Professional Documents
Culture Documents
DLP Science 7
DLP Science 7
Department of Education
CARAGA REGION
SCHOOLS DIVISION OF CABADBARAN CITY
PUTING BATO NATIONAL HIGH SCHOOL
PUTING BATO, CABADBARAN CITY
Introductor Give the right words of the scrambled letters stated below.
y Activity 1. V T I N E T G A E I 4. P I E N T X M E E 7. C E R S E R A H 10. R E N S W A
(5 mins.) 2. S G U E S 5. D U T Y S 8. V O S L E
3. B R O S E V E 6. R E Q N I U I 9. Z E N A L Y A
Analysis
(10 mins.) 1. Who are the main characters in the story?
2. What tragic incident occurred in the story?
3. What did Anthony suspect that might have caused this tragic incident?
4. What did Anthony do in order to prove his suspicion?
5. What did Anthony find out? Is his suspicion correct?
Abstraction A scientific investigation is a series of steps designed to solve problems and answer
(5 mins.) questions.
The story is an example of a scientific investigation. A scientific investigation has four major
components, namely: Research Problem, Hypothesis, a Method for testing the hypothesis,
and a Conclusion based on evidence.
In the story, a research problem presented itself when Ms. Gatdula’s aquarium fish
died. Anthony then made observations and gathered information about the incident, and
learned that the helper has put some ice into the aquarium. From this information,
Anthony hypothesized that it must have been due to the sudden change in temperature of
the water because of the ice cubes. Anthony then came up with a method to test his
hypothesis. He conducted an experiment.
Then, with the evidences from his experiment, he was able to draw a conclusion that the
death of the fish was in fact due to the sudden change in temperature of the water
following the addition of the ice cubes. His hypothesis was correct.
Assessment I. Multiple Choice: Read each item carefully and encircle the letter of your answer.
(10 mins.) 1. _____ is a series of steps designed to help you solve problems and answer questions.
a. experiment b. hypothesis c. scientific investigation d.
observation
2. In science, an educated guess is called an _____.
a. question b. observation c. hypothesis d. conclusion
3. The process of obtaining information by using the senses is called a/an _____.
a. observation b. inquiry c. conclusion d. scientific
investigation
4. A scientific procedure undertaken to make a discovery, test a hypothesis, or
demonstrate a known fact is a/an _____.
a. law b. hypothesis c. theory d. experiment
5. When you decide whether or not the findings support the original hypothesis, you are
_____.
a. making observations c. drawing conclusions
b. asking questions d. drawing a hypothesis
II. Read the short story below. Then match column A with Column B.
Cako is a wise little monkey who lives with Anne, a young scientist. Anne spends
most of her time in her lab doing experiments, while Cako swings around making
observations of his own.
At present, Anne is doing experiments on nuts. She left one large nut in a
graduated cylinder and ran some quick errands to the shop. Cako, who just woke up from
his afternoon nap, felt hungry and saw the nut. He wants to take it, and being a wise
monkey, he decided he wants to do it without leaving his prints on the cylinder. He
thought, “I need to make the nut float. What could possibly make the nut float? Aha!” He
came up with an idea, but wasn’t sure. “There’s only one way to find out,” he said to
himself.
He set-up a small ladder beside the cylinder and carefully climbed, bringing with
him a small bucket filled with water. Slowly, he poured water into the cylinder, and sure
enough, the nut floated! He poured enough water into the cylinder until the nut reached
the brim. “Ah, my sweet reward,” Cako thought.
Column A Column B
______ 1. Research Problem a. If I add water into the cylinder, the water
will make the nut float onto the brim of the
cylinder.
______ 2. Hypothesis b. I need to get the nut out of the cylinder
______ 3. A method to test Hypothesis without touching the cylinder.
______ 4. Conclusion c. Therefore, water does make the nut float.
d. Anne will not suspect me of taking the nut
because I will not leave any evidences that
will implicate me.
e. I will climb a ladder beside the cylinder and
carefully pour water into it to see if the nut
will in fact float.
