Republic of the Philippines

National Capital Region

Schools Division Office, Quezon City
SAUYO HIGH SCHOOL
2nd Laguna St. NIA Village Sauyo, Novaliches Quezon City

Quarter: FIRST Learning Area: MATTER Date: JULY 15, 2019

Boyle: Copernicus Galileo Fischer Avogadro
SCHEDULE:
6:00-6:50 6:50-7:40 8:30-9:20 9:45-10-35 10:35-11:20

I. OBJECTIVES

A. Content Standard The learners demonstrate an understanding of the properties of substances

that distinguish them from mixtures.

The learners should be able to investigate the properties of mixtures of

B. Performance Standards
varying concentrations using available materials in the community for specific
purposes.

The learners should be able to distinguish mixtures from substances based

C. Learning Competency on a set of properties S7MT-If-4.2

Given the necessary materials, students should be able to;

1. explain the different separation techniques.
D. Specific Objectives 2. use a diagram or flowchart to show separation techniques and materials
collected after separation.
]] -
2. recognize the importance of separating the mixtures.
II. CONTENT

A. Topic: WAYS OF SEPARATING MIXTURES

B. Sub-topic:

C. Materials Needed: Visual aids, calculator, paper, learners module, science work text

III. LEARNING RESOURCES

A. References:
Teacher’s Guide pages
Learner’s Module pages 21
Textbook pages Science Worktext for Grade 7 (Educational Resources Corp. pp. 45-47)
B. Other Learning Resources:
Primary Media
Operating System

Copyright URL
IV. PROCEDURES

Identify whether the following mixture is a HOMOGENEOUS or a

HETEROGENEOUS mixture.
A. Reviewing previous 1. Vinegar 6. Bowl of colored candies
lesson or presenting the
2. Dishwashing detergent 7. Cereal in milk
new lesson (ELICIT)
3. Vegetable soup 8. Pizza
4. Alcoholic drinks 9. Salad
5. Gravel and sand 10. Hot coffee
Arrange the jumbled letters
B. Establishing a purpose 1. SNATRAPIEG
for the lesson (ELICIT)
2. CHINETSSEQU
3. TRESUXIMS
C. Presenting
Examples/instances of the Introduce the topic and Give an orientation about the activity
new lesson
, states the objectives and procedures.
(ENGAGE)

Group 1 and 2
Directions: use the following physical properties of the mixture in the table
below to plan method for separating a mixture containing water and
substance.

Substance Physical Properties Separation

Procedure
Solid particles, visible to the eye, does
Baby powder not dissolve in water, floats on top of
the water, nonmagnetic
Solid, white, crystals, able to see
Table salt small grains, quickly dissolves in
water, nonmagnetic
Solid, fine white particles, too tiny to
Powdered see, does not dissolve in water, are
limestone suspended in water, nonmagnetic
Solid, fine gray particles, does not
Iron fillings dissolve in water, sink in water and fall
to the bottom, magnetic
Glycerol Liquid, viscous, clear and colorless,
higher density and much higher
boiling point than water, dissolves
quickly in water, nonmagnetic

Group 3 and 4
Directions: Read the situation below and write the answer on the blank after
each question.
1. I gave my student a mixture containing sulfur, (INSOLUBLE) and
D. Discussing new concepts potassium chloride (SOLUBLE) and I asked him to separate them. Firstly, he
and practicing new skills stirred it. Next, she evaporated the filtrate.
(EXPLORE) a. what substance was the residue in the filtration? ____________________
b. describe what the filtrate was. __________________________________
c. what difference in properties allows substances to be separated by
filtration? ____________________________________________________
d. what substance was collected by evaporation? _____________________
e. what difference in properties allowed this separation? _______________
f. the potassium chloride collected was found to be impure. What process
could be used to purify it? ________________________________________

Group 5 and 6
Direction: Construct a FLOWCHART to show the separation of the given
mixtures. Your flowchart should show your detailed procedure and what was
collected after each procedure.

MIXTURE FLOWCHART
1. a mixture of gravel, sand and salt was
sieved. What passed through the sieve was
mixed with water and allowed to stand. A
sediment formed. The clear liquid was
poured off and evaporated. The sediment
was also dried.
2. dirty, salty water was filtered. The filtrate
was then distilled.
3. a mixture of salt, water and saw dust
(INSOLUBLE) was filtered. The residue was
dried. The filtrate was divided into 2 parts.
One part was evaporated and the other part
was distilled.
E. Developing Mastery
*Facilitate the OUTPUT of each group. Let their group representative
(EXPLAIN) explain and discuss their work in order to determine their capability
and understanding about the concepts.

