.

4. Lesson Activity
Depending on time, this could
 Refer to Part B of LAS 2 of Quarter 1 Week 3 Worksheets for Science. be done in the classroom or
could be a take home activity.
Week 3 - Day 3

Lesson 3: Changes of State: Gas to Liquid to Solid

1. Short Review Show students Pictures A and

B. Ask them to share anything
related to the pictures. Process
Picture A their answers.

Then, introduce the topic today

which is the reverse of the
order of the phase changes
discussed in the previous day.
Now it is Gas to Liquid to Solid.
Picture B

Show students the illustration

2. Explicitation below and have them
hypothesize on the process of
Guide Questions: phase change from gas 
Gas to liquid (Condensation) liquid, and liquid  solid. You
 Can you think of examples of freezing in everyday life? may ask guide questions
 What happens to the particles during freezing? provided.
 How does the temperature affect the freezing process?
 Liquid to solid (Freezing)
 Where do we often see condensation occurring?
 What factors contribute to condensation? Process their responses and
emphasize the key points.

Make sure to clear out

definition and use of terms like
freezing, solidification
(crystallization, if needed)
which all pertains, to some
level, liquid to solid change.

Source: https://th.bing.com/th/id/OIP.JylIwKRkyvPi4hx1J8tymQHaD2?rs=1&pid=ImgDetMain

Key Points for Freezing:

 Freezing is the process in which a liquid changes into a solid state
when cooled.
 It is the reverse process of melting, involving the removal of thermal
energy from the substance.
 During freezing, the particles in the liquid slow down and arrange Students will observe
themselves into a solid structure condensation and freezing as
they perform Part A and B of
Key Points for Condensation: LAS 3.
 Condensation is the process in which a gas changes into a liquid Discuss the guide questions for
state when cooled. Part A and B of LAS 3 to deepen
 It occurs when gas particles lose energy and come together to form understanding of freezing and
liquid droplets. condensation. Let the students
 Condensation commonly occurs when warm, moist air cools down, share their data gathered to
such as when warm air meets a cooler surface or when warm air process the experimentation
rises and cools in the atmosphere. done.

3. Worked Examples After discussion, let the

o Refer to Part A and B of LAS 3 of Quarter 1 Week 3 Worksheets for learners answer Part C of the
Science. same activity sheet and discuss
the answers for summarization.
 This can be done remotely if
there is time constraint.
4. Lesson Activity
o Refer to Part C and Synthesis part of LAS 3 of Quarter 1 Week 3
Worksheets for Science.

 Making Week 3 - Day 4 Show the illustration to the

Generalizations class. Ask students to explain
1. Learners’ Takeaways the illustration. Process
student responses.

Ask the guide questions. Use

art of questioning and sort out
misconceptions, if any, in this
part.

Guide Questions for students:

 What are the different phases of matter represented in the diagram? (Solid,
liquid, gas)
 What do the arrows represent? (Changes of state)
 Looking at the arrows between solid and liquid, what general statement
can you make about the relationship between temperature and Ask the students these
melting/freezing? questions and let them reflect
 Looking at the arrows between liquid and gas, what general statement can and share in class their
you make about the relationship between temperature and thoughts and learnings verbally
evaporation/condensation? or written.
Can you think of any real-life examples for each of these changes of state
(melting, freezing, evaporation, condensation)?
 2. Reflection on Learning
 Think about the real-life examples we discussed for each phase
change. Can you come up with your own examples from everyday
life?
 Why is understanding phase changes important? How does it apply
to things we encounter in our daily lives? (cooking, weather
patterns, etc.)
 What are some strategies you used to better understand the phase
change?

IV. EVALUATING LEARNING: FORMATIVE ASSESSMENT AND TEACHER’S REFLECTION NOTES TO TEACHERS

A. Evaluating 1. Formative Assessment When answering / checking the

Learning formative assessment, you can
Choose the best answer for each question. discuss the answers and the
underlying concepts briefly.
1. Which of the following states of matter has particles arranged most closely
together?
a) Solid Answer Key for Formative
b) Liquid Assessment:
c) Gas 1. a) Solid - Particles in solids are
d) All of the above packed most tightly together.
2. a) They move faster. - Higher
2. According to Kinetic Molecular Theory, what happens to the particles in a temperature means faster-moving
substance as its temperature increases? particles.
a) They move faster. 3. a) Melting - This is the term
b) They move slower. used for a solid changing to a
c) They stop moving. liquid.
d) Their arrangement doesn't change. 4. c) Gas - Gas particles have the
most space between them and can
3. What do you call the process of changing a solid into liquid by heating it? move most freely.
a) Melting 5. c) Evaporation - Evaporation
b) Freezing happens at the surface of a liquid,
c) Evaporation while boiling involves the entire
d) Condensation liquid.
6. a) Gain energy and move faster.
- Melting requires adding thermal
4. In which state of matter do particles have the most freedom of movement? energy, which increases particle
a) Solid movement.
b) Liquid 7. c) The color of the surface -
c) Gas Color doesn't directly affect
d) All of the above have the same freedom of movement. condensation, though a darker
surface might radiate heat
5. What term describes the process of a liquid changing into a gas at its surface? differently.
a) Melting 8. b) Melting - Melting is the
b) Freezing process of a solid turning into a
c) Evaporation liquid, while freezing is the
d) Condensation opposite.
9. c) Lose energy and move closer
6. What happens to the particles of a substance during melting? together. - Condensation involves
a) Gain energy and move faster. losing heat, causing particles to
b) Lose energy and move slower. slow down and come together as a
c) Don't change their energy or arrangement. liquid.
d) Change their arrangement but not their speed. 10. d) Condensation - Fog forms
when water vapor in the air cools
7. Which of the following is NOT a factor affecting condensation? and condenses into tiny water
a) Pressure droplets.
b) Temperature
c) The color of the surface
d) Presence of water vapor in the air

8. What is the opposite process of freezing?

a) Boiling
b) Melting
c) Evaporation
d) Condensation

9. What happens to the particles as a gas cool down and condenses?

a) Gain energy and move faster.
b) Gain energy and move slower.
c) Lose energy and move closer together.
d) Lose energy but maintain the same spacing.
 10. What process is involved in everyday fog formation?
a) Melting You may opt to give homework
b) Boiling if you think the competency/ies
c) Evaporation
is/are not yet mastered.
d) Condensation

2. Homework (optional)

B. Teacher’s Note observations on

Remarks any of the following Effective Practices Problems Encountered
areas:

strategies explored

materials used

learner engagement/
interaction

others

C. Teacher’s Reflection guide or prompt can be on:

Reflection ▪ principles behind the teaching
What principles and beliefs informed my lesson?
Why did I teach the lesson the way I did?

▪ students
What roles did my students play in my lesson?
What did my students learn? How did they learn?

▪ ways forward
What could I have done differently?
What can I explore in the next lesson?
 School: REGINA ANGELORUM SCHOOL OF Grade Level: 7
MATATAG VILLANUEVA, INC
K to 10 Curriculum Name of Teacher EDLYN U. PAGARA Learning Area: SCIENCE
Weekly Lesson Log CHEMISTRY
Teaching Dates and Time: SEPTEMBER 9 - 13, 2024 (WEEK 4) Quarter: First

I. CURRICULUM CONTENT, STANDARDS, AND LESSON COMPETENCIES

A. Content Learners learn that there are specific processes for planning, conducting, and recording scientific investigations
Standards

B. Performance By the end of the Quarter, learners recognize that scientists use models to describe the particle model of matter.
Standards They use diagrams and illustrations to explain the motion and arrangement of particles during changes of state.
They demonstrate an understanding of the role of 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

C. Learning Learning Competency

Competencies 1. The learners follow the appropriate steps of a scientific investigation which include:
and Objectives a. Aim or problem,
b. Materials and equipment,
c. Method or procedures,
d. Results including data, and
e. Conclusions.

D. A. Designing a Scientific Investigation

E. Integration ● Scientific literacy and Scientific Qualities

● Innovation and Technology
● Ethical Considerations
● Health and wellbeing
● Environmental Sustainability
II. LEARNING RESOURCES

● Quarter 1 Week 4 Worksheet.

III. TEACHING AND LEARNING PROCEDURE

A. Activating Prior DAY 1

Knowledge
1. Short Review

Begin the lesson by asking students to recall the different phases of matter discussed in the previous lesson
(solid, liquid, gas).

B. Establishing 1. Lesson Purpose

Lesson Purpose
Roleplaying: Superhero scientists

2. Unlocking Content Vocabulary

● Scientific Investigation
A step-by-step process scientists use to answer questions about the world. (Consider showing a diagram
representing the steps: Aim/Problem, Materials, Method, Results, Conclusion).
● Aim/Problem
The question you want to answer through your experiment.
● Materials & Equipment
The tools and supplies you need to conduct your experiment.
● Method/Procedure
The detailed plan outlining exactly what you will do, step-by-step, to test your question (like a recipe for an
experiment!).
 ● Data
The information you collect during your experiment (observations, measurements).
● Results
The findings of your experiment, presented using tables, charts, or graphs.
● Conclusion
Your explanation of what your results mean and how they answer your initial question.

C. Developing and
Deepening Week 4 - Day 1
Understanding
Steps of a Scientific Investigation

1. Explicitation

● "What do you think scientists do when they want to learn something new?" or "How do scientists figure out
the answers to their questions?" Encourage students to share their thoughts and ideas, emphasizing that
there is no right or wrong answer at this stage.
Here's a breakdown of each step in a scientific investigation with a more detailed explanation:

a. Aim or Problem:
● This is the heart of your investigation. It's the question you want to answer through your experiment.
● A good aim is:
o Clear and Specific: It should be a focused question about what you want to investigate. Don't try to
answer too many things at once.
o Answerable through an Experiment: The question should be something you can test by
collecting data.
o Measurable: You should be able to measure or observe something to find an answer.

b. Materials and Equipment:

● This is the list of tools and supplies you need to conduct your experiment.
● Consider these points:
o Adequacy: You should have everything needed to carry out your procedures effectively.
o Safety: Choose materials that are safe to use and handle.
o Availability: Ensure the materials are readily available or easily obtainable.

c. Method or Procedures:
● This is the detailed step-by-step plan for conducting your experiment. It outlines exactly what you will do
to test your aim.
● A good method should be:
o Clear and Concise: Write specific instructions that are easy to understand and follow, even by
someone else.
o Sequential: List the steps in the order they will be performed.
o Repeatable: The method should be written in a way that allows others to repeat your experiment
and get similar results.
 d. Results including Data:
● This section documents the findings of your experiment. It includes all the information you collected
during the investigation.
● Data can be presented in various ways:
o Observations: Detailed descriptions of what you saw, smelled, heard, etc., during the experiment.
o Measurements: Quantitative data collected using tools like rulers, thermometers, or scales.
o Tables and Charts: Organized presentations of your data for easier analysis.
o Graphs: Visual representations of your data to identify trends or relationships.

e. Conclusions:
● This is where you interpret your results and answer your initial question (aim).
● A good conclusion should be:
o Based on Evidence: It should be derived directly from the data you collected during the experiment.
o Explanatory: Explain what your findings mean in relation to your aim.
o Supports or Rejects: State whether your data supports or rejects your initial hypothesis (if one was
formulated).

2. Worked Example
Let students accomplish LAS 1 on Following the Steps of a Scientific Investigation found on Quarter 1
Week 3 Worksheet.
Week 4 - Day 2

1. Recall

● Briefly review the key steps of a scientific investigation from the previous lesson (Aim/Problem, Materials &
Equipment, Method/Procedures, Results & Data, Conclusions). You can use pictures or videos (optional) to jog
students' memories.
● Ask students to share examples of each step from their own understanding.

2. Explicitation

Introduce the concept of the "Method" in a scientific investigation. Explain that the method is like a recipe -
it tells you exactly what to do, step-by-step, to answer your question (aim).

● Highlight the importance of a clear and concise method. It should be easy to understand and follow, even
for someone else who wasn't involved in designing the experiment.