Assignment Study in advance:
Elements of an experiment
Concluding Scientific investigation is important in solving our day to day problem.
Activity
Republic of the Philippines
Department of Education
CARAGA REGION
SCHOOLS DIVISION OF CABADBARAN CITY
PUTING BATO NATIONAL HIGH SCHOOL
PUTING BATO, CABADBARAN CITY
Remarks
Reflections
A. No. of learners who earned 80% in the C. Did the remedial lessons work? No. of
evaluation. learners who have caught up with the
lesson.
B. No. of learners who require additional D. No. of learners who continue to
activities for remediation. require remediation.
E. Which of my learning 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?
Activity Recall the story about Anthony’s Experiment, and answer the different set of questions
(20 mins.) that follow:
(This activity may be done as oral participation to save time.)
Anthony’s Experiment
Ms. Gatdula was invited by a friend to visit her in Baguio City. Before leaving her
home in Manila, she instructed her helper to feed the fish in the aquarium during her
absence.
It was May. The summer heat was almost unbearable. The helper was worried about
the fish entrusted to her. One very warm afternoon, she got a tray of ice cubes and put all
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Department of Education
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SCHOOLS DIVISION OF CABADBARAN CITY
PUTING BATO NATIONAL HIGH SCHOOL
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of them into the aquarium. In just a short while, all the fish in the aquarium died.
Anthony, a nephew of Ms. Gatdula, learned about the tragic incident. But he did not
reprimand the helper right away. He wanted to be sure of the cause of death of the fish.
Here is what he did:
He bought six fish of the same kind as those that had died. He kept them in the
aquarium for two days.
He got two large wide-mouthed glass jars of the same size. He labeled one “Jar no.
1” and the other “Jar no. 2”. He put the same amount of water in the jars, and
three fish in each jar, together with some aquarium plants and pebbles.
When the fish have stayed in the jar for two days, he put ice cubes in Jar no. 1.
He observed that the fish in Jar no. 1 died and those in Jar no. 2 did not.
Now, answer the following questions:
1. For his experiment, why did Anthony buy the same kind of fish as those that had
died? Could he
not have used just any kind of aquarium fish?
2. Why did Anthony keep the fish he had bought in the aquarium for two days before
starting his
investigation?
3. Why did he use two jars of the same size, put the same amount of water in the jars
and place the
same number and kind of fish in each jar? Was it necessary that the conditions in the
two jars be
the same at the beginning of the experiment?
Why or why not?
4. Why did Anthony put ice cubes in only one jar? Why not in both jars?
Illustrate the 2 set-ups used in the experiment:
2. Why did Anthony keep the fish he had bought in the aquarium for two days before
starting his investigation?
He wants to exclude the possibility that a sudden change in the over-all environment
of the fish
could be the cause of the death of the fish. So he allowed the fish to adapt to their
new
environment before conducting his experiment.
3. Why did he use two jars of the same size, put the same amount of water in the jars and
place the same number and kind of fish in each jar? Was it necessary that the conditions in
the two jars be the same at the beginning of the experiment? Why or why not?
It is important for both jars to have exactly the same conditions at the beginning of
the
experiment, so that once he puts the ice cubes in one jar, and the fish in that jar dies,
he will be
certain that the death is caused by the ice cubes. There won’t be any other factors to
blame.
4. Why did Anthony put ice cubes in only one jar? Why not in both jars?
Because the ice cubes is the factor that he wanted to test.
He suspected that the addition of ice cubes caused the death of the fish so test if it
truly is, he put
ice cubes only in one jar and kept the other jar the same to have something to
compare the
outcomes to.
Analysis What is the goal of Anthony’s Experiment?
(20 mins.) How many set-ups were prepared in Anthony’s Experiment?
Which pot is the experimental set-up?
