Lesson Plan in Science Grade 7

Malou L. Orog
Guinuyoran National High School
09750567991

Content Standards: The learners demonstrate an understanding of classifying substances as

elements or compounds
Performance Standards: The learners demonstrate an understanding of make a chart, poster,
or multimedia presentation of common elements showing their
names, symbols, and uses
Learning Competency and Code: recognize that substances are classified into elements and
compounds; (S7MT-Ig-h-5)
Quarter: ____1____ Week: ___7-8______ Day: ___5____

I. Objectives:
At the end of 60 minutes, 100% of the learners are expected to:
1. Familiarize the layout of the periodic table.
2. Identify the elements found in the periodic table;
3. Identify the group number of each element in the periodic table.
II. Content:
Subject Matter: Familiarize the common elements in the Periodic Table
Integration:
MAPEH – the students will compose a song, poem or a rap for the elements in the
periodic table.
ENGLISH: Grammar usage
Strategies: Cooperative learning
Materials: laptop, LED TV, Activity Sheets
References: Science Learner’s Material /Teachers Guide pp. 40-42

III. Learning Tasks:

ELICIT (Access prior knowledge ) 5 Minutes Materials

Show different pictures of materials. Let the students identify Pictures of different
the materials and ask them to name each element content in elements
each material. Laptop
The materials are as follows: LCD /LED TV

1. Tin can
2. Salt
3. Copper wire
4. Coins
5. Gold/silver necklace
6. Nails 1.
7. Banana https://www.google.com/s
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56

ENGAGE (Get the students’ minds focused on the topic)

10 Minutes
Periodic Table Explained:
The teacher will show a video clip about the periodic table Introduction
and ask the following questions?
Link:
1. How the elements are being group together? https://www.youtube.com/
2. How to familiarize each element? watch?v=uPkEGAHo78o

EXPLORE (Provide students with a common experience)

15 Minutes
Group the students into 8 groups and assign each group Periodic Table
according to group numbers. They will familiarize the name,
symbol, and group number of each element.
 EXPLAIN (Teach the concept. Should include interaction
between teacher and students). 15 minutes
The group will be provided with blank periodic table. They
will fill in the blank boxes with the name of elements, Rubrics
symbols, and number according to its group. Share to the Activity sheets
class their group output. Panel discussion
They are graded according to rubrics.
ELABORATE (Students apply the information learned in the
Explain. The teacher will give inputs to deepen the
understanding of the students) 10 minutes
After the report, the teacher will give inputs on important Panel discussion
concepts missed by the students. Teacher will also give
feedback on their activity group performance.
EVALUATE 5 mins
The class will play a “Pinoy Henyo” game. They will Metacards
categorize the elements name, symbol, and group number.
EXTEND (Deepen conceptual understanding through use in
new context).
Assignment Rubrics
Each group will make either a song, poem, or a rap about the
elements of the periodic table for them to familiarize easily.
Presentation will be done on next meeting.

Reflection:
A. No. of learners achieve 80%: ____
B. No. of learners who require additional activities for remediation: ___
C. Did the remedial lessons work? ___
D. No. of learners who have caught up the lesson: ___
E. No. of learners who continue to require remediation: ___
F. Which of my teaching strategies worked well? Why did these work? ___
G. What difficulties did I encounter which my principal or supervisor help me solve? ___
H. What innovation or localized materials did I used/discover which I wish to share with
other teacher? ___
 SCIENCE 7 ACTIVITY SHEET

Group No.______________ Date: ____________________

Group Members: ___________________________ ______________________

___________________________ _______________________
____________________________ _______________________
Objectives:

At the end of the activity, you should be able to:

1. provide the correct group number, name of the elements and its symbol on
the blank boxes below.

DIRECTIONS:

1. Write the group number and label each square with correct name and symbol of
each element that is assigned in your respective groups.
 RATING SHEET and RUBRICS

Group No: ___________________________ Score: ______________

Group Members: ___________________________ ______________________

___________________________ _______________________

____________________________ _______________________

___________________________ ______________________

___________________________ _______________________

____________________________ _______________________

Rubrics for the group activity and output presentation:

Criteria 3 points 2 points 1 point GROUP SCORE

1. Teamwork Presenter’s 1-2 presenter’s do Most of the
worked as a team, not participate, members are not
providing effective delivery of the participating.
delivery of the presentation is Delivery of the
presentation. not so effective. presentation is
not effective.
2. Content All the blanks 1-4 blank boxes Most of the boxes
boxes are filled are filled with are filled with
with correct wrong answers. wrong answers.
answers.
3. Presentation of Presenter’s speak Presenter’s speak Presenter’s is
output clearly and output quietly and lack barely audible.
is well organized. clarity. Output is Output is not
organized organized.
4. Time frame Delivered the Delivered the Delivered the
presentation presentation 1 presentation
before the given minute after the beyond the given
time. given time. time.
TOTAL POINTS (12 POINTS)
 Lesson Plan in Science Grade 7
Malou L. Orog/Rogelio Sumubo
Guinuyoran National High School
09750567991