3. Introducing Hypothesis and Variables (10 minutes):

● Before diving into the worked example, introduce the concept of a hypothesis. Explain that a hypothesis is an
educated guess or a prediction about the outcome of an experiment based on your observations and prior
knowledge.
● Example: "Hypothesis: Plants placed in a sunny location will grow taller than plants placed in the shade."
● Now, introduce the concept of variables in an experiment. Explain that variables are factors that can change in
an experiment. Here are the three main types of variables:
o Independent Variable: This is the factor you deliberately change or manipulate in your experiment to see
its effect on something else. (In our example, the independent variable is the amount of sunlight)
 o Dependent Variable: This is the factor that you measure or observe in response to the changes made in
the independent variable. (In our example, the dependent variable is plant growth)
o Controlled Variables: These are factors that you keep the same throughout the experiment to ensure a fair
test. (In our example, we want to control the amount of water both plants receive, pot size, etc.)

Worked Example
Present a scenario: You've noticed that some brands of paper towels seem to be more absorbent than others. You
wonder, "Do different brands of paper towels absorb the same amount of water?"

Hypothesis: Independent Variable:

Dependent Variable: Controlled Variables:



Method:

● Step 1:
● Step 2:
● Step 3:
● Step 4:
● Step 5:

Results:
3. Lesson Activity
Let students Accomplish LAS 2 on Science Quarter 1 Week 4 Worksheet
 Week 4 - Day 3

Let students present their work. Some will present LAS while other the output for extended practice.

D. Making Week 4 - Day 4

Generalizations
1. Learners’ Takeaways

* Today we learned about designing scientific investigations. What surprised you the most about this process?
* Think about the scientific investigation you designed today. What was the most challenging part, and how did you
overcome it?
* Why is it important to have a clear and detailed method (procedure) when designing an experiment?

2. Reflection on Learning
Think about the scientific investigation you designed today. What was the most challenging part, and how did you
overcome it?
 Why is it important to have a clear and concise method (procedure) when designing an experiment?

IV. EVALUATING LEARNING: FORMATIVE ASSESSMENT AND TEACHER’S REFLECTION

A. Evaluating
Learning 1. Formative Assessment Instructions:

1. Exit Ticket: Provide students with an exit ticket with the following prompts:
o Write down a scientific question you are curious about.
o What materials would you need to investigate this question?
o Describe two or three steps you would take to test your question.
o
2. Group Discussion: Divide students into small groups and have them share their chosen scientific questions
and their initial ideas for procedures. Encourage them to discuss the following:
o Is the question clear and answerable through an experiment?
o Are the materials listed appropriate and sufficient for the investigation?
o Do the proposed steps provide a clear and sequential plan for testing the question?
o
3. Variable Identification: After students have had a chance to refine their procedures, ask them to consider
the variables in their investigation. Have them identify:
o The independent variable (the factor they will change)
o The dependent variable (the factor they will measure or observe)
o At least two controlled variables (factors they will keep the same)
 Throughout the lesson, observe students' participation in discussions and their written work. Look for the following:

● Can students identify the key steps of a scientific investigation?

● Can students apply their understanding of the steps to design a simple investigation?
● Can students correctly identify the independent, dependent, and controlled variables in their investigation?

B. Teacher’s Note observations on

Remarks any of the following Effective Practices Problems Encountered
areas:

strategies explored

materials used

learner engagement/
interaction

others

C. Teacher’s Reflection guide or prompt can be on:

Reflection ▪ principles behind the teaching
What principles and beliefs informed my lesson? Why did I teach the lesson the way I
did?

▪ students
What roles did my students play in my lesson? What did my students learn? How
did they learn?

▪ ways forward
What could I have done differently? What can I explore in the next lesson?
 MATATAG School: REGINA ANGELORUM SCHOOL OF Grade Level: 7
K to 10 Curriculum VILLANUVA, INC
Weekly Lesson Log Teacher: EDLYN U. PAGARA Learning Area: SCIENCE
Teaching Dates and Time: AUGUST 26 - 30, 2024 (WEEK 5) Quarter: 1
I. CURRICULUM CONTENT, STANDARDS, AND LESSON COMPETENCIES

A. Content Learners learn that there are specific processes for planning, conducting, and recording scientific investigations.
Standards

By the end of the Quarter, learners recognize that scientists use models to describe the particle model of matter. They
use diagrams and illustrations to explain the motion and arrangement of particles during changes of state. They
B. Performance
demonstrate an understanding of the role of solute and solvent in solutions and the factors that affect solubility. They
Standards
demonstrate skills to plan and conduct a scientific investigation making accurate measurements and using standard
units.

Learning Competency
The learners follow the appropriate steps of a scientific investigation which include: (a) aim or problem, (b) materials
and equipment, (c) method or procedures, (d) results including data, and (e) conclusions

Learning Objectives
C. Learning At the end of the lesson, the learner shall be able to:
Competencies 1. identify the different types of variables;
and Objectives 2. make hypotheses based on the given scientific problem;
3. conduct an experiment to prove hypothesis;
4. determine the procedure in a given experiment;
5. define conclusion;
6. draw conclusions from given scientific scenarios;
7. define application; and
8. apply the scientific method in investigating certain scenarios.

Planning, following, and recording scientific investigations:

— Steps in Scientific Method
— Identifying problem
D. Content
— Gathering Data
— Hypothesis
 ● Research Design
● Data Collection and Analysis
E. Integration ● Peer Review and Validation
● Ethical Considerations
● Application and Decision Making

II. LEARNING RESOURCES

● CLMD4A_Science G7.pdf Pivot Material

III. TEACHING AND LEARNING PROCEDURE NOTES TO TEACHERS

A. Activating Prior DAY 1

Knowledge
1. Short Review
Based on the previous lesson about hypothesis and variables, the learners will
complete the table.
Complete the table below

Problem Hypothesis Independent Dependent Controlled

Which material can 1. The bubble gum You changed:
remove the bubble stain will be removed Household material
gum stain? if oil is used. to be applied on the
2. The bubble gum stain.
stain will be removed
if water is used.
1 2
3. The bubble gum
stain will be removed
if ice is used.
Which kind of The same shampoo The effect of the kind
shampoo can make applied on the hair. of shampoo:
your hair shiny?
3 Amount of shampoo
applied on the hair. 4 How shiny the hair
become?
Time the shampoo is
applied on the hair.
B. Establishing 1. Lesson Purpose
Lesson Purpose Present and explain the lesson objectives to the learners.
a. Learners can identify the different types of variables.
b. Learners can make hypotheses based on the given scientific problem.

2. Unlocking Content Vocabulary

WORD HUNT.
One method for concentrating spelling studies on word patterns is to use “word hunt”.
Activities like word searches help students connect with books they have already read
and are frequently utilized in word studies. The students will search for words encountered
in yesterday’s discussion and they will give the definition of the found words.

INDEPENDENT

VARIABLES

DEPENDENT

CONTROLLED

EFFECTS

Q1. What is a hypothesis?

Q2. What is the difference between independent and dependent variables?

C. Developing and 1. Explicitation Active recall of concepts
Deepening and/or tasks covered in
Understanding The learners will be asked to write the following terms in their notebook: the previous day must be
noted to transition to the
scientific problem investigation hypothesis problem lesson continuation.
data variable conclusion application

What do these terms mean? The teacher will facilitate the

discussion by asking the
The focus of today’s lesson will be on: learners to give their insights
a. Identifying Variables first on the unfamiliar terms,
a.1. Independent Variable Variable being controlled in the problem, phrases, or sentences
a.2. Dependent Variable. Variable that changes in the experiment cited/identified in an
operational manner.
b. Hypothesis Present the focus of the day’s
b.1. Steps in Identifying hypothesis lesson.
b.1.1. Define the problem
b.1.2. Determine variables. Present the Scenario given

Expected Response:
Sample Scenario:
Problem: Plant growth of
The pechay plants growing in nitrogen-rich soils for two weeks develop larger leaves pechay plants
than those in nitrogen-poor soils because nitrogen stimulates vegetative growth.
Variables:

What is the problem in the scenario? Independent: Pechay,

What are the variables? Sunlight, water
Dependent: Type of Soil used
b.2. Writing hypothesis
b.2.1. Make an educated guess including variables to solve the problem
b.2.2. Phrase it as an if-then statement. …

If pechay plants are grown in nitrogen rich soils then it will develop larger
leaves that those planted in nitrogen -poor soils because nitrogen stimulates
vegetative growth.
How are you going to improve the hypothesis statement in the table earlier? Expected Responses:
Hint: Use the If..then statement… 1. If oil is used, then the
bubble gum will be
1. The bubble gum stain will be removed if oil is used. removed.
2. The bubble gum stain will be removed if water is used. 2. If water is used, then the
3. The bubble gum stain will be removed if ice is used. bubble gum stain will be
removed.
3. If ice is used, then the
bubble gum will be
removed.
2. Worked Examples can be found in LAS 1.

The learners will be grouped into 4. Each group will have a respective station. In each station, The teacher will observe
there will be a text that the learners will read, and based on the situations, they will the learners’ answers and
formulate the hypothesis and identify independent and dependent variables. Each group will will ask the learners to
be given 5 min per station, then has to move to the next station. volunteer their answers,
giving positive feedback.
STATION 1
Manuel is a farmer. He noticed that there are mice that were pests on their rice crops.
Their harvest of rice crops decreases. The supply of rice affected their town. Which
resulted, to a high price of rice. He uses three steps. First, he mixed 20g bait phosphorus
material into the soil; second, he places a scarecrow on the farm and lastly, he planted
peppermint in between the rice crops.

STATION 2
Mary’s mother is a “plantita”. During the Pandemic, she planted tomatoes. Because of
lack of space, some tomatoes were planted in the garden soil, while others were on the
small pots. She observed that her plant growth and its fruits differ, although she planted
them simultaneously. The tomatoes planted on the garden receives enough amount of
sunlight. The tomatoes planted on the pots were placed inside on their house. Both were
watered and were given same amount of fertilizers.

STATION 3
During the Brigada Eskwela, teacher Mara is cleaning her room. She mops the floor and
cleans the board and chairs. While cleaning, she noticed bubble gum stains on the wall.
She wanted to remove the stain before she repainted the wall. She tried to use oil, water and
ice to remove the bubble gum stain.
 STATION 4
Joseph loves to eat. One of his favorite food is a sandwich. He makes it with peanut butter,
jams, ham, and even portions of margarine. His mother bought two packs of bread. As he
was about to prepare his sandwich, he saw molds on the sides of the bread. He ran to his
mom and told her about the molds. His mom told him to put a slice of bread inside an
air-tight container, the other slice to put in a paper bag and the remaining slices, he left
in the bread plastics.

2. Lesson Activity
Present to the students the expected output. The learners will be asked to read and
answer the following questions:

Q1. Based on the situations, what are the formulated hypotheses?

Q2. What are the variables in situation 1? How about in situation 2? In situation 3? In
situation 4?
Q3. How will you formulate your hypothesis?
Q4. Construct your hypotheses and variables based on this given situation:
“The COVID-19 pandemic affected several countries around the world. One of the
the nation most severely impacted by the epidemic is the Philippines”.

D. Making Learners’ Takeaways

Generalizations The teacher will highlight and focus the lesson to the learners on hypothesis and
variables.

The learners will complete the phrases. They will write their answers in their science or
activity notebooks.

Three things I learned ……

IV. EVALUATING LEARNING: FORMATIVE ASSESSMENT AND TEACHER’S REFLECTION NOTES TO TEACHERS

A. Evaluating 1. Formative Assessment

Learning Written Work.
The learners will be given a set of questions that will serve as a formative
assessment to evaluate their learning outcomes for the day’s lesson objective and
competency.

