Republic of the Philippines

Department of Education
REGION VII – CENTRAL VISAYAS
DIVISION OF TANJAY CITY

WEEKLY LESSON PLAN

Learning Area: SCIENCE Grade Level: VII Quarter: 1ST Week: 6Day: 1

Competency/ies Objective(s) Reference(s) Materials/ Strategy/Procedure/Activity

& MELCs Code Devices
Topic: What are the Properties of Solutions?
1. Investigate At the end of the MELCs Textbooks in
properties of lesson, the SLM Science 7 Preliminaries
saturated or learners are LAS  Opening Prayer
unsaturated expected to: CG Supplementary-  Checking of Attendance
solutions LAS  Classroom Rules
Knowledge:
Code: S7MT-Ic-2 Describe solutions Devices – Engage/Elicit:
and its ( Laptop/  The teacher will place one tablespoon of sand in a
components TV Monitor, glass of water and one tablespoon of salt in another
Projector. ) glass of water.
Skill: Illustrate the  The students will be asked to describe the two
difference Others: glasses and will be asked:
between solute Activity Sheets, 1. How are the two samples similar with each other?
and solvent Water, Plastic Both of them are mixtures.
through an Spoons, Plastic 2. How do they differ from each other?
investigative Cups, The glass with sand and water have two
activity Cheesecloth components which are clearly seen while the other
(Katsa) or old one containing salt and water seems to be made up
Attitude: whit T-shirt, of only one component since the salt is not visible
Demonstrate sugar, salt, by the naked eyes.
understanding on mongo seeds, 3. What are the types of mixtures?
solution to the powdered juice, There are two types of mixtures. These are
common products cooking oil, and homogenous and heterogeneous mixtures.
at home funnels or
improvised
funnels from
500mL plastic
bottle, sand
Explore:
 Group Activity: The students will be grouped. With
their teammates, the students will investigate the
properties of solutions using the different materials
which they have brought by group.
 Refer to the activity sheet attached in the next page

Explain:
 After reading the activity, pose the question to the
students:

“How did you find the activity?”

Do some follow up questions related to the activity.

Elaborate:
 Ask students if they have understood the lesson. Ask
HOTS questions to elicit answers from students showing
their understanding of the lesson discussed for the day.

What have you learned from the activity?

Students will be asked to submit their completed

investigative activity sheet.

Evaluate:
 The output of the students will be assessed based on the
following rubric:
A. Correctness of the responses – 25 points
B. Completeness of the materials – 15 points
C. Teamwork and Neatness – 10 points

Extend:
 Let the students prepare for an oral presentation on the
results of the investigative activity next meeting.

Closing Prayer
Name: _________________________________ Gr. & Sec.:_________
Date:__________________ Group No.: _______ Rating:_____

Investigative Activity 1
What are the Properties of Solutions?

Objectives:
When you finish this activity, you should be able to:
1. compare the evidence gathered with the predictions you made; and
2. describe the properties of solutions based on observations.

Materials Needed:
12 pcs. plastic cups; 6 pieces spoons; old, white T-shirt; 2 tbsps. each of the ff: white
sugar, salt, mongo seeds, powdered juice, cooking oil, vinegar; and 3 funnels

Procedure:
1. Predict which among the given samples will dissolve in water. Write your predictions in
column 2 of Table 1.
2. Put one cup of water in each of the cups.
3. Add ½ teaspoon of each of the six samples. Use the teaspoon to dissolve as much of each
sample as possible. Use a different teaspoon for each of the cups.

Q1. Describe the mixture that resulted after mixing. Write your answer in column 3.
Q2. How many phases do you observe? Write your answer and observations in column 4.
Q3. Identify the solute in each of the mixtures. Write your answers in the
blank.______________________________________________________
Q4. What is the solvent in each of the mixtures?

Table1. Data table

(1) (2) (3) (4) (5) (6)
Sample solid or Will dissolve in Appearance Number of Can be Solution or not?
liquid one cup water phases separated by
(yes or no) filtration
(yes or no)

Sugar
 Salt

Mongo seeds

Powdered juice

Cooking oil

Vinegar

4. Filter the mixture with the old, white T-shirt and the funnel.

Q4. In which mixture were you able to separate the components (solute and solvent) by filtration? Write your observations in column 5 of Table
1.
Q5. Which of the samples are solutions? Write your answer in column 6.
 Republic of the Philippines
Department of Education
REGION VII – CENTRAL VISAYAS
DIVISION OF TANJAY CITY

