Republic of the Philippines

Department of Education
Region V
SCHOOLS DIVISION OF MASBATE PROVINCE
AMADOR-BELLO HIGH SCHOOL
Gangao, Baleno, Masbate

School: Amador-Bello High School Grade Level: 8

Teacher: Jervin H. Jesalva Learning Area: Science

Time and Date: OCTOBER 17-21, 2022 Quarter/Week/Day Q21W6D1-D5

I. OBJECTIVES ANNOTATIONS

-PPST INDICATORS/KRA
OBJECTIVES/RUBRIC INDICATORS TO BE
OBSERVED DURING THE DEMONSTRATION

A Content The learners demonstrate understanding of…

. Standard
1. The learner demonstrates understanding of the properties of
substances which distinguish them from mixtures.

B Performance The learners should be able to…

 . Standard The learner investigates the properties of mixtures of varying
concentrations using available materials in the community for
specific purposes.

C Learning The learner recognizes that a substance has a unique set of PPST MODULE 7
. Competency properties (S7MT-Ie-f4) KRA 3, OBJECTIVE # 7
1. Record boiling point. Planned, managed and implemented
2. Describe the boiling point of a mixture. developmentally sequenced teaching and
3. Graph the boiling point of a mixture. learning processess to meet curriculum
requirements and varied teaching context.

II. CONTENT Boiling Point of Pure Substances

III LEARNING
. RESOURCES

A. References

1. Teacher’s
Guide pages

2. Learner’s pp. 132-133

Module
pages

3. Textbook
pages

4. Other Functional Biology-Modular Approach, 2nd edition. Philippines:

additional Vibal Publishing House,Inc. pp. 106-108 Science and Technology
materials II: Biology Textbook. NISMED.2012. Philippines Department of
from Learning Education. (2003). Science and Technology for the Modern World
Resource(LR) II. Makati City: DNS Company,Inc.pp. 168-169
 Portal

B Other learning
. resources

IV. PROCEDURE

A ELICIT The teacher will ask the students the following questions: PPST MODULE 4
.  How would you describe the appearance of a halo-halo? KRA 2, OBJECTIVE # 4
Answers will be elicited from the students. Managed classroom structure to engage
 How would you describe the appearance of seawater? Answers learners, individually or in groups, in meaningful
will be elicited from the students. exploration, discovery and hands-on activities
 Both halo-halo and seawater have more than one component. within a range of physical learning
What do we call a substance with more than one component? environments.
These substances are called mixtures.
What do we call a mixture with more than one phase? These are
called heterogeneous mixtures.
 How about a mixture which looks the same throughout? These
mixture is called homogeneous mixtures.
We can’t easily identify if the substances we see, touch or
taste are mixtures if we don’t separate its components. However,
we can separate mixtures using their other physical properties.
B ENGAGE The teacher will facilitate the discussion:  Have you ever PPST MODULE 9
. experienced having a cough and your mother or lola treated you KRA 3, OBJECTIVE # 9
with medicinal plants? Answers will be elicited from the students. Selected, developed, organized and used
appropriate teaching and learning resources,
 What are those medicinal plants? Students will answer plants
such as sambong. including ICT, to address learning goals.

PPST MODULE 2
 What do they do with the leaves? They place it on the pan with
water and allow it to boil. They will transfer the liquid to a glass KRA 1, OBJECTIVE # 2
and it is what I will drink. Applied a range of teaching strategies to
develop critical and creative thinking, as well as
  What is the color of the liquid? The liquid is green. other higher-order thinking skills.

 Why is it green? The color of the leaves mixed with water.

The liquid you drink to treat cough is an example of a mixture. In

your lower grades, you knew that a mixture has a number of
components if you separate it using filtration, magnetization,
sieving and flotation. Today, we will focus on how we can identify
a mixture based in its physical characteristics, the boiling point.

Introduction of the learning objectives will follow using Read Aloud

strategy.