I. Read the questions carefully, write your answer on a sheet of paper.

Answer Key:
1. C
2. A
3. A
4. D
5. C

1. Which is the independent variable?

A. the amount of water C. the times of stirring
B. the amount of sugar D. the temperature of water

2. Which is the dependent variable?

A. the dissolving time of sugar C. the number of granules left
B. the heating time of water D. the temperature of water

3. Which are the controlled variables?

I. water temperature III. amount of sugar V. stirring time
II. amount of water IV. dissolving time of sugar
A. I, II, III, IV C. II, III, V
B. II, II, IV D. I, III, IV
 4. Mary wants to know at which temperature does the salt dissolve faster in water.
What is the dependent variable in the situation?
A. the level of water C. the source of water
B. the type of water D. the temperature of water

5. How can a scientist know if his/her hypothesis is effective or not?

A. rely on wild guess
B. observe from others
C. test hypothesis thru testing
D. conclude based on gathered info from others

2. Homework
The teacher can give other examples of situations and the learners will formulate
their own hypothesis of the problem and identify the given variables.

A. Activating Prior DAY 2

Knowledge
1. Short Review

Based on the previous lesson, create a Venn diagram to compare the types of
variables. The students will write their answers on their notebook.

Q1. What are the types of variables?

Q2. What is the difference between independent and dependent variable?

B. Establishing Lesson 1. Lesson Purpose

Purpose Present and explain the lesson objectives to the learners.
a. Learners can conduct an experiment to prove a hypothesis.
b. Learners can determine the procedure in each experiment.
 2. Unlocking Content Vocabulary
The learners will watch a short video that shows science experiments. (5 minutes)

WATCH THIS YOUTUBE VIDEO

https://www.youtube.com/watch?v=Ywhavrd_3uA

Q1. What was the video all about?

Q2. How did the girl in the video discover the answer behind things that float in
water and things that don’t?

C. Developing and 1. Explicitation

Deepening
The learners will be grouped into 4. Each group will have a respective station.
Understanding They will record the data result based on the illustrations.

The focus of today’s lesson will be on:

a. Experimentation follow follows theby gathering and analyzing data of its
behavior.
b. Data Recording

Scenario below are found in LAS 3.

STATION 1 (Figure A)
Manuel is a farmer. He noticed that there were mice that were pests on their rice crops.
Their harvest of rice crops decreases. The supply of rice affected their town. Which
resulted in a high price of rice. He uses three steps. First, he mixed 20g bait phosphorus
material into the soil; second, he placed a scarecrow on the farm and lastly, he planted
peppermint in between the rice crops.

STATION 2 (Figure B)
Mary’s mother is a “plantita”. During the Pandemic, she planted tomatoes. Because of lack
of space, some tomatoes were planted in the garden soil, while others were in small pots.
She observed that her plant growth and its fruits differ, although she planted them
simultaneously. The tomatoes planted in the garden receive enough sunlight. The tomatoes
planted on the pots were placed inside their house. Both were watered and were given the
same amount of fertilizers.
 Figure A Figure B

STATION 3 (Figure C)
During the Brigada Eskwela, teacher Mara is cleaning her room. She mops the floor and cleans
the board and chairs. While cleaning, she noticed bubble gum stains on the wall. She
wanted to remove the stain before she repainted the wall. She tried to use oil, water, and
ice to remove the bubble gum stain.

STATION 4 (Figure D)
Joseph loves to eat. One of his favorite foods is a sandwich. He makes it with peanut butter,
jams, ham, and even portions of margarine. His mother bought two packs of bread. As he
was about to prepare his sandwich, he saw molds on the sides of the bread. He ran to his
mom and told her about the molds. His mom told him to put a slice of bread inside an air-
tight container, the other slice to put in a paper bag and the remaining slices, he left in the
bread plastics.

Figure C Figure D
 2. Worked Example
The learners will be asked to share their formulated scientific problems within
their group. Then, they will choose two problems per station.

Q1. How many experiments were accomplished on each station?

Q2. Can you describe the procedure of the experiment on the first station? How
about the 2nd? 3rd? and 4th station?

The teacher will observe the learners’ answers and will ask the learners to
volunteer their answers, giving positive feedback.

3. Lesson Activity
Q3. Which of the experiments in the first station worked? How did you say so?
How about the 2nd station? 3rd station? 4th station?
Q4. How will you say that the experiment worked well?

The teacher will observe the learners’ answers and will ask the learners to
volunteer their answers, giving positive feedback.

D. Making Learners’ Takeaways

Generalizations
The teacher will highlight and focus the lesson to the learners on how to conduct
an experiment.

The learners will complete the phrases. They will write their answer in their
science or activity notebooks.

Three things I learned ……

Two things I wonder…..

 IV. EVALUATING LEARNING: FORMATIVE ASSESSMENT AND TEACHER’S REFLECTION NOTES TO TEACHERS

A. Evaluating Learning 1. Formative Assessment

Performance Task.
The learners will be evaluated based on the experiment they conducted on each
station.

2. Homework
The teacher can give other examples of situations with simple experiment that
learners can do at home

A. Activating Prior DAY 3

Knowledge
Short Review

MIX AND MATCH

Based on the previous lesson, match the following experiments done on the
stations. The learners will write their answer on their notebook.

SET A SET B

Tomato Bubblegum
Mice Ice Peppermint Sunlight
Plant Stain

Q1. What is the fourth step of the scientific method?

Q2. What will be the next step?
B. Establishing Lesson 1. Lesson Purpose
Purpose Present and explain the lesson objectives to the learners.
a. Learners can define what is a conclusion.
b. Learners can draw conclusions from a given scientific scenario.

2. Unlocking Content Vocabulary

The learners will be asked to observe the pictures.

Q1. What is the similarity among the three quotations?

Q2. Do you have any idea about the conclusion?

C. Developing and 1. Explicitation

Deepening The learners will watch the short video about experimentation and observation.
Understanding The students will take down notes important details about writing conclusions.

https://www.youtube.com/watch?v=Z_S1pkkN81s

The teacher will facilitate the discussion by asking the learners to give their insights
first on the unfamiliar terms, phrases, or sentences cited/identified in an
operational manner. Then, the teacher will provide additional information/knowledge
on those cited/identified terms, phrases, and sentences.
 2. Worked Example
You will refer to the different Stations found in Day 3 under Explicitation.

3. Lesson Activity
Q3. How can you draw conclusions?

Q4. What is the importance of conclusion in science?

The teacher will observe the learners’ answers and will ask the learners to volunteer
their answers, giving positive feedback.

D. Making Learners’ Takeaways

Generalizations The teacher will highlight and focus the lesson to the learners on how to write
conclusions. (8 minutes)

The learners will complete the phrases. They will write their answer in their
science or activity notebooks.

Three things I learned. . . . .

Two things I wonder. . . .
One question I still have . . . .

IV. EVALUATING LEARNING: FORMATIVE ASSESSMENT AND TEACHER’S REFLECTION NOTES TO TEACHERS

A. Evaluating 1. Formative Assessment

Learning
Written Work.

The learners will be given a set of questions that will serve as a summative
assessment to evaluate their learning outcomes for the day’s lesson objective and
competency.
Complete the table below.

DATA
PROBLEM HYPOTHESIS VARIABLES GATHERED/ CONCLUSION
RESULTS
Are there more Hypothesis No. Dependent 200 cases of
people infected 1. Variable: infected people
with Covid 19 More people were More or less were under GCQ
under General infected with people were in Area A.
Community Covid 19 under infected.
Quarantine or in GCQ than 150 cases of
Modified MECQ? Independent infected people
Enhanced Variable: were under
Community Hypothesis No. GCQ and MECQ MECQ in Area A.
Quarantine 2
(MECQ)? Less people were Constant No reported cases
infected with Variable: for three days
Covid 19 under Specific area under GCQ but
GCQ than under GCQ and with several
MECQ? MECQ under cases under
study MECQ.

It was found out

that there are
more cases of
infected people
with Covid 19 in
Area A with 200
cases under
GCQ.

There were about

50 cases less of
people infected
with Covid 19
under MECQ in
Area A.

2. Homework
The teacher can give other examples of situations and the learners will draw
conclusion/s based on the given situation/s.
A. Activating Prior DAY 4
Knowledge
Short Review
Based on the previous lesson, the learners will recall the conclusions they
formulated on each station and write it on the respective box.

Q1. What is a conclusion?

Q2. What is the importance of conclusion in a scientific method?

B. Establishing Lesson 1. Lesson Purpose

Purpose Present and explain the lesson objectives to the learners.
a. Learners can define what is application.
b. Learners can apply the scientific method in investigating certain scenario.

2. Unlocking Content Vocabulary

Based on the previous lesson about the steps in scientific investigation, the
students will fill in the concept map posted by the teacher below.

Q1. What are the 6 steps in conducting the scientific method?

 Q2. Where does the scientific method start/begin?

Q3. Can we proceed to the next step without taking the other step? Example: can
we proceed to the conclusion without formulating hypothesis? Why or why not?

C. Developing and 1. Explicitation

Deepening The learners will watch the short video about pandemic. They will write down
Understanding important details discussed in the video using this link:
https://www.youtube.com/watch?v=spJo_FJZ84U

The teacher will facilitate the discussion by asking the learners to give their insights
first on the unfamiliar terms, phrases, or sentences cited/identified in an
operational manner. Then, the teacher will provide additional information/knowledge
on those cited/identified terms, phrases, and sentences.

2. Worked Example
Group Activity:
The learners will go to their respective groups and complete the scientific table given
by the teacher.

DATA GATHERED/
PROBLEM HYPOTHESIS VARIABLES CONCLUSION
RESULTS
Are there more Hypothesis No. 1. Dependent 200 cases of infected
people infected More people Variable: people were under
with Covid 19 were infected More or less GCQ in Area A.
under General with Covid 19 people were
Community under GCQ than infected 150 cases of infected
Quarantine or in MECQ? people were under
Modified Independent MECQ in Area A.
Enhanced Hypothesis No. 2 Variable:
Community Less people were GCQ and No reported cases
Quarantine infected with MECQ for three days under
(MECQ)? Covid 19 under GCQ but with
GCQ than several cases under
MECQ? MECQ.
 Constant It was found out
Variable: that there are more
Specific area cases of infected
under GCQ people with Covid 19
and MECQ in Area A with 200
under study cases under GCQ.

There were about 50

cases less of people
infected with Covid
19 under MECQ in
Area A.

Researchable Results and

Hypothesis Variables Data Gathered Conclusion
Problem Discussion
Sample: Hypothesis No. 1. Dependent 200 cases of It was found I therefore
Are there more More people were Variable: infected people out that there conclude that
people infected infected with More or less were under GCQ were more under GCQ,
with Covid 19 Covid 19 under people were in Area A. cases of more people
under General GCQ than MECQ. infected infected were infected
Community 150 cases of people with with Covid Quarantine
(GCQ) Hypothesis No. 2. Independen infected people Covid 19 in 19.
or Modified Less people were t Variable: were under Area A with
Enhanced infected with GCQ and MECQ in Area A. 200 cases Community
Covid 19 under MECQ under GCQ.
Quarantine GCQ than MECQ No reported
(MECQ)? Constant cases for three There were
Variable: days under GCQ about 50
Specific area but with several cases less of under
GCQ cases under people
and MECQ MECQ. infected with
under study. Covid 19
under MECQ
in Area A.

The learners will be asked to read out and answer the following questions: The teacher will observe learners’
answers and will ask the learners
Q1. Based on your table what are your variables? to volunteer their answers,
giving positive
Q2. What is your hypothesis on the problem? feedback.

Q3. What will be your controlled variable?

 3. Lesson Activity The teacher will observe
learners’ answers and will ask
Q4. How will you gather data? the learners to volunteer their
answers, giving positive
Q5. Based on the scenario, what is your conclusion? Why? feedback.

Q6. Cite other applications of scientific method in real life situations.

D. Making Learners’ Takeaways

Generalizations The teacher will highlight and focus on the lesson to the learners about following
the steps of scientific problems. (8 minutes)
The learners will complete the phrases. They will write their answer in their science
notebook.

To measure the learners’ knowledge based on the activity, the learners will make
your reflection by completing the following phrases:

“At first I thought . . . “ and

“Now I think . . .”