Ask:
1. What are some of the observable properties that need to be
F. Finding practical considered in separation of components of mixtures?
applications of concepts 2. How useful are these properties in the selection of the process of
and skills in daily living separation?
(EXTEND) 3. Why do we need to know how to separate the components of
mixtures?

Provide “LECTURETTE”. Make sure students will develop an

understanding that:
There are different ways to separate the components of mixtures. They
are as follows:
FILTRATION which is used to separate an insoluble solid from a liquid
based upon difference in size.
EVAPORATION which is used to separate soluble solid from a liquid
based on difference in boiling point.
CRYSTALLIZATION which is used to separate two or more soluble
solids based upon difference in solubility.
DISTILLATION which is used to separate a solvent from a soluble
G. Making generalizations solid based upon difference in boiling point.
and abstraction about the FRACTIONAL DISTILLATION which is used to separate miscible
lesson liquids based upon difference in boiling point.
(ELABORATE)
SEPARATING FUNNEL which is used to separate two immiscible
liquids from one another based upon difference in miscibility.
MAGNETISM used to separate solid from one another based upon
difference in their ferromagnetic property.
DECANTATION used to separate insoluble solid from a liquid based
upon differences in density.
SEDIMENTATION used to separate insoluble solid from a liquid based
upon difference in density.
CENTRIFUGATION used to separate a homogeneous mixture where
one component is heavy.
SIEVING is the process to filter the components of a mixture with
different sizes. It allows fine particles to pass through the holes of the
sieve, while the bigger impurities remain on the sieve.
PAPER CHROMATOGRAPHY used to separate soluble substances
from one another based upon differences in retention rates as the
solvent moves over paper.

Direction: choose the letter of the correct answer

1. which of these terms is not used to describe a solid which remains
behind during a separation process?
a. sediment c. distillate
b. residue d. filtrate

2. a mixture of iron fillings and copper fillings could best be separated

H. Evaluating Learning by__________.
(EVALUATE) a. adding water, then filtering c. sieving
b. magnetic separation d. distillation

3. which of the following separations cannot be carried out using a

centrifuge? The separation of ____________.
a. salt from sea water c. cream from milk
b. water from wet clothes d. red blood cells from plasma
 4. which of the following techniques would best be used to separate
gasoline and water?
a. filtration c. chromatography
b. fractional distillation d. decanting

5. decantation is limited to ___________

a. liquid to liquid homogeneous mixtures
b. solid to solid hetegeneous mixtures
c. solid to liquid or liquid to liquid heterogeous mixtures
d. solid to liquid homogeneous mixtures

I. Agreement
(EXTEND)

V. REMARKS

VI. REFLECTION

A. No. of learners who earned

75% in the evaluation

B. No. of learners who require

additional activities for
remediation who scored below
75%

C. Did the remedial lesson

work?

D. No. of learner who continue

to require remediation

E. Which of my teaching
strategies worked 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 wish to share with
other teachers?
 Republic of the Philippines
National Capital Region
Schools Division Office, Quezon City
SAUYO HIGH SCHOOL
2nd Laguna St. NIA Village Sauyo, Novaliches Quezon City

Quarter: FIRST Learning Area: MATTER Date: JULY 16-17, 2019

Boyle: Copernicus Galileo Fischer Avogadro
SCHEDULE:
6:00-6:50 6:50-7:40 8:30-9:20 9:45-10-35 10:35-11:20

I. OBJECTIVES

A. Content Standard The learners demonstrate an understanding of classifying substances as

elements or compounds.

The learners should be able to classifying substances as elements or

B. Performance Standards
compounds.
.

C. Learning Competency
The learners should be able recognize that substances are classified into
elements and compounds.
1. differentiate elements from compounds based on their composition from
the give chemical names and formulas of elements and compounds
S7MT-Ig-h 5.1

Given the necessary materials, students should be able to;

1. distinguish between elements and compounds. (DAY 1)
D. Specific Objectives 2. recognize that compounds consists of specific elements. (DAY 2)
5. participate actively in classroom discussions and activities.