Which pot is the control set-up?
Why is it important to have a control set-up?
What are the variables present in Anthony’s Experiment?
What is/are the independent variable/s?
What is/are the dependent variable/s?
What conclusion can be drawn from Anthony’s Experiment?
Abstraction The conditions in the jars are called VARIABLES. Variables are elements or a
(5 mins.) particular aspect of an experiment that may be changed. There are two types of VARIABLE,
namely: INDEPENDENT VARIABLE and the DEPENDENT VARIABLE. The independent
variable is the variable that is changed or controlled in the experiment to test its effect on
the dependent variable. The dependent variable is the variable being tested or measured.
The variables in Anthony’s experiment include the temperature of the water, the
type of fish, the pebbles, aquarium plants, the size of the jar, etc. Anthony wanted to test
the effect of the sudden change in temperature in the fish. This means that in this
particular experiment, the independent variable is the temperature of the water (which is
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Department of Education
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PUTING BATO NATIONAL HIGH SCHOOL
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what we changed) and the dependent variable is the fish (which died in response to the
change in the temperature of the water).
The two jars that Anthony prepared are called the SET-UPS. There are two types of
set-ups, namely: CONTROL SET-UP and EXPERIMENTAL SET-UP. The experimental set-up is
the set-up where one variable has been changed, whereas the control set-up is identical to
the experimental set-up except that no variable has been changed. The purpose of the
control set-up is for comparison and reference.
Anthony’s Jar no. 1 is the experimental set-up because it is where he made
changes to one variable. He put ice cubes in it to change the temperature of the water. Jar
no. 2 is the control set-up because no changes has been done to it. Its purpose is for
Anthony to compare and come up with the conclusion that it is the sudden change in
temperature of the water that caused the fish to die.
The elements of an experiment are the VARIABLES and SET-UPS.
Variable – a particular aspect of an experiment that may be changed.
Application Read carefully the given situation below, then answer the questions that follow:
(10 mins.) Yunna’s Garden
Yunna loves plants. She collects a variety of plants especially ones that bear flowers.
If her plants are healthy and green, she’s happy.
One day, she visited her grandmother’s house and saw a whole plot of land filled
with flower-bearing plants. She was ecstatic! She saw much more colorful and larger
flowers than the ones in her garden. The leaves also appear crisper and much greener. She
saw how dark the soil is and noticed bits of what looks like dried cow manure in it. It is
completely different from her reddish-brown soil at home. Then, a realization sunk in. Her
plants at home are not as healthy as she originally thought! She’s missing one very
important thing!
As soon as she got home, she set to find some dried cow manure, and did the
following:
She prepared two clay pots of the same size and shape, and labeled it Pot A and
Pot B.
She filled both pots with the same reddish-brown soil, which she took from the
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same part of her garden. Then, she added a handful of ground, dried cow manure
to Pot B.
She placed both pots under the shade of a jackfruit tree and planted 2 sunflower
seeds in each pot.
She watered both pots with the same amount of water every other day, and both
pots received the same amount of sunlight, and for the same lengths of time.
One month later, the sunflower in Pot A had no flower and had thinner stems
compared to the stems of the sunflower in Pot B. The sunflower in Pot B also
boasted a budding flower that is about to bloom.
Assessment I. Multiple Choice: Read each item carefully and encircle the letter of your answer.
(10 mins.) 1. In an experiment, the one variable that is changed is called _____.
a. independent variable c. experimental variable
b. dependent variable d. controlled variable
Prepared by:
Remarks
Reflections
A. No. of learners who earned 80% in the C. Did the remedial lessons work? No. of
evaluation. learners who have caught up with the
lesson.
B. No. of learners who require additional D. No. of learners who continue to
activities for remediation. require remediation.
E. Which of my learning 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:
Instructional Planning
(The process of systematically planning, developing, evaluating
and managing the instructional process by using principles
of teaching and learning - D.O. 42, s. 2016)
Attitude Receiving Phenomena Practice the proper ways of acquiring knowledge and solving problems.