IV. EVALUATING LEARNING: FORMATIVE ASSESSMENT AND TEACHER’S REFLECTION NOTES TO TEACHERS

A. Evaluating Learning 1. Formative Assessment

Choose the letter of the correct answer. The learners will write their answers in
their science or activity notebook.

1. What skill does a scientist show when he/she listens to the sounds that whales
make?
A. Making a hypothesis C. Interpreting data
B. Making observations D. Drawing conclusion
2. Which question would be the best high-level Scientific question?
A. How many giraffes live in Africa?
B. Who made the first microscope?
C. How long ago did dinosaurs live on Earth?
D. Does the amount of salt in water affect the temperature at which it boils?

3. What do you call the series of steps designed to help you solve problems and
answer questions?
A. Experiment C. Observation
B. Hypothesis D. Scientific Method

4. In science, an educated guess is called a/an .

A. Conclusion C. Observation
B. Hypothesis D. Question

5. When you decide whether the data supports the original hypothesis, you
are .
A. Asking questions C. Making observations
B. Drawing conclusions D. Forming a hypothesis

6. When a scientist shares her findings with other scientists, she is .

A. Experimenting C. Making a hypothesis
B. Analyzing data D. Communicating Results

7. The final part or a summary of reasonable inferences is/an .

A. Conclusion C. Question
B. Hypothesis D. Controlled experiment

8. Anything that can change in an experiment is called .

A. Experiment C. Hypothesis
B. Conclusion D. Variable

9. All good experiments should be .

A. Explainable C. Testable
B. Questionable D. Thoughtful
 10. Which of the following does not belong to the group?
A. Conclusion C. Hypothesis
B. Experiment D. Plagiary

2. Homework
The teacher can give other examples

D. Teacher’s Note observations on

Remarks any of the following Effective Practices Problems Encountered
areas:

strategies explored

materials used
 learner engagement/
interaction

Others

E. Teacher’s Reflection guide or prompt can be on:

Reflection ▪ principles behind the teaching
What principles and beliefs informed my lesson?
Why did I teach the lesson the way I did?

▪ students
What roles did my students play in my lesson?
What did my students learn? How did they learn?

▪ ways forward
What could I have done differently?
What can I explore in the next lesson?
 School: REGINA ANGELORUM SCHOOL OF Grade Level: 7
MATATAG VILLANUVE
K to 10 Curriculum Name of Teacher EDLYN U. PAGARA Learning Area: SCIENCE
Weekly Lesson Log (CHEMISTRY)
Teaching Dates and SEPTEMBER 2 - 6, 2024 (WEEK 6) Quarter: First
Time:

I. CURRICULUM CONTENT, STANDARDS, AND LESSON COMPETENCIES

A. Content The learners shall learn different standard units of measurement, organize collected data and identify the components
Standards of a solution.

B. Performance By the end of the quarter, the learners shall perform accurate measurements and organize collected data. They can also
Standards demonstrate an understanding of the role of solute and solvent in solutions and predict whether a given solute will
dissolve in a given solvent

C. Learning Learning Competency

Competencies The learners shall make accurate measurements using standard units for physical quantity, and organize the collected
and Objectives data when carrying out a scientific investigation and be able to identify the role of the solute and solvent in a solution.

Learning Objectives
At the end of the lesson, the learner shall be able to:
1. use the standard units of physical quantities.
2. make accurate measurements of physical quantities using measuring instruments.
3. organize data collected from investigation.
4. identify the components of a solution.

D. Content Standard Units of Physical Quantities

Measuring Physical Quantities
Organizing data
Components of a Solution

E. Integration Measurement can be integrated into various aspects across different subject areas in mathematics, science, social
studies, technical education, health and physical education.
II. LEARNING RESOURCES

● Frontiers of Science and Technology Diwa Scholastic Press Inc. Makati City, Philippines
● Set-up of Filtration (3D diagram). https://quizlet.com/hk/241654822/set-up-of-filtration-3-d-diagram/

III. TEACHING AND LEARNING PROCEDURE

A. Activating Prior DAY 1

Knowledge
Give the meaning of the abbreviated unit of measure shown in Column A. The learners will write their answers in
Column B.
Column A Column B
Tsp
ml
g
cm

B. Establishing Lesson 1. Lesson Purpose

Purpose Explain to the learners that the lesson is about making accurate measurements using standard units for physical
quantities.

Unlocking Content Vocabulary

The learners will be given a material to read. After reading, they will be asked to take note of any unfamiliar
words, terms, phrases, or sentences, as well as identify confusing ones.

Note: A copy of the material is in the Attachment to Lesson Exemplar No. 7 Quarter 1 Science 7 (Week 7)
C. Developing and 1. explication
Deepening Learners will be given reading material about how standard units are used in measurement. After
Understanding reading, they will be asked to answer the questions that follow.
Note:
Copy of the material is in the Attachment to Lesson Exemplar No. 7 Quarter 1 Science

2. Worked Example
Learners will be asked to read out and answer the following questions:
1. What is needed to show the accurate measurement of a given quantity?

2. What is the SI unit of mass? Temperature? Time?

3. What is the official system of units used in our country?

The teacher will analyze learners’ answers, give positive feedback/s, select the best
answer, and post the answers on the board for all learners to copy.

3. Lesson Activity
Learners will be asked to read out and answer the following questions:
1. Which is longer, 1000 km or 1000 mm? why?
2. Why did the Philippines adopt the SI units?
3. Why do we still use some of the English units such as feet, inches, and degree Celsius in our daily
measurements?

Teacher facilitates answering of the questions and post on the board the correct answer for the learners to write
down on their notebook.

D. Making 1. Learners’ Takeaways

Generalizations Learners will fill the empty boxes of the concept map with the right term/s through the facilitation of the teacher.
Learners may add new boxes to present a related idea. To maximize the class time, the teacher shall prepare the
concept map before the class starts.
 Note:
A copy of the reading material and the given data are in the Attachment to Lesson Exemplar No. 7 Quarter 1
Science 7.

1. Reflection on Learning
Learners will be asked if the lesson today has helped them make accurate measurements. If so, why? If
not, what can be made better?

IV. EVALUATING LEARNING: FORMATIVE ASSESSMENT AND TEACHER’S REFLECTION

A. Evaluating Formative Assessment

Learning Written Work:
Learners will answer a 5-item multiple choice test.

1. Which of the following units is used to measure length?

A. Liters
B. Grams
C. Meters
D. Seconds

2. What is the appropriate unit to measure the volume of a liquid?

A. Kilograms
B. Liters
C. Meters
D. Newtons

3. If you want to measure the mass of an object, which unit would you use?
A. Centimeters
B. Liters
C. Kilograms
D. Celsius
 4. Which unit would be best for measuring the time it takes to run a race?
A. Meters
B. Seconds
C. Kilograms
D. Liters

5.Which unit is used to measure the temperature of an object?

A. Grams
B. Celsius
C. Meters
D. Liters

Learners will be asked if the lesson today has helped them make accurate measurement. If so, why? If not, what can
be made better?

A. Activating Prior DAY 2

Knowledge
SHOW AND TELL
Learners will present a picture of an object or a place and give its standard unit of measure.

B. Establishing Lesson 1. Lesson Purpose

Purpose Explain to the learners that the lesson will allow them to make actual measurements using measuring devices with
standard unit.

2. Unlocking Content Vocabulary

The learners will be given material to read, and they will be asked to take note of any unfamiliar words, terms,
phrases, or sentences, as well as identify confusing ones.

The teacher will facilitate the discussion by asking the learners to give their insights first on the unfamiliar terms,
phrases, or sentences cited/identified from the reading material. Then, the teacher will provide additional information/
knowledge on those identified terms, phrases, and sentences, when necessary.
C. Developing and 1. Explicitation
Deepening Learners will be given reading material about measurement. After reading, they will be given time to clarify or ask
Understanding questions.

2. Worked Example
Learners will perform an activity titled: “Reading Between the Lines”
Objective:
At the end of the activity, the learners will be able to make accurate measurements using standard units.
A copy of the procedures is found in the Worksheet for Week 6 Activity No. 1 titled
“Reading Between the Lines”
After doing the Instructions in the Worksheet, learners will read the following questions to the class and give
their answer.

1. What is the least count of each of the measuring devices you used?

2. What quantities were measured?

3. What is the value of the quantity measured in each station?

4. From where did you base the unit in your measurements?

5. What unit is used in measuring volume of liquid? Of regular-shaped objects?

The teacher will analyze learners’ answers, give positive feedback/s or clarification, select the best answer, and
post the answers on the board for learners to copy.

3. Lesson Activity
The learners will be asked to read out and answer the following questions:
6. What is the importance of knowing the least count?
7. How would you use a ruler if its zero line cannot be seen?
8. How do you measure the volume of irregularly shaped objects?
D. Making Learners’ Takeaways
Generalizations The learners will be asked to give ideas that they learned from the day’s lesson.
Teacher clarifies answers, if needed.

IV. EVALUATING LEARNING: FORMATIVE ASSESSMENT AND TEACHER’S REFLECTION NOTES TO TEACHERS

A. Evaluating 1. Formative Assessment

Learning
Written Work:
Learners will answer a 5-item multiple choice test.
After the learners have taken the test, the teacher asks the learners if the lesson helped
them make measurements accurately? If so, how. If not, what can be improved next
time?

2. Homework
For advanced learners, you may consider extending the lesson by asking them to
give possible sources of errors in measurement. For lagging learners, give additional
exercises on reading measuring instruments with different scales or graduations.

B. Activating DAY 3
Prior
Learners shall perform accurate measurements using standard units for physical
Knowledge
quantity and organize the data collected from investigation.

C. Establishing 1. Lesson Purpose

Lesson Purpose Explain to the learners that the lesson will help them analyze their data to come up
with an accurate conclusion or idea.

2. Unlocking Content Vocabulary

The learners will be given material to read, and they will be asked to take note of
any unfamiliar words, terms, phrases, or sentence, as well as identify confusing ones.
Measurement from measuring instruments and observations produces raw data. As
data usually measures several quantities in different objects, data tends to pile up.
When this happens, searching for data takes a longer time and becomes confusing.
Organizing the data helps us read and use it easily. It also reduces the loss of data and
errors. The teacher will facilitate the discussion by asking the learners to give their
 insights about the material they have read. Then, the teacher will provide additional information on the cited term,
phrase, or sentences.

D. Developing and 1. Explication

Deepening Learners will be given time to read the material. After reading, they will answer questions to facilitate further
Understanding understanding of the ideas presented in the material.

2. Worked Example
Learners will perform an activity entitled “Order in the Court!”

Objective: At the end of the activity, the learners will be able to organize data into a table.

A copy of the procedures is found in Worksheet for Week 6 Activity No. 2 titled
“Order in the Court!”

After doing the instructions in the worksheet, learners will read the following questions to the class and give their
answer.

1. What data organization tool is used to organize the given data?

2. Does each column contain one measured quantity?

3. Can the title still be improved? How?

3. Lesson Activity
The learners will be asked to read to the class following questions and answer them:

1. How will the table change if there are three trials in the measurement of mass of each object? Volume?

2. How would the density be computed?

E. Making Learners’ Takeaways
Generalizations Learners will be asked to identify terms, phrases, or sentences from previous reading
that still need clarification.
Teacher asks other learners to share their understanding of the given term, phrase,
or sentence that still need clarification. If no learner volunteers, teacher provides
additional information.

IV. EVALUATING LEARNING: FORMATIVE ASSESSMENT AND TEACHER’S REFLECTION NOTES TO TEACHERS

A. Evaluating Formative Assessment Note:

Learning A copy of the given data
Performance Task: and the rubric is in
Learners will organize a given set of data. They will also be given a rubric to guide Attachment to Lesson
them in making a table. Exemplar No. 7 Quarter 1
Science 7

B. Activating Prior DAY 3

Knowledge The learners will identify and write down the measurement of each of the following ANSWER KEY:
substances/material.
1. 8.9 mL
2. 90 °F
3. 17 mL
4. 2.8 inches
5. 120 grams
C. Establishing Lesson 1. Lesson Purpose
Purpose The learners shall be able to differentiate solute from solvent.