At the end of the learning session, we should be able to:

1. Record boiling point.
2. Describe the boiling point of a mixture.
3. Graph the boiling point of a mixture.

C EXPLORE The students will be seated by group. The teacher will facilitate PPST MODULE 3
. the review of the laboratory dos and donts. KRA 1, OBJECTIVE # 3
Used a range of teaching strategies that
Laboratory Safety Rules enhance learner achievement in literacy and
8. Report all accidents, injuries, and breakage of glass or numeracy skills.
equipment to instructor immediately.
9. Keep pathways clear by placing extra items (books, bags, etc.)
on the shelves or under the work tables. If under the tables, make PPST MODULE 6
sure that these items cannot be stepped on KRA 2, OBJECTIVE # 6
10. Work quietly — know what you are doing by reading the Used differentiated, developmentally appropriate
assigned experiment before you start to work. Pay close attention learning experiences to address learners’
to any cautions described in the laboratory exercises gender, needs, strengths, interests and
11. Wear safety goggles to protect your eyes when heating experiences.
substances, dissecting, etc.
12. Do not attempt to change the position of glass tubing in a
 stopper.
13. Leave your work station clean and in good order before
leaving the laboratory.
14. Follow all instructions given by your teacher.

The activity sheets will be distributed to the students who will be

given 15 minutes to conduct the experiment and answer the
questions in it.

D EXPLAIN Each group shall present their output. PPST MODULE 2

. The teacher will facilitate the discussion: KRA 1, OBJECTIVE # 2
 What is the boiling point of acetone? Water? Ethanol? The Applied a range of teaching strategies to
boiling point of acetone is 56°C, water is 100°C and ethanol is develop critical and creative thinking, as well as
78°C. other higher-order thinking skills.

 How will you describe the boiling point of each of the liquid after
recording the mean temperature readings? The boiling point of
each of the liquid did not change after 5 mean temperature
readings.
E ELABORATE The teacher will facilitate the discussion:  What is boiling point? PPST MODULE 9
. Boiling point is the temperature at which liquid starts to form into KRA 3, OBJECTIVE # 9
a gas. Selected, developed, organized and used
appropriate teaching and learning resources,
Boiling point is one characteristics that is retained by each including ICT, to address learning goals.
component of a mixture The sequence of the boiling points
exhibited by a mixture will be depend on the component which
boils at the lowest to highest temperature.

 At what temperature did the water started to evaporate? The

water started to evaporate at 100°C.
  What will happen if all the water was gone? When all of the
water is gone, only the salt crystals remained.

 What will happen to the boiling point of a mixture if it contains

three or more components? If a mixture contains three or more
components, the boiling point continues to increase.

 Can boiling point be used to identify a component of a mixture?

How? Yes. Certain component of a mixture reaches a certain
boiling point, I t is easy to identify its name because substances
have a specific boiling point.

Very good! The first component to boil is considered to have the

lowest boiling point while the last one to boil is considered to have
the highest boiling point.

F EVALUATE Answer the questions below: PPST MODULE 10

. 1. In a salt solution exposed to heat, the volume of the water KRA 4, OBJECTIVE # 10
decreased when it reached its boiling point. What is boiling point? Designed, selected, organized and used
diagnostic, formative and summative
assessment strategies consistent with
curriculum requirements.
 2. What happens to a boiling point of a mixture as components
evaporates one after another. Which graph below correctly shows
the trend of boiling point for mixtures? Why?

G EXTEND Identify a mixture at your own house. Look for its ingredients and PPST MODULE 10
. search for the boiling points of each. You may look at reference KRA 4, OBJECTIVE # 10
tables. Designed, selected, organized and used
diagnostic, formative and summative
assessment strategies consistent with
curriculum requirements.

PPST MODULE 2
KRA 1, OBJECTIVE # 2
Applied a range of teaching strategies to
develop critical and creative thinking, as well as
other higher-order thinking skills.
V. REMARKS Follow up questions can be conducted
by the teacher if higher level questions
were not answered by the students

In case of homogenous advanced

learner, the assignment below can be
used:

A 250ml of water is already boiling

for 2 minutes and a 3 temperature
reading was recorded. It was added
with 250ml olive oil with a boiling point
of 300°C. Three more readings were
recorded. 1. What will happen to the
boiling point of water? 2. If you are to
graph the total of six (6) readings, how
will it look like?

VI. REFLECTION The duration of this lesson varries on

the learners coping ability, given that
most of the learners are non-readers.

VII. OTHERS

A. No. of
learners
who
 earned
80% on
the
formative
assessme
nt
B. No. of
learners
who
require
additional
activities
for
remediatio
n.
C. Did the
remedial
lessons
work? No.
of learners
who have
caught up
with the
lesson.
D. No. of
learners
who
continue
to require
remediatio
n.
E. Which of
my
teaching
strategies
 worked
well? Why
did it
work?
F. What
difficulties
did I
encounter
which my
principal
or
supervisor
can help
me solve?
G. What
innovation
or
localized
material/s
did I
use/discov
er which I
wish to
share with
other
teachers?