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: 4Day: 1-2

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

& MELCs Code Devices
Topic: Pure Substances vs. Mixture
1. Distinguish At the end of the MELCs Textbooks in
mixtures from lesson, the SLM Science 7 Preliminaries
substances based learners are LAS  Opening Prayer
on a set of expected to: CG Supplementary-  Checking of Attendance
properties LAS  Classroom Rules
Knowledge:
Code: S7MT-Ie-f-4 Distinguish Devices – Engage/Elicit:
mixtures from ( Laptop/  Review on “Matter”
substances in TV Monitor,  The teacher will be asking the following questions:
terms of Projector. ) 1. What is matter?
properties 2. What is matter made up of?
3. How is matter classified?
Skill: Tabulate the
properties of pure Explore:
substance and  Let the students read the poem in the “What’s New”
mixture part of their module

Attitude: Develop I am Substance, I am Mixture

awareness that By: Wilfredo D. Bartolo Jr.
materials are
classified into Matter has two broad classes
pure substance Mixtures and substances
and mixture Each one with differences
Let us start with their appearances

Homogeneous or heterogenous
Telling a substance from a mixture can be used
When substances are all homogenous
 Mixture can be homo or heterogenous

Next way to distinguish is through separating technique

Mixtures can be separated easy and quick
Through evaporation, distillation, and filtration
But not substances due to chemical combination

Substances and mixtures behave differently,

During boiling and melting most especially
Boiling point of substances is fixed while mixture is not
Substance melts completely but mixture does not

I am substance, I am mixture
Two worlds apart
Just always remember the difference they’ve got
To distinguish a substance or mixture from what is and what is not.

Explain:
 After reading the poem, ask the following process
questions to the students:
1. What Is pure substance?
2. What are the properties of pure substances?
3. What are mixtures?
4. What are properties of mixtures?
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.

How does pure substances differ from mixture?

Evaluate:
 Let the students make a chart on the difference between
pure substances and mixture
Pure Substances Mixture

Extend:
 Let the students answer Activities 1.1 and 1.2 from their
Self-Learning Modules.

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: 4Day: 3-4

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

& MELCs Code Devices
Topic: Pure Substances vs Mixtures
1. Distinguish At the end of the MELCs Textbooks in
mixtures from lesson, the learners SLM Science 7 Preliminaries
substances based are expected to: LAS  Opening Prayer
on a set of CG Supplementary-  Checking of Attendance
properties Knowledge: Discuss LAS  Classroom Rules
the different
Code: S7MT-Ie-f-4 properties of pure Devices – Engage/Elicit
substances and ( Laptop/  Lines from the song “We are the World” will be played.
mixtures TV Monitor,  The following questions will be asked to the students after
Projector. ) listening to the song:
Skill: Classify 1. In what way should we act as humans? What does it
materials as pure Others: mean by being one?
substances and Glass of Water, Human behavior is largely constrained by the rules
mixture Powdered Juice, that govern a particular situation and environment.
Teaspoon, , We are constantly obliged to behave in a particular
Attitude: Relate the Photos of way, or to avoid certain behaviors. Being one
properties of pure Vinegar, Sand teaches us that we are composed of not just one but
substances and With gravel, Soft a variety of members.
mixture to their uses drinks, Halo- 2. How would you relate this to the two general classes
Halo, salad, of matter?
aluminum foil, Like humans, matter behaves differently. There are
stainless steels times that they will combine with each other as a
result of their interaction.

Explore:
 Activity: The teacher will show to the class a glass of
water. Let the students describe it and what it is made up
of.
 Then add ½ teaspoon of powdered orange juice.
 Call some volunteers to describe the combination of water
 and powdered juice.
 Show pictures of the following: Vinegar, Sand with Gravel,
Soft drinks, halo-halo, salad, aluminum foil, and stainless
steels.
 Let the students classify the pictures shown as either pure
substance or mixture.