WEEKLY LESSON PLAN

Learning Area: SCIENCE Grade Level: VII Quarter: 1ST Week: 6Day: 2

Competency/ies Objective(s) Reference(s) Materials/ Strategy/Procedure/Activity

& MELCs Code Devices
Topic: What are the Properties of Solutions?
1. Investigate At the end of the MELCs Textbooks in
properties of lesson, the learners SLM Science 7 Preliminaries
saturated and are expected to: LAS  Opening Prayer
unsaturated CG Supplementary-  Checking of Attendance
solutions Knowledge: Describe LAS  Classroom Rules
solutions and its
Code: S7MT-Ic-2 components Devices – Engage/Elicit
( Laptop/  A recapitulation will be made on the activity that the class
Skill: Illustrate the TV Monitor, did last meeting.
difference between Projector. )
solute and solvent Explore:
through an Others:  Activity: Group Activity
investigative activity Completed  Each group will have a representative who will share to
Investigative the class the results of the investigative activity which
Attitude: Demonstrate activity sheets they did last meeting. Refer to the rubrics attached to this
understanding on LP.
solution to the
common products at Explain:
home  The following questions will be asked to the students
after the activity:
1. Which of the mixtures made are solutions?
2. which are not?
3. How many phase/s is/are there in a solution?

Elaborate:
 Ask students if they have understood the lesson. Ask
HOTS questions to elicit answers from students showing
their understanding of the lesson discussed for the day.
 “What is a solution?”

“What are the properties of solutions?”

“Solutions are available in our houses. What are

examples of solutions found at home?”

Evaluate:
 Answer these questions:
1. What are the components of a solutions? Describe
each.
2. Cite three properties of solutions.

Extend:
 Let the students answer the following in their Science
Notebook:
1. What is a saturated solution? Unsaturated solution?

Let the students bring these materials next meeting by

group: White sugar, water, measuring cup (1 cup
capacity), measuring spoon, clear transparent bottle,
stirrers or plastic spoons, and thermometer.

Closing Prayer
Oral Presentation Rubric
TRAIT 4 3
Nonverbal Skills
Eye Contact Holds attention of entire
audience with the use of
direct eye contact, seldom
looking at notes.
Body Language Movements seem fluid and
help the audience visualize.
Poise Student displays relaxed,
self-confident nature about
self, with no mistakes.
Comments:
Verbal Skills
Enthusiasm Demonstrates a strong,
positive feeling about the
topic during the entire
presentation.
Elocution Student uses a clear voice
and correct, precise
pronunciation of terms so
that all audience members
can hear the presentation.
Comments:
Consistent use of direct eye
contact with audience, but
still returns to notes.
Made movements or
gestures that enhances
articulation.
Makes minor mistakes, but
quickly recovers from
them; displays little or no
tension.
Occasionally shows
positive feelings about the
topic.
Student’s voice is clear.
Student pronounces most
words correctly. Most
audience can hear the
presentation.
2 1
Displayed minimal eye
contact with audience,
while reading mostly from
the notes.
Very little movement or
descriptive gestures.
Displays mild tension; has
trouble recovering from
mistakes.
Shows some negativity
toward the topic presented.
Student’s voice is low.
Student incorrectly
pronounces terms.
Audience have difficulty
hearing the presentation.
No eye contact with
audience, as entire report is
read from notes.
No movement or
descriptive gestures.
Tension and nervousness is
obvious; has trouble
recovering from mistakes.
Shows absolutely no
interest in the topic
presented.
Student mumbles,
incorrectly pronounces
terms, and speaks too
quietly for a majority of
students to hear.
 Content
Subject Knowledge Student demonstrates full Student is at ease with Student is uncomfortable Student does not have
knowledge by answering expected answers to all with information and is grasp of information;
all class questions with questions, without able to answer only student cannot answer
explanations and elaboration. rudimentary questions. questions about the subject.
elaboration.

Organization Student presents Student presents Audience has difficulty Audience cannot
information in logical, information in logical following the presentation understand the presentation
interesting sequence which sequence which the because the student jumps because there is no
audience can follow, audience can follow. around. sequence of information.

Mechanics Presentation has no Presentation has no more Presentation has three Student’s presentation has
misspellings or than two misspellings and misspellings and or four or more spelling and
grammatical errors. or grammatical errors. grammatical errors. or grammatical errors.