II. CONTENT

A. Topic: ELEMENTS and COMPOUNDS

B. Sub-topic:

C. Materials Needed: Visual aids, Science work text, projector, laptop, sulphur, sugar, metal
spoon, candle, learners module, science notebook
III. LEARNING RESOURCES
A. References:
Teacher’s Guide pages 38
Learner’s Module pages 27-28
Textbook pages Science work text for grade 7 Educational Resource Corp. pp. 48-52)
B. Other Learning Resources:
Primary Media
Operating System

Copyright URL
IV. PROCEDURES

Arrange the jumbled letters

A. Reviewing previous 1. SNATRAPIEG

lesson or presenting the 2. CHINETSSEQU
new lesson (ELICIT)
3. TRESUXIMS
4. TIONEDNACTA
5. TRALIFTOIN
 Directions: Study the observations obtained before and after heating over
the flame a small amount of sulfur powder and sugar in separate vials.
B. Establishing a purpose
for the lesson (ELICIT) Chemical System Color before heating Color after heating
Sulphur Yellow Yellow
Sugar White Black

Guide Questions:
C. Presenting 1. What property distinguishes sulphur and sugar before and after heating?
Examples/instances of the 2. Which substance retained its property even after heating?
new lesson 3. Which substance is an element?
(ENGAGE) 4. Which substance is a compound?
5. Explain your answer in numbers 3 and 4?
6. What is the black substance that remained after heating sugar?

Do ACTIVITY 2- Enrichment activities

Science work text for grade 7 Educational Resource Corp. pp. 51-52)
A. ELEMENT VS. COMPOUND
Classify each of the following substances as an element or a
compound.
Substance Type of Substance
1. Carbon dioxide
2. Chlorine
3. Table salt
4. Oxygen
5. Water
6. Iron wire
7. Helium
8. Sulfur dioxide
9. Magnesium ribbon
10. Sodium hydroxide

-DAY 2, JULY 17, 2019-

B. CHEMICAL SYMBOL and CHEMICAL FORMULA
Chemical symbol stands for the elements name while chemical
formula stands for the compounds composition or components
D. Discussing new concepts
element.
and practicing new skills
(EXPLORE)
1. Write the CHEMICAL SYMBOL or NAME for the given element.
a. Fluorine ________________
b. Helium ________________
c. Copper ________________
d. Al ________________
e. Ne ________________
2. Write the chemical formula or name for the given compounds.
a. H2O2 ________________
b. NaCl ________________
c. SO2 ________________
d. Carbon monoxide ________
e. Potassium chloride________
C. COMPOUNDS
Determine what composed the following compounds
Name of Compound Chemical Elements in the
Formula Compound
Ex. Sulfur dioxide SO2 1 atom S, 2 atoms O
1. magnesium chloride MgCl2
2. ammonia NH3
3. sodium hydroxide NaOH
4. carbon tetrachloride CCl4
5. silver oxide Ag2O
 Facilitate the OUTPUT of each students. Call students to explain and
E. Developing Mastery discuss their work in order to determine their capability and
(EXPLAIN) understanding about the concepts.

APPLY WHAT YOU KNOW

F. Finding practical
applications of concepts
Suppose you have discovered a chemical compound that doubles a
and skills in daily living person’s intelligence. However, the compound will cause the person
(EXTEND) to be permanently sterile. Will you recommend the use of compound?
WHY or WHY NOT?

Provide “LECTURETTE”. Make sure students will develop an

understanding that:
ELEMENTS are the simplest form of pure substances because they are
made up of only one kind of atoms. No physical or chemical process
can further change it to simpler forms. The smallest unit of an element
that can take part in a chemical reaction is an ATOM. Examples of
G. Making generalizations these are GOLD, SILVER, COPPER, CARBON, SULFUR and
and abstraction about the OXYGEN.
lesson When an element chemically combines with another element, it is
(ELABORATE) changed chemically into a complex substance with fixed compositions
these complex pure substance are the COMPOUNDS because they are
made up of two or more kinds of atoms. Compounds can be broken
down into simpler substances by chemical process. Examples of
compounds are WATER, SALT, SUGAR, CARBON DIOXIDE,
METHANE and AMMONIA.

Classify each of the following Pure Substance as ELEMENT or

COMPOUND.
___________1. Alcohol
H. Evaluating Learning ___________2. Nitrogen monoxide
(EVALUATE) ___________3. Iron
___________4. Sodium carbonate
___________5. Magnesium
___________6. Mercury
___________7. Carbon dioxide
___________8. Fluorine
___________9. Table salt
___________10. Methane

Make a list of about five common compounds. For each compound,

identify the component elements and other relevant information as
provided in the table shown below. (An example is given to guide you.
Refer to science materials and or websites.)