Explain:
 The following questions will be asked to the students
after the activity:
1. Which of the samples of matter are pure
substances?
2. Which are mixtures?
3. What indicate a sample of matter as pure
substances?
4. What indicate a sample of matter as a mixture?

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.

“Differentiate a pure substance from a mixture”

“Materials are used depending on their properties. How

are the use of a pure substance: gold, depend on its
properties?”

Evaluate:
 Tell whether the sample of matter below is a purse
substance or a mixture.
1. Paint
2. Silver
3. Smoke
4. Blood
5. Aluminum
6. Air
7. Salt
8. Salad
9. Alloy
10. Carbon Dioxide

Extend:
  On a long sized bondpaper, make a collage of the
examples of pure substances and mixtures.

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: 5Day: 1-3

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

& MELCs Code Devices
Topic: Separating the components of a Mixture
1. Distinguish At the end of the MELCs Textbooks in
mixtures from lesson, the learners SLM Science 7 Preliminaries
substances based are expected to: LAS  Opening Prayer
on a set of CG Supplementary-  Checking of Attendance
properties Knowledge: Explain LAS  Classroom Rules
 the different methods
Code: S7MT-Ie-f-4 in separating Devices – Engage/Elicit
components of ( Laptop/  The teacher will ask the students this question:
mixture TV Monitor, What is a mixture?
Projector. ) A mixture is a classification of matter which is made up of
Skill: Demonstrate more than one substance combined physically.
some of the methods Others:
in separating Pebbles, Sand, Is it possible to separate the components of a mixture?
components of 2 Dishes, Why?
mixture Tweezers, Yes, it is possible to separate the components of a
Ziploc Bag, Oil, mixture since the substances are just physically
Attitude: Display Water, Funner, combined.
interest in Ring Stand,
demonstrating those Beakers, Filter Explore:
methods paper, glass  Group Activity: The teacher will divide the class into
rod, iron filings, groups.
wood, alcohol  With their teammates, the students will be assigned with a
lamp, and station which has a specific separation technique. The
matches assigned techniques are as follows:

Station 1: Hand Separation

Mixture of pebbles and sand in a Ziploc bag, tweezers,
two dishes

Station 2: Separating Funnel

Mixture of oil and water, separating funnel, ring stand, 2
beakers

Station 3: Filtration
Sand and water mixture, filter paper, funnel, ring stand,
beaker, glass rod, wash bottle

Station 4: Magnetic Separation

Mixture of iron filings and wood

Station 5: Distillation
Water With red food coloring, distillation setup, alcohol
lamp, receiver flask, ring stand, matches

 The group representatives will present to the class their

report which includes naming the method of separation,
writing individual steps and describing the principle
 involved in the separation of the given mixture.

Explain:
 Pose the following questions to the class:
1. What are the things to consider in separating
mixture?

After each group present, the teacher will do a follow

up explanation on how their mixtures are separated.

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.

“How are mixtures separated? Describe shortly.”

Evaluate:
 Answer “What I have Learned” part of the module.
 What are the different methods in separating the
components of a mixture?

Extend:
 Study the concepts learned on pure substance and
mixture for a summative test.

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: 5Day: 4

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

& MELCs Code Devices
Topic: Pure Substance vs Mixture: Summative Test
1. Distinguish At the end of the MELCs Textbooks in
mixtures from pure lesson, the learners SLM Science 7 Preliminaries
substances based are expected to: LAS  Opening Prayer
on a set of CG Supplementary-  Checking of Attendance
properties Knowledge: Recall LAS  Classroom Rules
the concepts learned
Code: S7MT-Ie-f-4 on pure substances Devices – Engage/Elicit
 and mixtures ( Laptop/  The teacher will give a short review to the class.
TV Monitor,  Key concepts acquired on the properties of pure
Skill: Classify the Projector) substance and mixture.
different samples of  Reminders will be given to the class before the
matter as pure Others: administration of the test.
substances or mixture Test
Questionnaires, Explore:
Attitude: Show Pen The students will be given test questionnaires which will
honesty and serve as their answer sheet at the same time. They will
independence all be given 35 minutes to answer the test which is good for
throughout the test 40 pts.