Content Standards: The common properties of acidic and basic mixtures

Performance Standards: properly interpret product labels of acidic and basic mixture, and
practice safe ways of handling acids and bases using protective
clothing and safety gear
Learning Competency and Code: Investigate properties of acidic and basic mixtures using
natural indicators (S7MT-Ii-6)
Quarter: ____1____ Week: ___9_____ Day: ___6____

I. Objectives:
At the end of 60 minutes, 100% of the learners are expected to:
1. Identify materials that can be a source of natural acid-base indicator
2. Determine the acidity or basicity of some household items;
3. Determine the acidity or basicity of water from different sources.
II. Content:
Subject Matter: Investigate properties of acidic and basic mixture using natural indicators
Integration:
MAPEH (HEALTH) – Awareness of PH of some common mixtures that affects the
processes in the body and in the environment, as well as in
some products we often use.
ENGLISH: Grammar usage
Strategies: Inductive strategy (group experiment)
Materials: Laptop, LED TV, Plant indicators, egg tray/plastic cups, dropper, sample
materials (vinegar, toothpaste, shampoo, soap, detergent, soft drinks, baking
powder, calamansi, tap water, bottled water, rainwater)
References: Science 7 Learners Material pp. 57-60

III. Learning Tasks:

ELICIT (Access prior knowledge ) 5 Minutes Materials

Ask the students to write on their activity notebook materials Activity notebook
they can identify as an acid or base.
ENGAGE (Get the students’ minds focused on the topic)
10 Minutes
Show pictures of different plant indicators available in the
community.

1. Violet eggplant peel

https://www.google.com/search

2. Purple camote peel or leaves
3. Red mayana leaves
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bm=isch&tbs=rimg:CW66UlmRN
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TM:

EXPLORE (Provide students with a common experience)

20 Minutes
Group the students into 8 groups and test the following Materials needed
household materials for acidity or basicity using the plant
indicator prepared by the teacher. plant indicator prepared
vinegar
 toothpaste
shampoo
soap
detergent
soft drinks
Procedure baking powder
calamansi
1. Place one teaspoon of each sample in each well of the egg rain water
tray or plastic cups. canal
2. Add 8-10 drops of the plant indicator to the first sample. water from faucet
Note: If the sample is solid, wet a pinch (size of 2-3 match
heads) of the solid with about ½ teaspoon of distilled water.

(Use one dropper for one kind of sample. Wash each

dropper after one use. Do not mix samples to avoid
contamination)
3. Note the color produced. Record your observation in table
provided.

Sample Color Indicator Nature of

Sample
Vinegar
Toothpaste
Shampoo
Soap
Detergent
Soft drinks
Baking powder
Calamansi

4. Repeat step number 1 for the other samples.

5. Determine the acidic or basic nature of your sample using
the color scheme below for mayana indicator and record the
nature of each sample in table above:

Strongly acidic: red to pale

Weakly acidic: blue
Weakly basic: green
Strongly basic: yellow

EXPLAIN (Teach the concept. Should include interaction

between teacher and students). 10 minutes
The group will fill in their observation on the table provided.
They will answer the following questions
Panel discussion
1. Why do you think it is important to know the acidity and
basicity of different mixtures?
2. They will present their works in the class.
 ELABORATE (Students apply the information learned in the
Explain. The teacher will give inputs to deepen the
understanding of the students) 10 minutes
After the report, the teacher will give inputs on important Panel discussion
concepts missed by the students. Teacher will also give
feedback on their activity group performance.
EVALUATE 5 minutes
The activity sheet and the performance rating sheets will Activity Sheets
serve as the basis for evaluation. This are formative
assessment tools of students’ progress and understanding
EXTEND (Deepen conceptual understanding through use in
new context).
Assignment Activity Sheets
The students will test other products which were not use in
the experiment. They will use the same format provided
during the activity.
Presentation will be done on next meeting.

Reflection:
A. No. of learners achieve 80%: ____
B. No. of learners who require additional activities for remediation: ___
C. Did the remedial lessons work? ___
D. No. of learners who have caught up the lesson: ___
E. No. of learners who continue to require remediation: ___
F. Which of my teaching strategies worked well? Why did these work? ___
G. What difficulties did I encounter which my principal or supervisor help me solve? ___
H. What innovation or localized materials did I used/discover which I wish to share with
other teacher? ___
 SCIENCE 7 ACTIVITY SHEET

Group No.______________ Date: ____________________

Group Members: ___________________________ ______________________

____________________________ _______________________

____________________________ _______________________

____________________________ _______________________

Sample Color Indicator Nature of Sample

Vinegar
Toothpaste
Shampoo
Soap
Detergent
Soft drinks
Baking powder
Calamansi
Tap water
Bottled water
Rainwater

Strongly acidic: red to pale

Weakly acidic: blue
Weakly basic: green
Strongly basic: yellow

1. How can this plant indicator identify the acidity and basicity of different mixtures?

___________________________________________________________________________
___________________________________________________________________________
___________________________________________________________________________
___________________________________________________________________________

2. Why do you think it is important to know the acidity and basicity of different mixtures?

___________________________________________________________________________
___________________________________________________________________________
___________________________________________________________________________