Common Chemical Chemical Component

Name of Name Formula Elements
I. Agreement Compound
(EXTEND) e.g, muriatic Hydrochloric HCl H-hydrogen
acid acid Cl-chlorine
V. REMARKS

VI. REFLECTION

A. No. of learners who earned

75% in the evaluation

B. No. of learners who require

additional activities for
remediation who scored below
75%

C. Did the remedial lesson

work?

D. No. of learner who continue

to require remediation
E. Which of my teaching
strategies worked 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 wish to share with
other teachers?
 Republic of the Philippines
National Capital Region
Schools Division Office, Quezon City
SAUYO HIGH SCHOOL
2nd Laguna St. NIA Village Sauyo, Novaliches Quezon City

Quarter: FIRST Learning Area: MATTER Date: JULY 19-20, 2019

Boyle: Copernicus Galileo Fischer Avogadro
SCHEDULE:
6:00-6:50 6:50-7:40 8:30-9:20 9:45-10-35 10:35-11:20

I. OBJECTIVES
A. Content Standard
B. Performance Standards
C. Learning Competency
D. Specific Objectives
II. CONTENT
The learners demonstrate an understanding of classifying substances as
elements or compounds.
The learners should be able to classifying substances as elements or
compounds.
The learners should be able recognize that substances are classified into
elements and compounds.
1. describe briefly the history and basis of naming elements.
S7MT-Ig-h 5.2
Given the necessary materials, students should be able to;
1. be familiar with the layout of the periodic table. (DAY 1)
2. know some information about the elements that may be found in the
periodic table (DAY 2)
3. identify the group number an element it belongs to. (DAY 2)
4. recognize the importance of studying the periodic table of elements.

A. Topic: ELEMENTS in the Periodic Table

B. Sub-topic: “The Periodic Table: Its ELEMENT-ary”

C. Materials Needed: Visual aids, Science work text, projector, learners module, science
notebook, periodic table of elements
III. LEARNING RESOURCES
A. References:
Teacher’s Guide pages 46-47
Learner’s Module pages 31-34
Textbook pages Science work text for grade 7 Educational Resource Corp. pp. 48-52)
B. Other Learning Resources:
Primary Media POWERPOINT PRESENTATION
Operating System WINDOWS 8
http:/world-of-chemistry.periodic-table-of-elements.org
Copyright URL
IV. PROCEDURES
Checking of assignments
Make a list of about five common compounds. For each compound,
identify the component elements and other relevant information as
provided in the table shown below. (An example is given to guide you.
Refer to science materials and or websites.
Common Chemical Chemical Component
A. Reviewing previous Name of Name Formula Elements
lesson or presenting the Compound
new lesson (ELICIT) e.g, muriatic Hydrochloric HCl H-hydrogen
acid acid Cl-chlorine
 Ask the students how they ORGANIZE or ARRANGE their bedrooms,
B. Establishing a purpose closets or photo albums.
for the lesson (ELICIT)
Conduct a group game arranging numbers according to age, birth,
month, shoe size etc. (TENTATIVE)

*Introduce the topic ELEMENTS in the Periodic Table using the first
second, third and fourth slide of the PowerPoint presentation.

C. Presenting
Examples/instances of the
new lesson
(ENGAGE

*Give an orientation about the activity

“The Periodic Table: Its ELEMENT-ary”
, states the objectives and procedures.

(Science Learners Module pages 32-34)

PROCEDURE:
1. Every element has a NAME. In each box of the table, you will find
only one name. One box corresponds to one element.
Using the partial figure of the periodic table on the right, find where
oxygen is.

2. for the next questions, please refer to the periodic table of the
elements. Write your answers for each questions in table 1.
D. Discussing new concepts
and practicing new skills Scientists agreed to give SYMBOLS for each
(EXPLORE) element. This is very helpful especially to those
elements with long names. Instead of writing the full
names, a one-letter or two-letter symbol may be
used. You can find these symbols in the periodic
table too. It is written inside the same box for that
element. For instance, O is the symbol for oxygen

Q1: What are the symbols for elements with long

names such as beryllium, phosphorus, germanium
and darmtatdtium

NOTICE that most of the on-letter symbols are

the first letters of these elements
Q2: What are the symbols for boron, nitrogen, fluorine and vanadium?