Values Valuing
Integrate the scientific method in resolving common issues in the
community.
Content Ways of Acquiring Knowledge and Solving Problems
Republic of the Philippines
Department of Education
CARAGA REGION
SCHOOLS DIVISION OF CABADBARAN CITY
PUTING BATO NATIONAL HIGH SCHOOL
PUTING BATO, CABADBARAN CITY
Learning Resources 1. PowerPoint presentation of “Yuri’s Experiment”,
2. PowerPoint presentation of Application, and
3. PowerPoint presentation of Assessment test items.
Procedures
Introductory
Activity Recall previous lessons:
(5 mins.) We have previously discussed the elements of an experiment. We talked about Variables
and Setups.
What is variable?
What are the two different types of variables?
What are the two types of setups?
Before that, we also talked about the components of a scientific investigation.
What are the four components of a scientific investigation?
What is a hypothesis?
What is a conclusion?
Now, is there such a thing as “correct” experiment? What happens if an experiment is not
conducted correctly?
Scenario A Scenario B
Analysis
(5 mins.) Which of the following set-up gives accurate result?
Why?
Application
(10 mins.) Write FT on the blank before the number if the given scenario exhibits Fair Test. Otherwise,
write NFT and make corrections to make the experiment show fair testing. You may rewrite
the selection all together in a separate sheet of paper, if you think it entails a lot of
corrections to make it correct.
_____ 1. Maura wants to test which material is most waterproof. She lays a sheet of
tissue, a felt
paper, and an oil-control film, all of the same size, on the brim of three glasses,
also of the
same size. She then pours the same type of liquid to all three setups, in the
same amount,
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from the same distance above the materials, and the same speed.
_____ 2. Justino suspects that geckos flock in his room because geckos love cockroaches,
and his
room promises a steady supply of them. So he sets out to clean his room
immediately after
he realized this.
_____ 3. Maxie heard that the gender of a crocodile depends upon the temperature of
the sand in
which it was buried in while still inside its egg. According to this documentary
she saw,
eggs nested in temperatures below 31.7°C produce female crocodiles. In
temperatures
above 31.7°C up to 34.5°C, the nests would produce male crocodiles. Higher
than 34.5°C,
and it would produce female crocodiles. She takes three crocodile eggs and
incubates one
at 30°C, another at 33°C, and the last one at 35°C.
_____ 4. Nathaniel learned in school that iron rusts as a result of oxygen in the air,
reacting with
water. He wants to see proof for himself, so he bought two iron rods of the
same length
and diameter. He sprayed both rods with water. He placed one rod inside a
glass jar and
tightly covered it. He then placed the jar with the rod inside, beside the
exposed rod which is leaning against a wall inside the house.
_____ 5. Sora thinks her plants are wilted because of overwatering. She wants to find out if
she is
correct. So she decided to stop watering the plants on the left side of her house,
and
continue watering the plants on the right side of her house. She expects to see
the
difference in about two weeks.
Assessment
(15 mins.) I. Write FT on the blank before the number if the given scenario exhibits Fair Test.
Otherwise, write NFT and make corrections to make the experiment show fair testing.
_____ 1. Garett wants to see if a longer baseball bat can hit the ball farther. He gathers
5 bats of
different lengths: 28", 30", 31", 32", 34". Three of the bats are made of wood
and two
are made of aluminum. Garrett has his father pitch to him. His friend, Damien,
batted
one time using the 32" bat.
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Correct selection (if NFT):
___________________________________________________________________________
________
___________________________________________________________________________
________
___________________________________________________________________________
________
_____ 2. Jackie and Ivy each use a different pen in school. Jackie says her Bic pen will
last longer
than Ivy's Felt Tip pen.
They decide to use their pens for all of their school work and see whose pen
lasts the
longest.