2. Unlocking Content Vocabulary

ANSWER KEY:
Vocabulary
1. Solute
Solute Soluble Insoluble
2. Solvent
Solution Solvent
3. Solution
4. Soluble
The learners will use the terms in the vocabulary box above to fill in the blanks. Each term 5. Insoluble
should be used once only. Then, they will write a sentence to show they understood
each term.

1. A/an is a substance that dissolves into a solvent.

Sentence:

2. A/an is a liquid in which a solute dissolve into.

Sentence:

3. A/an is a mixture of a solute dissolved in a solvent.

Sentence:

4. Sugar is in water.
Sentence:

5. Sand is in water.
Sentence:
D. Developing and 1. Explicitation
Deepening
Understanding The learners will read a story and sing a song titled “Rain Rain Go Away”

Once upon a time, in a faraway land, a sugar family lived in a small house in the forest.
When it was summertime, the three children were happy for they could play outside.
But during rainy seasons, they were all sad and just stared at the window and sing:
“Rain, Rain, Go Away, Rain, rain, go away”.

Come again another day,

All the children want to play,
Rain, rain, go away”. (3x)

2. Worked Example

1. Why do you think children are afraid to go out of their house during rainy days?

2. What will happen to the children if they go out of the house while raining? Why?

The learners will carry out an investigation about the components of a solution
using the following materials.
— 1 teaspoon salt
— beaker
— 20 mL water

Procedure:
1. Measure 20 mL water.
2. Put 1 tsp of salt into the water. Observe what happens to salt.
Questions:
1. What is formed when salt is added to water?

2. In a salt solution, which is the solute? Why?

3. In a salt solution, which is the solvent? Why?

4. What component of solution exists in greater amount?

3. Lesson Activity
The learners will define the terms “solute” and “solvent” in their own words. Then,
identify the solute and solvent for each of the following solutions.

1. Jane mixed some water and powdered juice to make a fruit drink.

2. Makky swished salt water in his mouth after he lost his tooth in a basketball game.

3. Jace put a rubbing alcohol on the grass stain that was on his sock.

4. Kyle added a little sugar to his tea because it tasted bitter

5. The tea from Irish’s teabag coloured the water as it brewed.

E. Making The learners will answer the flowchart which will be followed by sharing output.
Generalizations

Has this lesson helped you better understand the differences between solute and
solvent? If so, how?

IV. EVALUATING LEARNING: FORMATIVE ASSESSMENT AND TEACHER’S REFLECTION NOTES TO TEACHERS

A. Evaluating Learning 1. Formative Assessment

The learners will be given a set of questions which will serve as formative assessment
to evaluate their learning outcomes for the day’s lesson objectives and competencies.
Directions. Read each question carefully and write only the letter of the correct answer ANSWER KEY:
in a separate sheet of paper.
1. C) Seawater
1. Which is an example of a solution? 2. C) It is the component
A. Cooked flour of a solution in smaller
B. Marshmallow quantity.
C. Seawater 3. A) The juice powder will
D. Blood dissolve in water.
4. C) Water
2. The two components of a solution are solute and solvent. Which statement describes 5. C) Solvent
the solute?
A. It is the solid formed in a solution.
B. It is the liquid component of the solution.
C. It is the component of a solution in smaller quantity.
D. It is the component of a solution in bigger quantity.

3. Which happens if you mix juice powder with water?

A. The juice powder will dissolve in water.
B. The juice powder will form a layer.
C. The juice powder will not dissolve in water.
D. The juice powder will settle at the bottom of the water.

4. What is the solvent in a cup of milk?

A. sugar
B. milk powder
C. water
D. sugar and milk

5. In a solution, what do you call the substance in a larger amount?

A. salt
B. solute
C. solvent
D. sugar
 2. Homework
The learners will be tasked to have an advance reading on properties of solution.

D. Teacher’s Note observations on

Remarks any of the following Effective Practices Problems Encountered
areas:

strategies explored

materials used

learner engagement/
interaction

Others

E. Teacher’s Reflection guide or prompt can be on:

Reflection
▪ principles behind the teaching
What principles and beliefs informed my lesson?
Why did I teach the lesson the way I did?

▪ students
What roles did my students play in my lesson?
What did my students learn? How did they learn?

▪ ways forward
What could I have done differently?
What can I explore in the next lesson?
 School: REGINA ANGELORUM SCHOOL OF Grade Level: 7
MATATAG VILLANUEVA, INC
K to 10 Curriculum Name of Teacher EDLYN U. PAGARA Learning Area: SCIENCE
Weekly Lesson Log CHEMISTRY
Teaching Dates and Time: SEPTEMBER 9 - 13, 2024 (WEEK 7) Quarter: First

I. CURRICULUM CONTENT, STANDARDS, AND LESSON COMPETENCIES

A. Content The learners shall learn the properties of solutions such as solubility and reaction to litmus determine their use.
Standards

B. Performance By the end of the Quarter, learners recognize that scientists use models to describe the particle model of matter. They
Standards use diagrams and illustrations to explain the motion and arrangement of particles during changes of state. They
demonstrate an understanding of the role of 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.

C. Learning Learning Competency

Competencies The learners shall be able to identify the role of the solute and solvent in a solution and to express quantitatively the
and Objectives amount of solute present in a given volume of solution.

Learning Objectives
At the end of the lesson, the learner shall be able to:
1. identify the properties of a solution.
2. differentiate saturated from unsaturated solutions.
3. calculate the amount of solute in a given mass of solution (percent by mass)
4. calculate the amount of solute in a given volume of solution (percent by volume)

D. Content Properties of Solutions

Saturated and Unsaturated Solutions
Solutions, solubility, and concentration
E. Integration Understanding the role of solutions is essential in the field of environmental science because it help mitigate many
environmental issues and protect human health by improving environmental quality and reducing exposure to harmful
pollutants. Moreover, in the field of pharmacy, solutions play a critical role in various aspects of pharmaceutical practice,
research, and healthcare.
II. LEARNING RESOURCES

● Science 7 Q1 PIVOT Learning Materials pages 20-24

● Asuncion, Alvie et.al “Science Grade 7 Learners Material” First Edition 2017, 111-112
● Set-up of Filtration (3D diagram). Retrieved from https://quizlet.com/hk/241654822/set-up-of-filtration-3-d-diagram/
● Saturated vs. Unsaturated Solutions. Retrieved from https://chemistrynonmetals.wordpress.com/solubility/

III. TEACHING AND LEARNING PROCEDURE

A. Activating Prior DAY 1

Knowledge Complete the statements below by choosing the correct answers from the given choices in the box.

solvent solute soluble insoluble greater

smaller

A is a substance used to dissolve a . It is of the amount. While a is a substance that is being

dissolved. It is of the amount. There are substances that can be dissolved in the given solvent, it is
called . While the materials that can’t be dissolved is called .

B. Establishing Lesson 1. Lesson Purpose

Purpose The learners shall be able to identify the properties of a solution.

2. Unlocking Content Vocabulary

Read out the following words and ask the learners to read them to themselves and then out loud as a class.

Mixture, solution, uniform, filtration

 Ask the learners to select one of the words above and write one sentence using that word in everyday
language.
 Ask the learners to select one of the words above and write one sentence using the scientific meaning of that
word.
C. Developing and 1. Explicitation
Deepening The learners will read a Philippine folklore titled “Why the Sea is Salty” (10 minutes)
Understanding

Narrated by José M. Paredes of Bangued, Ilocos Sur.

He heard the story from a farmer. A few years after the creation of the world there lived a tall giant by the name of
Ang-ngalo. Ang-ngalo was a wanderer, and a lover of work. He lived in the mountains, where he dug many caves.
One bright morning, while Ang- ngalo was climbing to his loftiest cave, he spied across the ocean. The ocean at the
time was pure, its water being the accumulated tears of a disappointed goddess - a beautiful maid. She beckoned
to him, and waved her black handkerchief; so, Ang-ngalo waded across to her through the water. This beautiful
maid was Signet, the goddess of the dark. She said to Ang-ngalo, "I am tired of my dark palace in heaven. You
are a great builder. What I want you to do for me is to erect a great mansion on this spot. This mansion must
be built of bricks as white as snow." Ang-ngalo could not find any bricks as white as snow; the only white thing
there then was salt. So, he went for help to Asin, the ruler of the Kingdom of Salt. Asin gave him pure bricks of
salt, as white as snow. Then, Ang-ngalo built hundreds of bamboo bridges across the ocean. Millions of men were
employed day and night transporting the white bricks from one side of the ocean to the other. One day, while the
men were busy carrying the salt bricks across the bridges, big waves destroyed them. The brick- carriers were
buried in deep bosom. In time, the salt dissolved, and today the sea is salty.

1. Worked Example Guide Questions:

1. Based on folklore, why do the fresh water from sea became salty?
2. What happens to the bricks of salt that made the water salty?
3. What is formed when a solute like salt dissolves in a solvent like water?
4. How may phase of matter can be seen in a salt solution?
3. Lesson Activity Properties of Solutions
The learners will bring the following materials to perform a simple activity that highlights the properties of
solution.

Materials:
sugar transparent plastic cups of similar sizes
salt 6 cups of water
mongo seeds 6 pieces spoons powdered juice
cheesecloth cooking oil

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 mix thoroughly as much of each sample as
possible. Use a different teaspoon for each of the cups.

Table 1.
1 2 3 4 5 6
Will dissolve Can be
Appearance Number
Sample in 1 cup of separated Solution
(Uniform/ of
(solid/liquid) water by filtration or not
Not uniform) Phases
(Yes/No) (Yes/No)
Sugar
Salt
Mongo seeds
Powdered juice
Cooking oil
White vinegar
 4. Filter the mixture with filter paper using a setup like Figure 1. You may use
cheesecloth or old, white T- shirt with the improvised funnel from the cut upper
portion of the plastic bottle.

Figure 1. Filtration Set-up https://quizlet.com/hk/241654822/set-up-of-

filtration-3-d-diagram/

Guide Questions:
1. Describe the mixture that resulted after mixing. Write your answer in Column 3 of Table 1.
2. How many phases have you observed? Write your answer and observations in Column 4.
3. Identify the solute in each of the mixtures. Write your answers on the space provided below.
4. What is the solvent in each of the mixtures?
5. In which mixture were you able to separate the components (solute and solvent) by filtration? Write your
observations in column 5 of Table 1.
6. Which of the samples are solutions? Write your answers in Column 6.
7. Do you consider solutions as homogeneous mixtures? Why? Why not?

D. Making Learners’ Takeaways

Generalizations The learners will write down in the box the words or phrases which can be associated with the properties of solution.
 Has this lesson helped you better understand the properties of solutions? If so, how?

IV. EVALUATING LEARNING: FORMATIVE ASSESSMENT AND TEACHER’S REFLECTION

A. Evaluating 1. Formative Assessment

Learning Written Work.

The learners will be given a set of questions which will serve as formative
assessment to evaluate their learning outcomes for the day’s lesson objectives and
competencies.

Directions: Read each question carefully and write only the letter of the correct
answer in a separate sheet of paper.

1. All the following describes a solution EXCEPT:

A. Clear
B. Homogeneous
C. Cannot pass through filter paper.
D. Can be separated by physical means.
2. Salt dissolved in water is a/an .
A. Compound
B. Element
C. Heterogeneous mixture
D. Solution

3. Which of the following is a homogeneous mixture?

A. Oil and water
B. Sand and water
C. Halo-halo
D. Air

4. Homogeneous and heterogeneous mixtures are different because .

A. Heterogeneous has 2 substances while homogeneous has 3 or more substances.
B. Homogeneous looks the same throughout, with heterogeneous you can see the different parts.
C. Heterogeneous looks the same throughout, with homogeneous you can see the different parts.
D. Both have an equal number of substances.