For the two-letter symbols, most of them start

with the first letter of the element. Notice that the
second letter in the symbol may be any letter
found in the elements name. Notice as well that
only the first letter is CAPITALIZED for the two-
letter symbols.

Q3: What are the symbols for lithium, chlorine, argon,

calcium and manganese?

There are symbols that use letters that were

taken from the ANCIENT NAME of the
element. Examples of ancient names are
ferrum (iron), argentum (silver), cuorum
(copper) and plumbum (lead).

Q4: What are the symbols for iron, silver,

mercury and lead?

In the earlier grade levels, you already encountered elements.

You studied rocks and learned that some are composed
of silicon and magnesium. Some even have gold

Q5: What are the symbols for silicon, magnesium and gold?

When you were recycling materials, you segregated the objects

according to what these are made of. Some of them are made from
aluminium, copper, tin and carbon.

Q6: What are the symbols for these 4 elements?

In nutrition, you were advised to eat enough bananas

because it is a good of potassium

Q7: What are the symbols for potassium?

In each box, you will find a number on top of
each symbol. This is the ATOMIC NUMBER.
In the higher grade levels, you will learn what
this number represents. For now, use it as a
guide on how the elements are sequenced

Q8: What is the elements name and symbol that

comes before titanium? How about that comes after barium?

Elements that are the same column have similar

properties. For this, each column is called a FAMILY
and has a family name. However, at this point, you will
refer first to each family with their corresponding
GROUP NUMBER. Notice that the columns are
numbered 1 to 18 from the left to the right

Q9: In which group does each of the elements listed in table 1 belongs to?
 DAY 2 (July 20, 2019)
Facilitate the OUTPUT of each group. Let their group representative
explain and discuss their work in order to determine their capability
and understanding about the concepts.

Guide Questions:
Q1: what are the symbols for elements with long names such as beryllium,
phosphorus,
germanium and darmstatdtium?
Q2: what are the symbols for boron, nitrogen, fluorine and vanadium?
Q3: what are the symbols for lithium, chlorine, argon, calcium and manganese?
Q4: what are the symbols for iron, silver, mercury and lead?
Q5: what are the symbols for silicon, magnesium and gold?
Q7: what is the symbol for potassium?
Q8: what is the elements name and symbol that comes before titanium?
How about that comes after barium?

Q# NAME SYMBOL GROUP #

E. Developing Mastery
(EXPLAIN) 1

4
5
7
8

F. Finding practical
applications of concepts ASK How the elements of the periodic table are used in daily life?
and skills in daily living
(EXTEND)

Provide “LECTURETTE”. Make sure students will develop an

understanding that:
There are 112 known elements, 92 of these are found naturally occurring on
G. Making generalizations earth and others are artificially made.
and abstraction about the The INTERNATIONAL UNION of PURE and APPLIED CHEMISTRY
lesson (IUPAC) is an international organization of chemists that decides on the
(ELABORATE) naming of elements. The names of the elements have been originated from
either the name of their abundant resources, places where they are
discovered or from their properties.
 Using the PERIODIC TABLE OF ELEMENTS, find the symbols for the
groups of element below. Each group should spell different CARTOON
CHARACTER.
1. Sulfur, Hydrogen, Rhenium, Potassium

2. Tin, Oxygen, Oxygen, Phosphorus, Yttrium

H. Evaluating Learning
(EVALUATE) 3. Phosphorus, Iodine, Potassium, Actinium, Hydrogen, Uranium

4. Polonium, Calcium, Hydrogen, Oxygen, Nitrogen, Tantalum, Sulfur

5. Fluorine, Iodine, Oxygen, Sodium

Fill in the table using your periodic table of elements.

Elements Symbol Atomic number Atomic weight

1. Uranium
I. Agreement 2. Krypton
(EXTEND) 3. Tungsten
4. Manganese
5. Cobalt

V. REMARKS

VI. REFLECTION
A. No. of learners who earned
75% in the evaluation
B. No. of learners who require
additional activities for
remediation who scored below
75%
C. Did the remedial lesson
work?
D. No. of learner who continue
to require remediation
E. Which of my teaching
strategies worked 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 wish to share with
other teachers?

Prepared by

JEFFERSON M. ISORENA
Grade 7 Science Teacher

Checked by: Submitted to:

ANAFLOR S. GUIANG ANNABELLE S. CRUZ

MT1: Science Department HTIII-Science Department

Noted by:

JOSEPH PALISOC
Principal IV