Correct selection (if NFT):
___________________________________________________________________________
________
___________________________________________________________________________
________
___________________________________________________________________________
________
_____ 3. Mr Smith said, "Girls get better grades than boys do." He added up 43 girls'
grades on a
test, and added up 62 boys grades on the same test. He then found the
average. The
girls scored 78%, the boys scored 73%. Girls are smarter than boys!
Correct selection (if NFT):
___________________________________________________________________________
________
___________________________________________________________________________
________
___________________________________________________________________________
________
II. With the research problem given below, formulate a hypothesis, and design an
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experiment that follows the principle of fair testing. Include diagrams/illustrations with
labels, and predict outcomes.
You have been given a bouquet of cut flowers. You remember once seeing a
gardener put some sugar into the water in a vase before putting the flowers in. You wonder
if the gardener did that so the flowers would stay fresh longer.
Write a hypothesis for an experiment you could perform to answer your question.
Hypothesis:
___________________________________________________________________________
________
Setups and Variables:
What is your independent variable? ___________________________
What is your dependent variable? ___________________________
Remarks
Reflections
A. No. of learners who earned 80% in the C. Did the remedial lessons work? No. of
evaluation. learners who have caught up with the
lesson.
B. No. of learners who require additional D. No. of learners who continue to
activities for remediation. require remediation.
E. Which of my learning 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:
Name: MICHAEL R. DEJOS School: BANTAYAN NATIONAL HIGH
SCHOOL
Position/Designation: SST-I Division: CEBU PROVINCE
Contact Number: 09325764837 Email michaeldejos28@gmail.com
Address:
Republic of the Philippines
Department of Education
CARAGA REGION
SCHOOLS DIVISION OF CABADBARAN CITY
PUTING BATO NATIONAL HIGH SCHOOL
PUTING BATO, CABADBARAN CITY
Instructional Planning
(The process of systematically planning, developing, evaluating
and managing the instructional process by using principles
of teaching and learning - D.O. 42, s. 2016)
Key Concept/
Describing the Components of a Scientific Investigations
Understanding to be
Adapted cognitive Process
Domain Dimension (D.O.8, s.2015) OBJECTIVES:
Knowledge Remembering
The fact or condition of
knowing something with
familiarity gained through
experience or association
Understanding
Skills Applying
The ability and capacity
acquired through deliberate,
systematic, and sustained
Analyzing
effort to smoothly and
adaptively carryout complex
Evaluating
activities or the ability, coming
from one’s knowledge Creating Showcase understanding of the components of a scientific
practice, aptitude, etc.,
investigation, as well as elements of an experiment, by applying them
in designing one’s own investigation.
Attitude Receiving Phenomena Practice the proper ways of acquiring knowledge and solving problems.
Values Valuing
Integrate the scientific method in resolving common issues in the
community.
Content Ways of Acquiring Knowledge and Solving Problems
Learning Resources Manila Paper and marker
Procedures
Introductor Recall the different topics discussed in the past three days, as well as the activities
y Activity conducted.
(5mins) We talked about the components of a scientific investigation:
What are the four components of a scientific investigation?
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What is a hypothesis?
What is an experiment?
What is a conclusion?
We also talked about the importance of variables and setups in an experiment:
What is a variable?
What are the two different types of variables?
What are the two types of setups?
We talked about the importance of fair test and you already know how to distinguish an
experiment that shows fair test, from an experiment that does not.
Today, you will apply all that you learned about scientific investigation in designing your
own investigation.
Activity
(1hr & Day 1 (55mins)
55mins)
I. CONDUCT A SCIENTIFIC INVESTIGATION
(Time duration: 1 hour; Nature of activity: By pair or triad)
Make observations around you and identify a research problem found in your
school campus.
Formulate a hypothesis, then design an experiment to prove your hypothesis.
Identify the variables and describe your setups.
Predict an outcome.