5. This type of mixture contains two or more substances that are visibly distinguishable.
A. heterogeneous
B. homogeneous
C. solution
D. suspension

2. Homework
The learners will be tasked to have an advanced reading on saturated and unsaturated solutions.
A. Activating Prior DAY 2
Knowledge The learners will identify if the given materials are homogeneous or heterogeneous mixtures.
They also must give reasons for their answers.
1. Orange juice
2. Halo-halo
3. Milk
4. Sand mixed with water.
5. Milk and oat

B. Establishing Lesson 1. Lesson Purpose

Purpose The learners shall be able state the difference between saturated and unsaturated solutions.

2. Unlocking Content Vocabulary

The learners will arrange the numbers in descending order to reveal the correct word.

2 4 5 3 6 8 7 9 1
1.
E A R T U A T S D
16 3 20 10 12 25 6 22 8 2 1
2.
A T S U T U A N R E D

16 3 20 10 5 14 6 22 9 2 4 1 7 8
3.
P T U R R E U S S E A D T A

C. Developing and 1. Explicitation

Deepening
Understanding The learners are tasked to analyze and explain the diagram that
shows the differences between saturated and unsaturated solutions.
 2. Worked Example
1. In which type of solution does salt completely dissolve?
2. In which type of solution does salt did not dissolve completely?
3. What is saturated solution? /Unsaturated solution?

Directions: The learners will determine if the given solutions are saturated or
unsaturated.
1. 500 grams of flour is completely dissolved in 1 liter of water.
2. When another 200 grams of flour was added in the solution, the additional flour
was not dissolved completely.
3. The solutions cannot hold any more solute.
4. One pack of gelatin powder completely dissolved in 400 grams water.
5. The milk powder cannot be dissolved anymore in a cup of water.
3. Lesson Activity

Objective:
The learners will carry out an investigation to deepen their understanding on
saturated and unsaturated solutions. They will identify if the solutions are saturated
or unsaturated.

Materials:
2 teaspoons of sugar for solution A
1 teaspoon of sugar for Solution B Note: the cup and amount of
1 cup water for solution A water must be the same for
1 cup water for solution B Solution A and B
Teaspoon for stirring.
Beaker/measuring cup

Procedure:
1. Label the two cups with Solution A and Solution B, appropriately.
2. Dissolve 1 teaspoon of sugar in 1 cup of water for Solution A.
3. Stir until all sugar is dissolved.
4. Dissolve 1 teaspoon of sugar in 1 cup of water for Solution B.
 5. Stir until all sugar is dissolved.
6. Add another 1 teaspoon of sugar in the same cup of water for solution B.
7. Stir until all sugar particles are dissolved.
8. Copy and complete Table 2 below.

Table 2.
Type of Observation that will support
Saturated/Unsaturated
Solution your answer

Solution A

Solution B

D. Making
Generalizations
IV. EVALUATING LEARNING: FORMATIVE ASSESSMENT AND TEACHER’S REFLECTION

A. Evaluating Learning 1. Formative Assessment

Written Work. The learners will be given a set of questions which will serve as
formative assessment to evaluate their learning outcomes for the day’s lesson
objectives and competencies.
Directions: Read each question carefully and write only the letter of the correct
answer on a separate sheet of paper.

1. What type of solution has small amount of solute and more solute would dissolve if added?
A. Unsaturated

B. Concentrated
C. Saturated
D. Supersaturated

2. When a solution cannot dissolve no more solute because it is at its maximum

solute level, how can the solution be described?
A. Concentrated
B. Saturated
C. Supersaturated
D. Unsaturated

3. Which type of solution contains too much solute and will not dissolve but
appears to be thick and crystallizes rapidly?
A. Concentrated
B. Dilute
C. Saturated
D. Supersaturated

4. You are given 40mL solution in a beaker. You add more solute and observed
that some particles did not dissolve. What type of solution is it?
A. Concentrated
B. Saturated
 C. Supersaturated
D. Unsaturated

5. How will you prepare an unsaturated solution?

A. Freeze the mixture.
B. Stir the powder in the liquid.
C. Add a smaller amount of powder to the liquid.
D. Add more solute in a lower amount of solvent.

2. Homework
The learners will be tasked to have an advance reading on concentrations of solutions.

A. Activating Prior DAY 3

Knowledge
Short Review
Based on the previous lesson, learners will read each sentence and categorize the underlined word based on how
they are used in a situation.
Choose the answer inside the box.

solvent saturated unsaturated solution

mass solute

1. The salt mixed with water to make a brine solution.

2. Water is used to dissolve powdered juice to make lemonade.
3. You have 100 millimeters of water and 45.0 grams of sugar to make a sugar solution. In making the solution, add the
sugar little by little while stirring it. You observed that there is still sugar which is dissolving after a series of adding
and stirring processes. In this scenario, how will you describe the sugar solution?
4. In a brine solution, you used 35 grams of salt in 100 millimeters of water. Gradually, you put salt up to the last amount of
it while stirring the water. You observe that no more salt is dissolving after completely adding 35 grams. Therefore, the
brine solution is ?
 5. When you mix a solute in a solvent you form a homogeneous mixture called
?
The teacher will check whether the answers are correct or not. In case the answer is incorrect, ask the student
for a possible reason why they got it incorrect to make clarification and clear their minds on the specific item.

B. Establishing Lesson 1. Lesson Purpose

Purpose Explain to the learners that the lesson is all about calculation of the mass of solute in each mass of solution
(percent by mass).

2. Unlocking Content Vocabulary

The teacher will assist the learners to analyze and arrange the phrases together to define each word below
correctly.

Define:
1. Mass is .
amount of matter measure of
in an object

2. Percent by mass is . solute in a given mass

of solution expressed as grams of solute
per 100 grams of solution the amount of

C. Developing and 1. Explicitation

Deepening The teacher will guide the learners in forming the correct equation to calculate the amount of solute in each mass of
Understanding solvent.

The teacher will allow the learners to make an equation out of the information from the table:
Percent by mass Mass of solution Mass of solute 100%
The teacher will also introduce to the students the steps to follow in this way, the learners will be guided in the
problem-solving activity.

Procedure:
Step 1. Identify the given. Given:
mass of solute = mass of solution=

Step 2. What is asked?

Step 3. Write the formula to be used.

Step 4. Substitute the formula by the given data and perform the necessary operation.

2. Worked Example
There are some products that are sold in the market showing the concentrations of solutes expressed as percent by
mass or percent by volume. The most common examples are the alcohols (isopropyl and ethyl) that are used as
disinfectants. These alcohols are a solution of 70% isopropyl or ethyl alcohol. It means that there is 70 millimeters of
alcohol in every 100 millimeters of rubbing alcohol.

Calculate the mass percent of salt in a brine solution that is made by dissolving 13 grams of salt in 100 grams of
water.
Problem solving
Step 1. Identify the given. Given:
mass of solute =13 grams of salt mass of solution = 113 grams of water

Step 2. What is asked? mass percent of salt

Step 3. Write the formula to be used.

Step 4. Substitute the formula by the given data and perform the necessary operation.

Note: The teacher can provide more sample problems if needed.

3. Lesson Activity

Objective: The learners will solve the problem on their own using the steps learned from the discussion.

Problem Solving
Read each problem below and solve what is being asked in each number.
 Problem No. 1
A certain player won third place in his game, and he was given a bronze medal made from copper and zinc. What is
the mass percent of zinc in a bronze medal made by adding 22.5 g of zinc to 427.5 g of copper?

Problem No. 2
You are walking along the path of the school, and suddenly found 1 peso coin. The coin is a nickel-plated steel solid
solution made by dissolving 1.5 g of nickel in 4.5 g of copper. Solve for the mass percent of nickel.

Problem No. 3
A gold medal given to an honor student was a solid solution made by dissolving
11.0 g of gold in 554.0 g of silver. What is the percent mass of gold in a gold medal?

Note: The teacher can provide more sample problems if needed.

D. Making Learners’ Takeaways

Generalizations The learners will answer the question:
Has this lesson helped you to calculate the amount of solute in each volume of
solution (percent by volume)? /If yes, how?

IV. EVALUATING LEARNING: FORMATIVE ASSESSMENT AND TEACHER’S REFLECTION

A. Evaluating Learning 1. Formative Assessment Written Work.

The learners will be given a set of questions which will serve as formative
assessment to evaluate their learning outcomes for the day’s lesson, objectives and
competencies.

Directions: Read each question carefully and write only the letter of the correct answer on a separate sheet of paper.
1. Which of the following refers to the amount of matter in an object?
A. Mass
B. Volume
C. Percent by mass
D. Percent by volume

2. Which of the following best describes percent by mass?

A. The amount of space occupied by matter.
B. The amount of matter in an object.
C. It is the amount of solute in each volume of solution expressed as grams solute per 100 milliliters.
D. It is the amount of solute in each mass of solvent expressed as grams solute per 100 milliliters.

3-5 Problem solving. (1 point each step). Be guided by the steps.

25 cents are a solid solution that is made by adding 1.26g of zinc to 2.34 g of copper. Find the percent of volume
of zinc in a solution.

Problem solving
Step 1. Identify the given. Step 2. What is asked?
Step 3. Write the formula to be used.

Step 4. Substitute the formula by the given data and perform the necessary operation.

2. Homework
Practice solving problems by calculating percent by mass of a substance in a solution.
A. Activating Prior DAY 4
Knowledge
Short Review
Based on the previous discussion, calculating the amount of solute in each mass of solution (percent by mass)
answers the following activity.
a. Write the formula to be used in calculating amount of solute in each mass of solution (percent by mass).

b. The following are the steps used to be guided in calculating the amount of solute in each mass of solution (percent
by mass). Arranged the steps accordingly. Write steps 1, 2, 3 and 4.
What is asked?
Substitute the formula by the given data and perform the necessary operation.
Write the formula to be used.
Identify the given.

B. Establishing Lesson 1. Lesson Purpose

Purpose Explain to the learners that the lesson is all about calculation of the volume of solute in each volume of solution
(percent by mass).
2. Unlocking Content Vocabulary
The teacher will let the learners match Column A with Column B. Let the learners read the definition/description
in Column A to match correctly in the terms in Column B.

Column A Column B
1. It is the volume of solute in each volume of solution x 100 a. volume
2. These are used to express measured volume of liquid (small or large amount)
b. Percent by volume
3. The amount of space occupied by matter c. milliliters (mL), liters (L)
C. Developing and
1. Explicitation
Deepening
Understanding
The teacher will guide the learners in forming the correct equation to calculate the volume of solute in each volume of
solution. The teacher will allow the learners to make an equation out of the information from the table.

Volume of solute Volume of solution Percent by volume 100%

Percent by volume = (volume of solute)/(volume of solution) X 100

The teacher will again introduce the students the steps to follow in solving the problem. In this way, the learners
will be guided in the problem-solving activity.

Step 1. Identify the given. Given:

mass of solute = mass of solution=

Step 2. What is asked?

Step 3. Write the formula to be used.

Step 4. Substitute the formula by the given data and perform the necessary operation.
2. Worked Example

Sample problem
A hydrochloric acid solution is made from diluting 7.5 millimeters of hydrochloric acid in 100 millimeters of
water. Calculate the percent volume of hydrochloric acid in a solution.

Problem solving
Step 1. Identify the given. Given:
volume of solute = 7.5 millimeters hydrochloric acid volume of solution = 100 millimeters
of water

Step 2. What is asked?

percent volume of hydrochloric acid in a solution

Step 3. Write the formula to be used.

Percent by volume = (volume of solute)/(volume of solution) X 100

Step 4. Substitute the formula by the given data and perform the necessary operation.

Percent by volume = (7.5 mL of hydrochloric acid)/(100 mL of water) X 100 = 7.5%

Note: The teacher can provide more sample problem if needed.

3. Lesson Activity
The learners will solve the problem on their own using the steps learned from the discussion.

Problem Solving
Read each problem below and solve for what is being asked in each number.

Problem No. 1
What is the percent volume of ethyl alcohol in a 100 mL of rubbing alcohol which contains 30 mL of ethyl alcohol?
 Problem No. 2
Calculate the percent volume of benzene in a solution made by dissolving 15 mL of benzene to 70 mL of toluene.