Explain:
 Pose the following questions to the class:
Which of the test items are difficult to answer?

Elaborate:
Checking of the answer sheets will done by the students

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

Extend:
 Answer the following questions:
1. What are solutions?
2. What are the different types of Solutions?

Let the students bring these materials for the next meeting and
should be done group: water, plastic spoons, plastic cups,
cheesecloth (katsa) or old, white T-shirt, sugar, salt, mongo seeds,
powdered juice, cooking oil, and funnels or improvised funnel
made from 500 mL plastic bottle

Closing Prayer

Prepared by: GUIA A. AGUILAR Reviewed: ELSIE T. SEŇERIS

SST-1 EPS Science
 A Test on Substances and Mixtures

Name: ______________________________ Section: ____________ Date: _____________Score: ______

I. Directions: Read the sentences below with understanding and choose the correct answer from the given options by circling the letter of the
answer. (7 pts.)
1. You were tasked to check if the liquid sample you have is a substance or a mixture. Which among these tests is the BEST way to do so?
I. Color comparison III. Boiling test
II. Taste comparison IV. Melting test
a. I, II, III and IV b. I, II and III only c. I, II and IV only d. I and III only
2. A liquid has the following properties: one-phase, colorless, boils at varying temperature. Which of the following BEST describes the liquid?
a. Solution b. Substance c. Suspension d. coarse mixture
3. Jill has an unopened box of a 2-meter foil labeled 100% made of aluminum. Aluminum is a substance. Jill takes just a thumb-size piece of the
aluminum foil. Which of the following statements is TRUE about the piece of aluminum foil that Jill took compared with the rest that was left in
the box?
a. Its mass and melting behavior are different.
b. The mass is different but the melting behavior is the same.
c. Its mass and melting behavior are the same.
d. The mass is the same but the melting behavior is different.
4. Which of the following statements is TRUE?
a. Ferrous sulfate cannot be broken down into simpler substances.
b. Water is composed of more than two elements.
c. Compounds are made up of one kind of element.
d. Compounds are more complex than elements.
5. Calcium chloride is a compound of the two elements calcium and chlorine. Which of the following statements is TRUE?
a. Calcium chloride is listed in the periodic table.
b. Chlorine may still be broken down into a simpler form.
c. The symbol for calcium chloride includes Ca and Cl.
d. Calcium and chlorine belong to the same group in the periodic table.
6. All of the following substances are compounds except for one. Which is it?
a. baking soda b. tungsten c. rust d. salt
7. How does an element differ from a compound?
a. An element is made up of atom while a compound is made up of a molecule.
b. A compound is made up of atom while an element is made up of a molecule.
c. Compounds are the simplified forms of matter while elements are not.
d. Elements are more complicated than compounds based on structure.

II. Match each diagram with its correct description. Write the letter which corresponds to your answer. Diagrams will be used once.

A B C E
A B C D E
___1. Pure Element – only one type of atom present.
___2. Mixture of two elements – two types of uncombined atoms present.
___3. Pure compound – only one type of compound present.
___4. Mixture of two compounds – two types of compounds present.
___5. Mixture of a compound and an element.

III. Classify each of the following as pure substance (PS) or Mixtures (M). Write the letter X if it is none of these (28 pts.).

___Diamond ___Sugar ___Milk ___Iron

___Air ___Sulfuric Acid ___Gasoline ___Electricity
___Krypton ___Bismuth ___Uranium ___Popcorn
___Water ___Alcohol ___Pail of Garbage ___Methane
___Ammonia ___Salt ___Energy ___Gold
___Wood ___Bronze ___Ink ___Pizza
___Dry Ice ___Baking Soda ___Titanium ___Concrete