Comments:
 Republic of the Philippines
Department of Education
REGION VII – CENTRAL VISAYAS
DIVISION OF TANJAY CITY

WEEKLY LESSON PLAN

Learning Area: SCIENCE Grade Level: VII Quarter: 1ST Week: 6Day: 3

Competency/ies Objective(s) Reference(s) Materials/ Strategy/Procedure/Activity

& MELCs Code Devices
Topic: What is the Evidence that a Solution is Saturated?
1. Investigate At the end of the MELCs Textbooks in
properties of lesson, the learners SLM Science 7 Preliminaries
saturated and are expected to: LAS  Opening Prayer
unsaturated CG Supplementary-  Checking of Attendance
solutions Knowledge: Identify LAS  Classroom Rules
the different types of
Code: S7MT-Ic-2 solutions Devices – Engage/Elicit
( Laptop/  The teacher will ask the students this question:
Skill: Investigate TV Monitor, 1. How do solutions differ from heterogenous mixtures?
when a solution Projector. ) Solutions have only one phase and the components are
becomes saturated uniformly distributed in the mixtures while heterogenous
and unsaturated Others: mixtures have more than one phases and the
White sugar, components are distinguishable from each other.
Attitude: Follow water,
procedure in an measuring cup, 2. How are solutions typified?
investigation measuring Solutions can either be saturated or unsaturated.
spoon, clear-
transparent Explore:
plastic bottle,  Group Activity
stirrer or plastic  With their teammates, the students will investigate when a
spoons, and solution becomes saturated and unsaturated using the
thermometer different materials which they bring. Refer in the activity
sheet attached to this LP.

Explain:
 Pose the following questions to the class:
1. What happened when you’ve stirred the sugar into
the water?
 2. How many teaspoons of sugar have you added until
the sugar no longer dissolves?
3. So, how many teaspoons of sugar dissolved
completely in 20mL of water?

Elaborate:
 Ask students if they have understood the lesson. Ask
HOTS questions to elicit answers from students showing
their understanding of the lesson discussed for the day.

“What is the difference between saturated and

unsaturated solution?”

“How would you apply the idea on saturated and

unsaturated solutions at home?”

Evaluate:
 The output of the students will be assessed based on the
following:
a. Correctness of the response – 25 pts
b. Completeness – 15 pts
c. Teamwork and Neatness – 10 pts

Extend:
 Let the students answer the following questions in their
science notebook:
What is a supersaturated solution?

For next meeting’s activity, the students will be assigned

with some materials that they will be bringing by group:

Group 1 – Chocolate Powder (Milo), Three Plastic Cups,

Teaspoon, and stirrer

Group 2 – 2 clear plastic cups, 2 stirrers, measuring cups,

1 cup, 2 tablespoon of rock salt, water

Group 3 – 2 cups of hot water, 2 stirrers, 2 cups cold

water, measuring cups, 1 cup instant coffee powder,
measuring spoons, 1 teaspoon, 2 clear plastic cups
Group 4 – 2 cups of water, 4 plastic cups, 2 cups cold
water, 2 stirrers, 2 tablespoon sugar, measuring cups, 1
 cup, 2 tablespoon salt, measuring spoons

Closing Prayer
Name: ____________________________________ Gr. & Sec.: _____________
Date: _______________ Group No.: ________ Rating: __________

Investigative Activity 2
What is the Evidence that a Solution is Saturated?

Objectives:
After performing this activity, you will be able to:
1. determine how much solid solute completely dissolves in a given volume of water;
and
2. describe the appearance of a saturated solution.

Materials Needed:
6 teaspoons white sugar 1 measuring spoon (1/2 tsp. capacity)
1 cup of water 1 clear, transparent cup
1 measuring cup 1 plastic spoon

Procedure:
1. Put 20 mL (approximately 2 tablespoons) of water in a small clear transparent cup.
Add ½ teaspoon of sugar and stir.

Q1. What is the appearance of the solution? Write your

observations._________________________________________________________________________________________________________
_______________________.
2. To the sugar solution in step # 1, add ½ teaspoon of sugar, a small portion at a time and stir the solution to dissolve the sugar. At this point,
you have added 1 teaspoon sugar.
3. Add ½ teaspoon of sugar to the sugar solution in step #2 and stir the solution. At this point, you have added one and ½ teaspoons of sugar.
4. Continue adding ½ teaspoon sugar to the same cup until the added sugar no longer dissolves.

Q2. How many teaspoons of sugar have you added until the sugar no longer dissolves? __________teaspoons

Note: In this step, you will observe that there is already excess sugar which did not dissolve.

Q3. So, how many teaspoons of sugar dissolved completely in 20 mL of water?