Problem No. 3
What is the percent volume of acetone in a solution made from adding 10 liters of acetone to 25 liters of water?

Note: The teacher can provide more sample problems if needed.

D. Making Learners’ Takeaways

Generalizations The learners will answer the Question:
Has this lesson helped you to calculate the amount of solute in each volume of solution (percent by volume)? /If yes,
how?

IV. EVALUATING LEARNING: FORMATIVE ASSESSMENT AND TEACHER’S REFLECTION

A. Evaluating Learning 1. Formative Assessment Written Work.

The learners will be given a set of questions which will serve as an assessment to
evaluate their learning outcomes for the day’s lesson objectives and competencies.

Directions: Read the questions carefully and choose the letter of the correct answer from the given choices. Write your
answer in a separate sheet of paper.
1. Which of the following best describes percent by volume?
A. The amount of space occupied by matter.
B. The amount of matter in an object
C. It is the volume of solute in a given volume of solution expressed in milliliters solute per 100 milliliters of solution
D. It is the amount of solute in each mass of solution expressed in grams solute per 100 grams solution
2. Which of the following refers to the amount of space occupied by matter?
A. Volume
B. Mass
C. Percent by mass
D. Percent by volume

3-6 Problem solving. (1 pt each step).

Problem1:
What is the percent composition by mass of 70 grams of salt solution that contains 30 grams of salt?

Problem solving
Step 1. Identify the given. Step 2. What is asked?
Step 3. Write the formula to be used.
Step 4. Substitute the formula by the given data and perform the necessary operation.

7-10 Problem solving. (1 pt each step).

Problem 2:
A gold medal was a solid solution made from dissolving 9.0 g of gold in 250.0 g of silver. What is the percent mass of
gold in a gold medal of the student?

Problem solving
Step 1. Identify the given. Step 2. What is asked?
Step 3. Write the formula to be used.
Step 4. Substitute the formula by the given data and perform the necessary operation.

2. Homework
Practice solving problems by calculating percent by volume of a substance in a solution.
B. Teacher’s Remarks Note observations on
any of the following Effective Practices Problems Encountered
areas:

strategies explored

materials used

learner engagement/
interaction

Others

C. Teacher’s Reflection guide or prompt can be on:

Reflection ▪ principles behind the teaching
What principles and beliefs informed my lesson? Why did I teach the lesson the way I
did?

▪ students
What roles did my students play in my lesson? What did my students learn? How
did they learn?

▪ ways forward
What could I have done differently? What can I explore in the next lesson?
 School: REGINA ANGELORUM SCHOOL OF Grade Level: 7
VILLANUEVA,INC
MATATAG Name of Teacher EDLYN U. PAGARA Learning Area: SCIENCE
K to 10 Curriculum (CHEMISTRY)
Weekly Lesson Log Teaching Dates and Time: SEPTEMBER 16 - 20, 2024 (WEEK 8) Quarter: First

I. CURRICULUM CONTENT, STANDARDS, AND LESSON COMPETENCIES

A. Content The learners shall learn the properties of solutions such as solubility and reaction to litmus paper and other
Standards indicators.

B. Performance By the end of the quarter, the learners shall demonstrate an understanding of the role of solute and solvent in solutions
Standards and the factors that affect solubility.

C. Learning Learning Competency

Competencies The learners shall be able demonstrate how different factors affect the solubility of a solute in each solvent; identify solutions
and Objectives such as acids, bases, and salts which can be found at home, and in school that react with litmus paper; and demonstrate proper
use and handling of science equipment.
Learning Objectives
At the end of the lesson, the learner shall be able to:
1. explain how temperature affects the solubility of solid material.
2. explain how the nature of solute/particle size and solvent affect the rate of solubility.
3. identify solutions such as acids, bases, and salts which can be found at home, and in school that react with litmus
paper
4. identify the different science equipment, demonstrate the proper handling of science equipment, and appreciate the
importance of science equipment.

D. Content Factors Affecting Solubility

Types of Solutions
Proper Use and Handling of Science Equipment

E. Integration Biochemistry, biology, environmental science, medicine and healthcare, education and research, food science and
nutrition, analytical techniques
II. LEARNING RESOURCES
 ● Science 7 Q1 PIVOT Learning Materials pages 20-24
● Asuncion, Alvie et.al “Science Grade 7 Learners Material” First Edition 2017, 111-112
● Set-up of Filtration (3D diagram). Retrieved from https://quizlet.com/hk/241654822/set-up-of-filtration-3-d-diagram/
● Saturated vs. Unsaturated Solutions. Retrieved from https://chemistrynonmetals.wordpress.com/solubility/

III. TEACHING AND LEARNING PROCEDURE NOTES TO TEACHERS

A. Activating Prior DAY 1

Knowledge Short Review
Guided by the illustrations, the learners will calculate word problems on concentration
of solution.

1. What is the % of concentration of sugar in 355 mL coca cola?

2. What is the % concentration of sugar in 591 mL of Gatorade?

B. Establishing 1. Lesson Purpose

Lesson Purpose The learners should be able to explain how temperature affects solubility of a solid
material.
 2. Unlocking Content Vocabulary
Ask the learners to read the following sentences. Then let them determine the meaning of
the underlined words through the context clues. (5 minutes)
1. Solubility is the degree to which a substance dissolves in a solvent to make a
solution. (Amount, lack, loss, differ)

2. Similar ratios of solutes can be used to investigate the effect of temperature

difference on their solubility. (Difference, percentage, whole, disproportions)

3. Wine is a mixture of alcohol and fermented fruits. (non-alcoholic, fresh, soured,

sweet)
4. Temperature affects the solubility of a material. (condition, coolness, high
temperature, hotness and coldness).

C. Developing and 1. Explicitation

Deepening The learners will be asked to read and understand the text.
Understanding
Solubility is the ability of a solid, liquid, or gaseous chemical substance (referred to
as the solute) to dissolve in solvent (usually a liquid) and form a solution. The solubility of
a substance fundamentally depends on the solvent used, temperature and pressure. The
solubility of a substance in a particular solvent is measured through the concentration of
the saturated solution. A solution is considered saturated when adding additional solute
no longer increases the concentration of the solution.

The solubility of a given solute in each solvent typically depends on temperature.

For many solids dissolved in liquid water; solubility tends to correspond with increasing
temperature. As water molecules heat up, they vibrate more quickly and are better able
to interact with and break apart the solute.

Solubility can be found in everyday life. For example:

1. Salt or sodium chloride – usually soluble in water at 20°C.
2. Sugar usually dissolves in water molecules at 20°C.
3. Gelatin - soluble in water in the presence of heat.
 4. Powdered juices are a mixture of sugar, flavorings, and preservatives, usually
soluble in water at 20°C.
1. Wine is a mixture of alcohol and fermented fruits.
2. Soap - since it contains carbon, hydrogen, and salt, it dissolves in contact with
water.
3. Oxygen – oxygen atom, dissolved in water, is essential for the aquatic world's
inhabitants and other living things.

1. Worked Example
1. What is solubility?

2. How does temperature affect the solubility of a solid material? When a solution
is heated, what do the molecules of solvent (water) do with the solute?

3. Is solubility important to daily life? Why? Why not?

3. Lesson Activity
The learners will conduct a simple investigation by group to see how fast coffee Refer to Learning Activity
dissolves in cold and hot water. Sheet #1

Title: How Fast Does Coffee Dissolve in Hot Water? Cold Water?

Materials:
2 cups hot water 2 stirrers
2 cups cold water measuring cups
instant coffee powder measuring spoon
clear plastics cups
 Procedure:
1. Place 1/2 cup of cold water in a cup.
2. Place 1/2 cup of hot water in another cup.
3. At the same time, add 1/2 teaspoon of coffee in each cup.
4. Stir the solution for 10 seconds and observe.
5. Stir the solution for another 10 seconds and observe.

Note:
The procedure mentioned above, is only one method learners can use in performing
the activity. Different ratios of coffee can be assigned to investigate the effect of
temperature on the solubility of material. Safety Notes:
The learners will discuss the result of the investigation by answering the guide questions: Be careful when handling
1. At what temperature does coffee dissolve faster? Slower? boiling water, as it can cause
2. Does temperature affect the solubility of coffee? Give evidence based on your burns. Use appropriate
observations. safety precautions and
3. What is the relationship of temperature and solubility? equipment when dealing
4. When a coffee is added to hot water, what do the molecules of solvent (water) do with with hot water. Do not pour
the solute (coffee)? the boiling water in plastic
cups.

D. Making Learners’ Takeaways

Generalizations Using the spider diagram, the learners will write down the effects of temperature
differences on the solubility of a solid material.
 Reflection on Learning
Does conducting investigations help you better understand the effect of temperature
difference on the solubility of a solid material? If yes, how?

IV. EVALUATING LEARNING: FORMATIVE ASSESSMENT AND TEACHER’S REFLECTION NOTES TO TEACHERS

A. Evaluating 1. Formative Assessment ANSWER KEY:

Learning Written Work. 1. D
The learners will be given a set of questions which will serve as formative assessment 2. A
to evaluate their learning outcomes for the day’s lesson objectives and competencies. 3. C
4. B
Directions: Read each question carefully and write only the letter of the correct answer
5. A
on a separate sheet of paper.
1. What is the maximum amount of solute that can be dissolved in a fixed amount
of solvent at a given temperature?
A. Dilution
B. Dissolution
C. Percent by mass
 D. Solubility

2. All the following affects the solubility of a solid in a liquid EXCEPT:

A. Pressure
B. Stirring
C. Surface area
D. Temperature

3. Which of the processes can help solids dissolve faster?

A. Decrease the amount of solvent.
B. Decrease the temperature of the solution.
C. Increase the temperature of the solution.
D. Increase the amount of solute.

4. Which method below will not speed up the rate of salt dissolving in water?
A. Increasing the surface area of the solute
B. Decreasing the temperature of the solvent
C. Stirring the solute into the solvent
D. Heating the solvent before adding the solute

5. A greater amount of sugar will dissolve in warm water than in cold water. What
is the factor affecting solubility?
A. Temperature of solvent
B. Nature of solute
C. Amount of solute
D. Manner of stirring

6. Homework
The learners will be tasked to have an advance reading on the factors affecting
solubility such as particle size and stirring.
A. Activating Prior DAY 2 ANSWER KEY:
Knowledge 1. TEMPERATURE
Short Review 2. SOLUBILITY
The learners will unlock the hidden words. Write the word in the space provided. 3. SOLUTE
4. SOLVENT
1. EEETTRRAPUM - is the degree of hotness or coldness of a body.

2. LLIISOUBTY - is the degree to which a substance dissolves in a solvent to make a

solution.

3. EOULST- is the substance being dissolved.

4. EOLNSTV - the substance doing the dissolving.

B. Establishing Lesson 1. Lesson Purpose

Purpose The learners will compare the solubility of different solid substances when exposed
to a solvent with varying temperatures.

2. Unlocking Content Vocabulary

The piece the learners will read serves as a springboard for a much deeper
discussion of solubility. They will also be asked to cite unfamiliar terms, phrases or
sentences.
Three Factors Affecting Dissolving
The rate of dissolving is a very important property of solutions. The rate of dissolving
depends on several factors:
• Temperature
• Agitation
• Particle size
 For most solid solutes, the rate of dissolving is greater at higher temperatures. At high
temperatures, the solvent molecules have greater kinetic energy and collide with
undissolved solid molecules more frequently.

Agitating a mixture by stirring or shaking the container increases the rate of dissolving.
Agitation brings fresh solvent into contact with undissolved solute.

Decreasing the size of the particles increases the rate of dissolving. When a large mass
of solute is broken into smaller pieces, the surface area in contact with the solvent
increases.

Solubility and Particle Attractions

The reasons why a solute may or may not dissolve in a solvent are related to the forces
of attraction between the solute and the solvent particles. When the forces of attraction
between different particles in a mixture are stronger than the forces of attraction between
like particles in a mixture, a solution forms.

