Republic of the Philippines

OUR LADY OF RANSOM CATHOLIC SCHOOL

Mangga I, Matatalaib, Tarlac City
S.Y. 2019-2020

WEEK 3 (LEARNING PLAN SCIENCE 7)

I. OBJECTIVES
Content Standard:

 The learners demonstrate an understanding a Scientific ways of acquiring knowledge and solving problems.
Performance Standard:

 The learners perform in groups in guided investigations involving community based problems using locally
available materials.

Learning Competencies:

The learners...

 Describe the components of a scientific investigation;

 Investigate properties of unsaturated or saturated solutions;
 Express concentrations of solutions quantitatively by preparing different concentrations of mixtures according
to uses and availability of materials;
 Distinguish mixtures from substances based on a set of properties;
 Recognize that substances are classified into elements and compounds;
 Investigate properties of acidic and basic mixtures using natural indicators; and
 Describe some properties of metals and non-metals such as luster, malleability, ductility, and conductivity.

II. SUBJECT MATTER

Lesson: Doing Scientific Investigations
Sub. Topics:
 Ways of acquiring knowledge and solving problems
Reference: Science for the 21st century by Jomar Aries T. Laurente Et. Al pg. 4-13
Strategies: Discovery Learning, Cooperative Learning

III. ORGANIZING BIG IDEAS:

Essential Understanding

 Students will develop a strategy on how to solve community-based problems in developing awareness on using
locally available materials by applying knowledge about the classifications and properties of substances and
guided controlled investigations in a scientific ways

Essential Questions:

 How can we solve community-based problems in a scientific way?

IV. PROCEDURE
A. Explore
Activity 1: Focus Question

WHAT I THINK

WHAT I LEARNED
 Process Questions:
1. What I think about Laboratory room?
2. What I think about Laboratory Safety Precautions and Laboratory Symbols?

Activity 2: Launch Pad

A science laboratory is a place of learning and exploration. It provides students and
professionals with various opportunities to discover and develop several technologies that solve science-
related problems.
Materials: Writing instruments and science notebook
Procedure:
1. Take a tour of your science laboratory.
2. List five of each of the following in your notebook.
a. Common laboratory apparatuses in your school laboratory.
b. Dangerous situations that you may experience in the laboratory.
c. Rules that you must obey while inside the laboratory.
3. Share what you have listed with the class.
Guide Questions:
1. What do you like most about your science laboratory?
2. How much do you know about your science laboratory before the activity?
3. What would be the most important thing to consider while you are inside the laboratory?

B. Firm-up
Activity 3: Identifying Laboratory Equipment/Apparatus
Objective: Identify the names and functions of the pieces of laboratory equipment/apparatus found in a
typical chemistry laboratory?
 
Procedure:
1. Locate each piece of laboratory equipment on the benches in the room.  
2. Match the equipment with the description of its function on the board.
Activity 4: Laboratory Safety Measures
Direction: Answer these questions using the list of safety rules and the Lab Nightmare picture.

Lab Nightmare Picture

 1. List 3 unsafe activities shown in the picture and explain why each is unsafe.
Activity Why unsafe?
1.
2.
3.

2. List 3 safe activities shown in the picture and explain why each is safe.

Activity Why safe?

1.
2.
3.

3. Name two safety rules that are on the list of safety rules but are not shown in the picture.

TRUE OR FALSE
1. ______ the lab is a good setting for practical jokes.
2. ______ Spilled chemicals should be wiped up immediately.
3. ______ it is unnecessary to report minor lab accidents.
4. ______ performing experiments not assigned by the teacher is good creative procedure.
5. ______ Chemicals should never be tasted.
6. ______ only the teacher needs to know the location of the lab safety equipment.

What Should You Do If …

7. Your clothes catch on fire?

8. Chemicals spill on your hand?
9. You get a particle in your eye?
10. You get cut from broken glass?

C. Deepen
Activity 5: Practice It!
Objectives:
1. Identify the mass and volume of a given material.
2. Practice performing precise measurements and handling laboratory equipment.
Materials: 250-ml beaker, three 50 ml beakers, 10 ml pipette, 10 five-peso coins, triple beam balance
Procedure:
Note: make sure all pieces of equipment are clean and dry before starting the activity.
A. Measuring and transferring liquids
1. Fill the 250-ml beaker with about 200 ml of water. Set it aside.
2. Label each of the three 50 ml beakers as first trial, second trial, and third trial.
3. Weigh each of the three 50 ml beakers.
4. Fill the 10 ml pipette with water and drain it into the first 50 ml beaker.
5. Get the total mass of the beaker with water from the pipette. Record the measurement as first trial.
6. Do steps 3-5 again using the other two beakers.
7. Make sure that the volume of water put in each beaker is equal in all three trials.
B. Measuring by difference
1. Reset the balance to zero. Stack 10 five-peso coins into the balance.
2. Remove one coin. Record the total mass of the remaining coins.
3. Then remove two more coins. Record the remaining mass.
4. Continue removing and recording the mass of the coins until nothing is left in the balance.
Guide Questions:
1. How can you apply measuring by difference and measuring the amount of liquids in real life?
2. What are the skills needed to successfully accomplish the task?
3. In the first task, were you able to get the same measurement for the first three trials? If not, why? If yes,
how did you do it?

D. Transfer

Activity 6: Focus Question (Revisiting the map of conceptual change)

WHAT I THINK

WHAT I LEARNED

Process Questions:
1. What I learned about Laboratory room?
2. What I learned about Laboratory Safety Precautions and Laboratory Symbols?

Activity 7: Mini-task
Direction: You are an architect employed to design the renovation of the science laboratory of a school.
You are to create a design of a floor plan of the planned laboratory that will be presented to the school
principal. The floor plan should feature the capacity of working areas, cleaning facilities, storage
facilities, proper ventilation, and safety equipment appropriate for the school. You may consider the
space requirements needed for a safe and accessible science laboratory. The floor plan will be evaluated
based on creativity, accuracy of the information and utilization of scientific concepts.

CRITERIA FOR GRADING:

Creativity – 5 points
Accuracy of information- 5 points
Utilization of scientific concepts – 5 points
TOTAL: 15 points

Prepared by:

MS. CORINA S. DOMINGO

Name and Signature

Checked by:

MS. JENALYN G. DE LARA

Subject Coordinator
 Approved by:

Mr. MELVIN M. SURLA

ACADEMIC COORDINATOR