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: 7Day: 1

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 SLM Science 7
saturated or learners are LAS Preliminaries
unsaturated expected to: CG Supplementary-  Opening Prayer
solutions LAS  Checking of Attendance
Knowledge:  Classroom Rules
Code: S7MT-Ic-2 Identify the Devices –
different factors ( Laptop/ Engage/Elicit:
which may affect TV Monitor,  A volunteer will be called to recapitulate the activity
the solubility of Projector. ) which the class did last meeting.
solute in a solvent
Others: Explore:
Skill: Prepare the Completed  Group Activity: The representative/s of each group
different types of Activity Sheets will be asked to present their data based on the
solution investigation they conducted last meeting.
considering the Group 1 – the effect of stirring
factors affecting it Group 2 – the effect of particle size
Group 3 – the effect of temperature
Attitude: Display Group 4 – the nature of the solute
interest in Explain:
participating the  After doing the activity, pose the question to the students:
group activity 1. What difference will stirring make in a solution?
2. Between crushed and uncrushed salt, which will
dissolve faster? Why?
3. Does coffee dissolve faster in hot water? Why?
4. Does temperature affect how fast sugar dissolves in
water? Give evidence based on your observations.
5. Does temperature affect how fast salt that dissolves in
 water? Give evidence based on your observations.
6. Which dissolves easier in how water: sugar or salt?

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 are the factors which may affect the solubility of

solute in a solvent? Explain each.

In what way/s your learning will be used in your day to

day living?

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

Extend:
 Let the students answer this question in their Science
notebook:
What is the difference between a concentrated solution
from a diluted solution?

Closing Prayer
Oral Presentation Rubric

TRAIT 4 3 2 1
Nonverbal Skills
Eye Contact Holds attention of Consistent use of Displayed minimal No eye contact with
entire audience with direct eye contact eye contact with audience, as entire
the use of direct eye with audience, but audience, while report is read from
contact, seldom still returns to notes.
reading mostly from notes.
looking at notes. the notes.
Body Language Movements seem Made movements or Very little No movement or
fluid and help the gestures that movement or descriptive gestures.
audience visualize. enhances descriptive gestures.
articulation.
Poise Student displays Makes minor Displays mild Tension and
relaxed, self- mistakes, but tension; has trouble nervousness is
confident nature quickly recovers recovering from obvious; has trouble
about self, with no from them; displays mistakes. recovering from
mistakes. little or no tension. mistakes.
Comments:

Verbal Skills
Enthusiasm Demonstrates a Occasionally shows Shows some Shows absolutely no
strong, positive positive feelings negativity toward interest in the topic
feeling about the about the topic. the topic presented. presented.
topic during the
entire presentation.
Elocution Student uses a clear Student’s voice is Student’s voice is Student mumbles,
voice and correct, clear. Student low. Student incorrectly
precise pronounces most incorrectly pronounces terms,
pronunciation of words correctly. pronounces terms. and speaks too
terms so that all Most audience can Audience have quietly for a
audience members hear the difficulty hearing majority of students
can hear the presentation. the presentation. to hear.
presentation.
Comments:
Content
Subject Knowledge Student Student is at ease Student is Student does not
demonstrates full with expected uncomfortable with have grasp of
knowledge by answers to all information and is information; student
answering all class questions, without able to answer only cannot answer
questions with elaboration. rudimentary questions about the
explanations and questions. subject.
elaboration.
Organization Student presents Student presents Audience has Audience cannot
information in information in difficulty following understand the
logical, interesting logical sequence the presentation presentation
sequence which which the audience because the student because there is no
audience can can follow. jumps around. sequence of
follow, information.
Mechanics Presentation has no Presentation has no Presentation has Student’s
misspellings or more than two three misspellings presentation has
grammatical errors. misspellings and or and or grammatical four or more
grammatical errors. errors. spelling and 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: 7Day: 2