____________teaspoons

Note: This is now the maximum amount of sugar that will completely dissolve in 20 mL of water.
 Republic of the Philippines
Department of Education
REGION VII – CENTRAL VISAYAS
DIVISION OF TANJAY CITY

WEEKLY LESSON PLAN

Learning Area: SCIENCE Grade Level: VII Quarter: 1ST Week: 6Day: 4

Competency/ies Objective(s) Reference(s) Materials/ Strategy/Procedure/Activity

& MELCs Code Devices
Topic: What are the Factors Affecting the Solubility of a Solute in a
1. Investigate At the end of the MELCs Textbooks in Solvent
properties of lesson, the learners SLM Science 7
saturated and are expected to: LAS Preliminaries
unsaturated CG Supplementary-  Opening Prayer
solutions Knowledge: Identify LAS  Checking of Attendance
the different factors  Classroom Rules
Code: S7MT-Ic-2 which may affect the Devices –
solubility of solute in a ( Laptop/ Engage/Elicit
solvent TV Monitor,  A review of the past lesson will be conducted.
Projector) 1. What is a saturated solution? Unsaturated solution?
Skill: Prepare the A saturated solution is a type of solution which contains
different types of Others: the maximum amount of dissolved solute in a given
solution considering Chocolate amount of solvent while unsaturated contains a lesser
the factors affecting it powder, plastic amount of dissolved amount of solute in a given volume of
groups, solvent.
Attitude: Display teaspoon, 2. What property of solid solute refers to its ability to be
interest in stirrer, rock salt, dissolved in a solvent?
participating the water (hot and Solubility
group activity cold), sugar, 3. What are the factors which may affect the solubility of a
and powdered solute in a solvent?
coffee These are stirring, particle size, temperature, and the
nature of solute.

Explore:
The students will be with their groupmates. They will be
tasked to design an investigation in order to determine
the effect of their assigned factor towards the solubility of
a solute in a solvent. After designing, they are going to
conduct it following their designed procedure. These are
 the assigned factors:

Group 1 – the effect of stirring

Group 2 – the effect of particle size
Group 3 – the effect of temperature
Group 4 – the nature of the solute

Explain:
 Pose the following questions to the class:
What challenges and or difficulties you’ve
encountered while doing the investigation?

What have you learned after conducting the

investigation?

Elaborate:
A rubric will be given to the students to aid in the
assessment.

Evaluate:
Refer to the test questionnaire attached on the next page.

Extend:
Let the students prepare for an oral presentation next meeting
regarding the results they’ve gathered from their investigation

Closing Prayer

Prepared by: GUIA A. AGUILAR Reviewed: ELSIE T. SEŇERIS, EPS Science

Name: ____________________________________ Gr. & Sec.: _____________

Date: _______________ Group No.: ________ Rating: __________

Investigative Activity 3
What are the Factors that Affect the Solubility of Solute in a Solvent?

Statement of the Problem:

Hypothesis:

Independent Variable:
Dependent Variable:
Constant Variables:

Materials Needed:

Procedure:
Presentation of Data:

Conclusion:

Independent Investigation Rubric

Category/Value Excellent Good Fair Needs Improvement

Question/Purpose The problem to be The problem to be The problem to be The problem to be

____x 1=____pts. answered during the answered during the answered during the answered during the
experiment is clearly experiment is identified, experiment is partially experiment is erroneous
identified and stated. but is stated in a identified, and is stated or irrelevant.
somewhat unclear in an unclear manner.
manner.

Procedure Procedures are listed in Procedures are listed in Procedures are listed but Procedures do not
_____x 2=____pts. a logical order. Each a logical order, but steps are not in a logical order accurately list the steps
step is numbered and is are not numbered or are difficult to follow. of the experiment.
a complete sentence. and/or are not in
complete sentences.

Data Accurate representation Fair representation of Provides representation Data are not shown or
_____x 2=____pts. of the data in tables and the data in tables and or of the data in written are inaccurate.
or graphs. Charts, graphs. Charts, graphs form, but no charts,
graphs and or tables are and or tables lack labels graphs, or tables are
labeled and titled. and or titles. presented.

Conclusion/Analysis Conclusion includes Conclusion includes Conclusion includes No conclusion was

_____x 2=____pts. whether the findings whether the findings what was learned from included or shows little
supported the supported the hypothesis the experiment. effort and reflection.
hypothesis, possible and what was learned
sources of error, and from the experiment.
what was learned from
the experiment.

Participation Used time well and Used time well and Did the experiment but Participation was
_____x 2=____pts. focused attention on the stayed focused on the did not appear very minimal or none.
experiment. experiment most of the interested. Focus was
time. lost on several occasions.