C. Developing and 1. Explicitation

Deepening Refer to Learning Activity
Understanding Ask learners to investigate how factors such as temperature, particle size, and stirring Sheet #2
affect the solubility of a substance and the rate at which substances dissolve.

Title: Size Matters!

Materials: Safety Notes: Be careful when

4 cups hot water measuring cup/beaker handling boiling water, as it
2 teaspoon crushed salt measuring spoon can cause burns. Use
2 tablespoon of rock salt appropriate safety
precautions and equipment
Procedures: when dealing with hot water.
1. Place 20 mL of hot water in a cup. Do not pour the boiling water
2. Place another 20 mL of hot water in another cup. in plastic cups.
3. At the same time, add 2 teaspoons of rock and crushed salts to each cup.
4. Stir the salt in each cup for 10 seconds and observe.
5. Record your observation.
6. Set aside both containers/
7. After 5 minutes, observe closely the bottom of the container.

2. Worked Example
Discuss the result of investigations. Ask the following questions:
1. Which dissolves faster in hot water: rock salt or crushed salt?
2. Does temperature affect how fast rock salt and crushed salt dissolve in water?
Give evidence based on your observations.
3. Does particle size affect how fast rock and crushed salts dissolve in water? Give
evidence based on your observations.

3. Lesson Activity
The learners will arrange the correct sequence of process of dissolving at particle level
by writing down a number before each step. The diagram serves a guide in identifying the
steps.
SOLUBILITY OF SUGAR

Particles of sugar begin to break of from the lump.

Eventually, all the sugar particles become evenly distributed throughout the
water.
More and more sugar particles move away and randomly bounce around.
A lump of sugar is dropped to a beaker with water.
D. Making Learners’ Takeaways
Generalizations Using the spider diagram, the learners will write down the effects of particle size and
stirring on the solubility of a solid material.

Reflection on Learning
Does conducting investigations help you better understand how particle size and
stirring difference affect the solubility of a solid material? If yes how?

IV. EVALUATING LEARNING: FORMATIVE ASSESSMENT AND TEACHER’S REFLECTION NOTES TO TEACHERS

A. Evaluating 1. Formative Assessment ANSWER KEY:

Learning Written Work.
The learners will be given a set of questions, which will serve as formative assessment 1. B
to evaluate their learning outcomes for the day’s lesson objectives and competencies. 2. A
Directions: Read each question carefully and write only the letter of the correct answer 3. A
on a separate sheet of paper.
4. A
1. Which process or processes affects the speed of dissolving?
A. Stirring only 5. D
B. Particle size, temperature, stirring.
 C. Particle size only
D. Type of container used

2. Which factor would not affect the solubility of sugar in water?

A. Add salt to water.
B. Grind the sugar to make it finer.
C. Stir the water and sugar.
D. Heat the water and sugar.

3. Imagine that you performed an experiment in which you dissolved different samples of sugar
(sugar cubes, extra fine sugar ad regular table sugar) into water samples to compare how
long they took to dissolve. What factor would be at least important to the design of this
experiment?
A. All samples must be tested exactly at the same time.
B. The sugar samples must contain sugar and water only.
C. All water samples must have the same temperatures.
D. The same amount of sugar must be placed in each sample.

4. How does shaking or stirring a mixture of solute and solvent affect a solution?
A. It increases the rate of dissolving.
B. It decreases the rate of dissolving.
C. It increases the solubility of solute.
D. It decreases the solubility of solute.

5. These are the factors affecting the solubility of the substance EXCEPT:
A. Particle
B. Rate of stirring
C. Nature of solute and solvents
D. Humidity

2. Homework
The learners will be tasked to write in their notebooks the different solutions found at home
and in school.
A. Activating Prior DAY 2 The teacher will explain to the
Knowledge learners that some everyday
Short Review words have different meanings
Learners will be asked to read the listed words based on the previous lesson and when used in science. It is
will supply the needed information: significant to recognize these
differences in word use in the
Acids Salts language.
Bases Solutions
The teacher will establish
the linkage of idea from the
1. Select one of the words above and write one sentence using the word in everyday definition of acids, bases, and
language. salts to identifying acidic, basic,
2. Select one of the words above and write one sentence using the word in scientific and salt solutions found at home
meaning. and in school.

B. Establishing 1. Lesson Purpose The teacher will facilitate

Lesson Purpose Explain to the learners that the lesson is all about acids, bases and salts and the discussion by asking
perform simple activity using solutions found at home and in school. the learners to give their
insights on the unfamiliar
2. Unlocking Content Vocabulary terms, phrases, or
The learners will be given reading material. After reading, they will mark and describe sentences cited/identified
unfamiliar terms, phrases, or sentences. in an operational manner.
Acids and bases are found all around us, and the currency of acid-base chemistry is
the proton, or hydrogen ion. Acid-base chemistry is part of everyday life, from baking food Then, the teacher will
to the innumerable reactions that keep the human body alive. Acid-base chemistry is provide additional
measured on the pH scale—the concentration of hydrogen ions in a solution. Buffers can information/knowledge on
control pH, whether used in the lab or in the acid- base components of human blood. those cited/identified
The role of acids and bases will be shown in food—from the rise of a cake to the making of terms, phrases, and
cheese. In the environment, acid rain plagues industrial portions of the world; the sentences.
chemical nature of acid rain reactions and the environmental response and impact is part
of acid-base chemistry.
C. Developing 1. Explicitation Refer to Learning Activity
and Deepening The learners will perform a class activity entitled “Acid (and Base) Rainbows”. Sheet #3
Understanding
Objective:
At the end of the activity, the learners will be able to identify which solutions are
acids, base, and salt.

Materials:
Litmus paper (red and blue) vinegar tap water
10 plastic cups dishwashing liquid baking powder
Dropper coffee calamansi
Stirrer toothpaste
plastic teaspoon distilled water

Procedure:
1. Prepare 20 strips of litmus paper (10 blue, 10 red).
2. Place one (1) teaspoon of each sample in a plastic cup. Label the cups using a
marker and masking tape.
3. At each cup dip one (1) red and one (1) blue litmus paper for about 10 seconds
then remove and observe any color change. Be sure to put the paper towel under
the test strips so you do not spill any substances on the counter tops.
4. Record the change in color of the litmus paper in the correct column of the table.
5. Fill in the last column of the table. Is the substance an acid, base, or salt?
6. Repeat for the remaining substances.
 2. Worked Example
The learners will be asked to answer the table: The teacher will observe
learners’ answers and will
Substance Litmus Paper color change Acid, base or Salt
ask the learners to
volunteer their answers,
giving positive feedback.

3. Lesson Activity The teacher will select a

The learners will be asked to read out and answer the following questions: sample answer for all
1. What happens to the red litmus paper when you dip it on acid substances? learners to write down. This
2. What happens to the blue litmus paper when you dip it on acid substances? may come from one of the
3. What happens to the red litmus paper when you dip it on base substances? learners or from the sample
4. What happens to the blue litmus paper when you dip it on base substances? answers.
5. What happens to the blue and litmus paper when you dip it on salt substances?
6. What are the acidic solutions found at home and in school?
7. What are the basic solutions found at home and in school?

D. Making Learners’ Takeaways

Generalizations The teacher will highlight to the learners that the lesson is all about acid, base,
and salt, performing a simple activity and identifying the different acids, bases and
salts solutions found at home and school.
The learners will be asked to answer the listed question either by class discussion
or writing the answers in their worksheet.

Reflection on Learning
Has this lesson helped you to better identify the different acids, bases and salts
solutions found at home and in school?
IV. EVALUATING LEARNING: FORMATIVE ASSESSMENT AND TEACHER’S REFLECTION NOTES TO TEACHERS

A. Evaluating Learning 1. Formative Assessment

The learners will be given a set of questions which will serve as formative assessment to evaluate
their learning outcomes for the day’s lesson objectives and competencies.
Direction: Read each question carefully and write only the letter of the correct answer on a
separate sheet of paper.

1. Acids gives some foods a/an taste. ANSWER KEY:

A. Sour 1. A
B. Alkali 2. B
C. Corrosive 3. D
D. Neutral 4. D
2. Which among the following solutions are acid? 5. B
A. Soap
B. Vinegar
C. dishwashing liquid
D. baking soda
3. Which of the following solutions are base?
A. Vinegar
B. Coffee
C. lemon juice
D. soap
4. What happen to the red litmus paper when dip in salt solution?
A. turns blue
B. turns green
C. turns yellow
D. no change in color
5. What happen to the blue litmus paper when dip in a vinegar?
A. turns green
B. turns red
C. turns yellow
D. no change in color
A. Activating Prior Day 4 Present and explain the
Knowledge lesson objectives to the
Short Review learners.
Based on the previous lesson about solutions, what are the things you need to
prepare? Write it on any scratch paper and place it on the bucket.

B. Establishing Lesson 1. Lesson Purpose

Purpose Present and explain the lesson objectives to the learners.
The learners can:
• identify the different science equipment,
• demonstrate the proper handling of science equipment, and
• appreciate the importance of science equipment.

2. Unlocking Content Vocabulary

Spot the Difference is a popular and

beneficial game that people of all ages enjoy
playing. It improves visual attention,
concentration, comparison, and scanning
skills in a fun way.
 Questions:
1. What are the things you found different from the two pictures?

2. Are you familiar with these things?

3. What is the setting of the picture?

C. Developing and 1. Explicitation

Deepening The learners will watch the video about science laboratory equipment. The learners
Understanding will write down important equipment’s they watched and its use.

YOUTUBE WATCH
https://www.youtube.com/watch?v=6eP1VUegldc

The teacher will facilitate the discussion by asking the learners to give their insights first
on the unfamiliar terms, phrases, or sentences cited/identified in an operational manner.
Then, the teacher will provide additional information/knowledge on those
cited/identified terms, phrases, and sentences.

2. Worked Example
The learners will be grouped into four. Each group will have a respective station. At
each station, there will be a poster and a short video on how to properly handle the
equipment. The learners will take down and the different science equipment in each
station.
 The learners will be asked to read out and answer the following questions:
1. What are the science equipment use for measuring?
2. What are the four classifications of science equipment?
3. What is the main function of glassware?

3. Lesson Activity
1. How is the equipment grouped?
2. What is the importance of knowing the proper handling and use of the science The teacher will observe the
equipment? learners’ answers and will
3. How does this equipment help you and other fields such as medicine with their ask the learners to volunteer
tasks? their answers, giving
The teacher will observe the learners’ answers and will ask the learners to volunteer positive feedback.
their answers, giving positive feedback.

D. Making Learners’ Takeaways The teacher will highlight to

Generalizations The learners will be asked to answer the listed question either through class discussion the learners that the lesson
or writing the answers in their worksheets. is all about the proper
handling of science
Reflection on Learning equipment.
Has this lesson helped you to better identify the use and proper handling of science
equipment? If so, how?
IV. EVALUATING LEARNING: FORMATIVE ASSESSMENT AND TEACHER’S REFLECTION NOTES TO TEACHERS

A. Evaluating Learning 1. Formative Assessment

Performance task.
The learners will draw one piece of scientific equipment and write its use and proper
handling. The learners will do their activity on a bond paper.
 5 points for scientific equipment
 5 points for the use and proper handling of science equipment

2. Homework
The teacher can assign homework to the learners about other science laboratory
equipment that was not mentioned in the discussion.

B. Teacher’s Remarks Note observations on

any of the following Effective Practices Problems Encountered
areas:

strategies explored

materials used

learner engagement/
interaction

others
C. Teacher’s
Reflection Reflection guide or prompt can be on:

▪ principles behind the teaching

What principles and beliefs informed my lesson?
Why did I teach the lesson the way I did?

▪ students
What roles did my students play in my lesson?
What did my students learn? How did they learn?

▪ ways forward
What could I have done differently?
What can I explore in the next lesson?

PREPARED BY: CHECKED BY:

EDLYN U. PAGARA, LPT JOSE M. BACTONG,LPT,MAEAD

Science - Teacher School Principal