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

& MELCs Code Devices
Topic: Concentration of Solutions
1. Express At the end of the MELCs Textbooks in
concentration of lesson, the learners SLM Science 7 Preliminaries
solutions are expected to: LAS  Opening Prayer
quantitatively by CG Supplementary-  Checking of Attendance
preparing different Knowledge: Analyze LAS  Classroom Rules
concentration of the problems given
mixtures to uses Devices – Engage/Elicit
and availability of Skill: Solve problems ( Laptop/  The teacher will demonstrate in front of the class following
materials related to the TV Monitor, this procedure:
concentration of Projector. )  Part 1:
Code: S7MT-Id-3 solution 1. Label the clear, transparent bottles with numbers 1 to
Others: 4.
Attitude: Work on the Activity sheets, 2. Place on drop of food color in bottle #1
problems with pen, 3. Add 50mL water to the food color in bottle #1 and stir
honesty and accuracy the solution.
For the 4. Place 10 drops of food color in bottle #2
teacher’s 5. Add 50mL water to the food color in bottle #2 and stir
demonstration: the solution.
food color (blue, 6. Show the class bottles #1 and #2 and ask them to
yellow or green) differentiate the two bottles.
4 clear
transparent  Part 2:
bottles, 1. Place one drop of food color in bottle #3
medicine 2. Add 20mL water in bottle #3 and stir the solution.
droppers, stirrer, 3. Place one drop of food color in bottle #4
and water 4. Add 100mL water to the food color in bottle #4 and stir
the solution.
5. Show the class bottles #3 and #4 and ask them to
differentiate the two bottles.
  After the demonstration, students should be aware that
concentrated solutions can be prepared either by adding
more solute and keeping the amount of solvent the same
or keeping the amount of solute the same and reducing
the amount of solvent.

Explore:
 Activity: Ask the students how to describe the
concentration of a solution?
 One can describe the concentration of a solution
qualitatively or quantitatively through percent by mass or
percent by volume.
 Show labels of Alcohol and Vinegar and ask the students:
What does 70% ethyl or isopropyl alcohol mean?
70% ethyl or isopropyl alcohol means the solution
contains 70mL alcohol
 What does 5% acidity mean in the label of vinegar?
Vinegar is often labeled as “5% acidity” which means 5
grams of acetic acid in 100g of vinegar.
 Stress out the students that in solving for % by mass and
% by volume, one must remember the correct formula.
Percent by mass is the ratio of a measured mass of
solute to a measured mass of solution. On the other
hand, percent by volume usually describes solutions in
which both solute and solvent are liquid.

Explain:
 The following questions will be asked to the students
after the activity:
1. What to do when the mass or volume of the solvent
and solute are given but not the solution?
2. What to do if the mass or volume of solute is
unknown? Mass or volume is unknown?

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 a concentrated solution

from a diluted solution?”
“How to solve for the percent by mass and percent by
volume of a solution?
 “Solve for the unknown:
What is the mass percent by mass of NaHCO3 in a
solution containing 20g NaHCO3 dissolved in 600g of
water?

Evaluate:
 Solve the problem:
1. What Is the percent by volume of ethanol in a solution
that contains 45mL of ethanol dissolved in 125mL of
water?

Extend:
 Let the students answer the following in their Science
Notebook:
1. The percent by mass of the solute sodium hypochlorite
is 5.24%. You have a 2500g of bleach solution. How
many grams of NaOCl are in the solution?

Closing Prayer

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: 7Day: 3

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

& MELCs Code Devices
Topic: Concentrations of Solutions
1. Express At the end of the MELCs Textbooks in
concentration of lesson, the learners SLM Science 7 Preliminaries
solutions are expected to: LAS  Opening Prayer
quantitatively by CG Supplementary-  Checking of Attendance
preparing different Knowledge: Analyze LAS  Classroom Rules
concentration of the problems given
mixtures according Devices – Engage/Elicit
to uses and Skill: Solve problems ( Laptop/  The teacher will review the students and ask the students
availability of related to the TV Monitor, this question:
materials. concentration of Projector. ) 1. How to express the concentration of solutions in a
solution quantitative manner?
Code: S7MT-Id-3 Others: It is through percent by mass and percent by volume.
Attitude: Work on the Activity sheets,
problems with pen 2. How to solve for the percent by mass? Percent by
honesty and accuracy volume?
In solving for the percent by mass and percent by volume,
divide the mass or volume of solute with the mass or
volume of the solution and multiply the quotient with 100.

Explore:
 The students will be tasked to answer the problems in the
activity sheet attached in this LP.

Explain:
 Pose the following questions to the class:
1. Which of the problem/s is/are hard for you to
answer?

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.

“Why is there a need to measure the concentrations of

solutions accurately?”

Evaluate:
 Check the answer to the problems in the activity sheet
with the students
 The activity sheet will serve as an assessment for the
students.

Extend:
Prepare for a summative test about solutions next
meeting.

Closing Prayer

Solve for the unknown. Show all work and report answers with units.
1. What is the percent by mass of 5.0 g of iron (II) sulfate dissolved in 75.0 g of water?

2. A solution is made by adding 25 mL of benzene to 80 mL of toluene. What is the percent by volume of benzene?

3. A solution is formed by adding 35 g of ammonium nitrate to 250 g of water. What is the percent by mass of ammonium nitrate?

