Republic of the Philippines

DEPARTMENT OF EDUCATION
Region 8 (Eastern Visayas)
Division of Lete
Palo, Leyte

INOPACAN NATIONAL HIGH SCHOOL

Inopacan, Leyte

LESSON PLAN IN SCIENCE GRADE 7

G7-Red 8:40-9:40
G7-Crimson 9:50-10:50
G7-Green 2:00-3:00
I. Objective
A. Content Standard The learner demonstrates understanding of the common properties of acidic and
basic mixtures

The learners independently properly interpret product labels of acidic and basic
B. Performance Standard mixture, and practice safe ways of handling acids and bases using protective
clothing and safety gear

Investigate properties of acidic and basic mixtures using natural indicators; and
C. Learning Competency S7MT-Ii-6
Subtask: Identifies household materials if its acidic or basic using the made plant
indicator

KBI: Gains knowledge or information of the health benefits and medicinal properties
derived from gumamela, mayana leaves and eggplant skin.
II. Content and Materials
A. Topic Acids and Bases
B. Reference Science Learners Material pp. 46-47
C. Materials Mayana leaves/gumamela/eggplant skin, tawas, 500 ml beaker, stirrer, alcohol
lamp, gauze, tripod, bottle,
D. Concept The concept of plant indicators recognizes that plant communities are distinct
entities developed and arranged.in accordance with definite biological laws; they
are not mere aggregations of plants brought together by chance. Such plant
communities are well differentiated and are very constant for the same site type
E. Local Heritage Theme Flora and Fauna, Indigenous Materials
III. Procedure
Prayer Everyone will pray the Lord’s Prayer
Checking of Attendance To be checked by the class monitor
Review TRUE or FALSE
Learners will raise the word TRUE if the statement is correct and FALSE if not.
1. Gastric Juice is ten times more acidic than battery.
2. Acidic foods can be determined because of its salty taste.
3. Basic foods can be determined because of its bitter taste.
4. The ph of blood is 8.
5. Blue litmus paper turns to red if it is acidic.

Motivation Show a picture to the learners of the pH range of the different products that are
commonly found at home.

Ask learners the following:

1. What is the photo being presented?
 2. What are other ways to know if a product is acid or base if pH scale
indicator is not available?
3. What is a plant indicator?
4. How will you make it?
Presentation of the Lesson
A. Activity Group Activity
The learners will be grouped into 5, each of the learners will have to assign each
individuals to do an assigned task. The learners will be given a paraphernalia for
the said Laboratory activities with the procedures in it. They will only be given an
hour to the said activity.

B. Analysis Ask the learners the following questions:

1. What do you think about the activity?
2. What have you noticed on the water while it was boiling?
3. How is it possible that the color of the water changed?
 4. What happened when you add a pinch of alum powder in the solution?
5. What are the differences in terms of color between mayana leaves,
eggplant skin and gumamela?
C. Abstraction Show the learners a photo showing the different edible pH indicator color
changes.

Ask learners the following:

1. What have you noticed on the picture presented?
2. What is the use of a plant indicator?
3. Are all plant indicator the same pH indicator color? Why not?
D. Application The learners will prepare the plant indicator paper.

IV. Evaluation Identify the following household materials if its acidic or basic using the made plant
indicator.
1. Calamansi 5. Distilled water
2. Toothpaste 6. Shampoo
3. Vinegar 7. Tap water
4. Soap
V. Assignment Bring the following materials for the next meeting:
1. Rain water
2. River, lake, stream water
3. Pond
4. Canal
5. Water from faucet
6. Deep well or hand pump
7. Bottled water
Prepared by:

SARA JOY L. BERNALES

Subject Teacher