TEACHER Rowena S.

Nadao GRADE LEVEL Seven (VII)

LEARNING AREA Science UNIT 1 Diversity of Materials in the Environment
QUARTER First MODULE 2-3 Substances and Mixtures/ Element and Compound
DAILY
WEEK 4-5 / DAY 1
LESSON
LOG Date Date
SECTION Section
I. OBJECTIVES  
A. Content Standards The learners should be able to:
 prepare different concentrations of mixtures according to uses and
availability of materials
B. Performance Standards  The learners demonstrate understanding of the properties of substances
  that distinguish them from mixtures some important properties of solutions
C. Learning Competencies/ The learners should be able to…
Objectives LC code for each  Distinguishes mixtures from substances based on a set of properties;
S7MT-Ie-f-4
 Distinguish mixtures from compounds according to its composition and
properties (Use Venn diagram, Tabulation, Table organizer, etc.)
Specific Objectives:
 State the characteristics of a mixture and a compound
 Differentiate compound from mixture according to its composition
ad properties using a venn diagram
 Recognize different materials at home that are mixtures and
compounds.
II. CONTENT Differentiating Compound and Mixture
III. LEARNING RESOURCES
A. References  
1. Teacher’s Guide Pages pp.
2. Learners Guide Pages pp. 35-38
3. Textbook Pages Curriculum Guide p.
4. Additional Materials from
Learning Resource (LR)Portal
B. Other Learning Resources https://science4inquiry.com/LessonPlans/PhysicalScience/Elements/ElementsCom
poundsFinal.pdf
https://www.edb.gov.hk/attachment/en/edu-system/primary-
secondary/applicable-to-secondary/moi/support-and-resources/science-
education-secondary-1
https://www.slideshare.net/ewalenta/ch-2-classification-of-matter-ppt
science4inquiry.com

IV. PROCEDURES  
Daily Activities Prayer / Greetings
Checking of attendance
A. ELICITING: Recall: Think-pair-share
Reviewing previous lesson or Task: Find out whether your students understand the definitions of elements and
presenting the new lesson compounds.
Procedure:
1. Show the diagrams/ pictures on to the board.
What type of substance does each picture show? Is it an element or
compound?

Photo Credits to boardworks Ltd.

Do they
represent
Atom and Procedure:
an atom molecules molecules molecule atom
molecule a. Instruct the students to work in
or a
molecule? pairs to identify which diagrams
Is it an represent the elements, the
element compounds.
Mixture of Mixture of b. Tell them they have to be able to
or compound element element
compound element explain their choices.
compoun
d? c. Next, present their answers to
the whole class to know If they
disagree, they have to discuss the example with each other and agree
on the right answer.
d. Listen carefully to what they are saying.
 e. Show the decision Tree to guide the students in attaining the correct
answer.
Ask:
1. How are elements different than compounds?
Answer: Responses will vary but should include that elements are
composed of 1 shape (atom) whereas compounds are composed of 2 or
more shapes (atoms).
2. How are elements and compounds related to pure substances?
Answer:Responses will vary but should include that elements are made of
just 1 atom and compounds are made of just 1 combination of atoms with
nothing else mixed in, so they are considered pure substances.
T.N.
At the end of the activity you can revise the definitions and be confident that they
are understood

B. ENGAGEMENT: Before we begin….

Establishing a purpose for the lesson
C. EXPLORATION:
Presenting examples/instances of the
new lesson/ Performing Experiments
and Activities
 Card Sort
o Look at the picture
o Place a check mark (√) in the proper column if the given example
is a mixture or compound.
o Discuss why you have chosen this card placed in the first column
and the other cards in the second column.
Compounds Mixtures

D. EXPLANATION: Activity:
Discussing new concepts and Mixture vs. Compound
practicing new skills #1 Task: Finding similarities and differences between mixture and compound
 Discussing new concepts and Direction: Complete the diagram on the properties of mixtures and compound.
practicing new skills #2 Below are the list of the different properties of mixtures and compound.

 Variable Composition (Contains 2 or more substances)

 Fixed Composition (the composition is always the same and
 No bonds between components
 Can be separated by physical means
 Can be separated by chemical means
 Involve Substances
 Contain two or more elements
 Can be separated into elements
 Bonds between components
 Retains the properties of the individual components.
 The properties are very different from the original components

Developing mastery (Leads to Checking for your Understanding:

Assessment 3) Read the following information on compound and mixtures. Fill in the blanks where
necessary.
COMPOUNDS:
 A pure substance containing two or more kinds of _____________.
 The atoms are ____________ combined in some way. Often times they
come together to form groups of atoms called molecules.
 A compound is always homogeneous (uniform)
 Compounds ____________ be separated by physical means. Separating a
compound requires a chemical reaction.
 The properties of a compound are usually different than the properties of
the elements it contains.
MIXTURES:
 Two or more __________ or ____________ NOT chemically combined.
 No reaction between substances.
 Mixtures can be uniform called ______________ and are known as
solutions.
 Mixtures can also be non-uniform called _____________.
 Mixtures can be separated into their components by chemical or physical
means.
 The properties of a mixture are similar to the properties of its components.

E. ELABORATION:
Finding practical applications of 1. How are compounds similar and different than mixtures?
concepts and skills in daily living Answer:
Responses will vary but should include that…..
F. GENERALIZATION:
 Compounds include more than one substance that are chemically
Making generalizations and
bonded whereas mixtures are combinations of more than one
abstractions about the lesson
substance that are NOT chemically bonded.
 They both include more than one substance (atoms for
compounds, compounds for mixtures), but one is chemically
bonded and the other is not.
2. Why would a model/diagram be necessary to learn about elements,
compounds, mixtures, and pure substances?
Answer: Responses will vary but should include that it is sometimes impossible to
see the differences between these substances because their differences occur at a
molecular level. Modelling the substances gives us a chance to see their similarities
and differences.

G. EVALUATION:
Evaluating learning outcomes
 Photo credits to:Https://www.google.com/url?sa=i&url=https%3A%2F%2Fwww.tes.com%2Fen-us
%2Fteachingresource%2Ffacebook-reactions-exit-ticket-
H. EXTENSION:
Scavenger Hunt:
Additional activities for application or
Look for any materials or objects at home that can be considered compound
remediation
or mixture based on the properties learned

State the property(ies) of the

COMPOUND or
SAMPLE sample that makes it a
MIXTURES
compound or mixture

V. ASSIGNMENT Direction: Collect at least 6-8 different sample pictures of materials that are
substances or mixtures found at home or in the community. Look for the following:
Common Name Chemical Formula Chemical Name
Ex. Table Salt NaCl Sodium Chloride

VI. REMARKS
VII. REFLECTION

Grade Level/ Section  

A. No. of learners who earned 80% in

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

JONALITA C. CRISTOBAL
Coordinator, Science