4. What is the mass percent of each component in the mixture formed by adding 12 g of calcium sulfate, 18 g of sodium nitrate, and 25 g of
potassium chloride to 500 g of water?

5. An experiment requires a solution that is 80% methyl alcohol by volume. What volume of methyl alcohol should be added to 200 mL of water
to make this solution?

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: 7Day: 4

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

& MELCs Code Devices
Topic: Solutions: Summative Test
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: Recall LAS  Classroom Rules
the concepts learned
Code: S7MT-Ic-2 on solutions Devices – Engage/Elicit
( Laptop/  A volunteer will be called to recapitulate what have been
2. Express Skill: Solve problems TV Monitor, tackled last meeting.
concentration of related to the Projector)  Reminders will be given before the administration of the
solutions concentration of test.
quantitatively by solution Others:
preparing different Test Explore:
concentration of Attitude: Show questionnaires, The students will be given test questionnaires which will
mixtures according honesty and pen also serve as their answer sheets. They will be given 35
to uses and independence all minutes to answer the said test.
availability of throughout the test
materials Explain:
 Pose the following questions to the class:
Code: S7MT-Id-3 Which of the items are difficult for you to answer?

Elaborate:
Students will exchange their answer sheets and will be
checking of the answers on the test questionnaire.

What have you learned after taking the test?

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

Extend:
Let the students answer the remaining activity in their SLMs
 Closing Prayer

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

 A Test on Solutions

Name: _________________________________ Section: _______ Date: _________ Score: ____

I. Directions: Read each sentence with comprehension and circle the letter of the correct answer.

1. 1. When solid CuCl2 and water are mixed a clear liquid results. What is the CuCl2 called?
a. A precipitate b. A solute c. A solution d. A solvent
2. In which of the following phases can a solution be made?
a. Solid and liquid phases only c. Liquid and gas phases only
c. Gas and solid phases only d. Solid, liquid and gas phases
3. Carbon tetrachloride, a liquid, settles to the bottom of a test tube after being shaken with water. The 2 liquids are said to be
a. Miscible b. Immiscible c. Alloys d. Soluble
4. Which of the following is not a solution?
a. C2H5OH(l) b. An alloy of copper, zinc and tin c. Air d. Salt water
5. Solubility is
a. the amount of solvent that will dissolve a given amount of a solute at any temperature
b. the amount of solute that will dissolve in a given amount of solvent at any temperature
c. the process of dissolving a solute in a solvent
d. the amount of solute that will dissolve in a given amount of solvent at a certain temperature
6. A solute that has been dissolved in a solvent
a. can be recovered by a process involving its physical properties
b. cannot be recovered by a process involving its physical properties
c. is chemically changed
d. can be recovered by a process involving its chemical properties
7. Solid potassium chloride is added to water until no more can be dissolved at that temperature. Some solid remains at the bottom of the beaker.
How would you describe the solution?
a. It is a concentrated solution.
b. It is an unsaturated solution.
c. It is a saturated solution.
d. It is a heterogeneous solution.
8. Stirring a solute/solvent mixture
a. increases the solubility of the solute in the solvent
b. does not affect the rate of dissolution
c. makes the solute dissolve faster
d. increases the capacity of the solvent to dissolve the solute
9. If a solute dissolves in a solvent, what is likely to be true?
a. The solute-solute attractions are greater than the solvent-solvent attractions.
b. The solute-solute attractions are less than the solvent-solvent attractions.
c. The solute-solvent attraction is greater than the sum of the solute-solute and solvent-solvent attraction.
d. There is a strong attraction between solute and solvent molecules.
10. Which of the following is an example of a solution? (Choose more than one.)
a. Vinegar b. Mud in water c. Food coloring in water d. Sugar dissolved in water e. Ice cream
Give the reason why you think these are solutions.

II. Directions: Answer the questions below in not less than two sentences.

1. Give one reason why people stir coffee or juice in water after they have added sugar.

2. Why do you think that it is easier to dissolve powdered brown sugar than a big whole piece or chunk of brown sugar (the size of a small ice
cream cup) in water?

III. Directions: Analyze each problem below and solve for the unknown. Show your solutions.

1. Which is more concentrated, a solution containing 5 grams of salt in 10 grams of water or a solution containing 18 grams of salt in 90 grams
of water?

2. The label of the 200-mL rubbing alcohol that Mrs. Herrera bought shows that it contains 40% ethyl alcohol. What is the volume of ethyl
alcohol does the rubbing alcohol contain?