Refer to the scoring guide below:
Results – the results are the part of the experiment where you analyze the data. This is
where calculations are performed and a graph is drawn. (The graph carries its own 10 point
grade.)
3 Points if all calculations were completed and the correct graph type (bar, line,
pie) has been drawn.
2 Points if calculations were completed, but not correctly or a graph is drawn, but
it is not the correct type.
1 Point if the calculations were not completed or a graph was not completed.
0 Points if the neither the calculations nor the graph were completed.
Conclusion – the conclusion is the part of the experiment where you answer the problem.
Your answer should also respond to your hypothesis stating whether you were correct or
incorrect. A correctly written conclusion must include all of the following:
a. Written in complete sentences.
b. Responded as to whether your hypothesis was right or wrong.
c. Answered the question written in the problem.
3 Points if the conclusion includes all three requirements.
2 Points if the conclusion included two out of three requirements.
1 Point if the conclusion included one out of three requirements
0 Points if the conclusion did not include any of the three requirements.
Neatness and Organization – your lab report must be written on a clean and unwrinkled
paper. Your handwriting should be clear and easy to read.
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1 Point if the lab report is clean, unwrinkled, and easy to read.
0 Points if the lab report is stained, wrinkled, or difficult to read.
Day 2 (60mins)
PRESENTATION
What was your investigation all about? What problem you have encountered in your
Analysis investigation? Were you able to answer your problem? How did you do it? What variables
involved in your study? What was your finding/result of your study?
In doing an investigation we should look at first the problem to be solved, gather data
Abstraction about the problem, formulating the hypothesis, testing the hypothesis by designing an
experiment, interpreting and analyzing the data/observations gathered, drawing the
conclusion or the result of the study and communicating the results.
Application Why is it important to follow the steps of the scientific investigation /method in solving
problems?
Assessment Based on their performed study/ investigated problem, graded performance will be given
based on the rubric stated above.
Assignment Study the components of the scientific investigation for summarizing the concepts using a
graphic organizer
Concluding Investigating problems should be solved accurately if we used the components of the
Activity scientific method with the help of the basic process skills in science.
Remarks
Reflections
A. No. of learners who earned 80% in the C. Did the remedial lessons work? No.
evaluation. of learners who have caught up with the
lesson.
B. No. of learners who require additional D. No. of learners who continue to
activities for remediation. require remediation.
E. Which of my learning 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:
Name: MICHAEL R. DEJOS School: BANTAYAN NATIONAL HIGH SCHOOL
Position/Designation: SST-I Division: CEBU PROVINCE
Contact Number: 09325764837 Email michaeldejos28@gmail.com
Address:
DLP NO. 4
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Department of Education
CARAGA REGION
SCHOOLS DIVISION OF CABADBARAN CITY
PUTING BATO NATIONAL HIGH SCHOOL
PUTING BATO, CABADBARAN CITY
*Student Output varies. Refer to rubrics for grading.
Republic of the Philippines
Department of Education
CARAGA REGION
SCHOOLS DIVISION OF CABADBARAN CITY
PUTING BATO NATIONAL HIGH SCHOOL
PUTING BATO, CABADBARAN CITY
Instructional Planning
(The process of systematically planning, developing, evaluating
and managing the instructional process by using principles
of teaching and learning - D.O. 42, s. 2016)
Introductor
y Activity Have one or more students recall previous activities and topics discussed.
(5 mins)
The teacher shall facilitate the class into outlining the entire Lesson 1 (Ways of
Acquiring Knowledge and Solving Problems) in a single graphic organizer or diagram on the
Activity board. This will serve as an over-all lesson review so the teacher must make sure that all
(10 mins) the steps of the scientific method which are covered, as well as the skills and concepts
taught across 3 modules.
SCIENTIFIC INVESTIGATION – a series of steps designed to help solve problems and
answer questions.
The Steps in a Scientific Investigation:
1. Identifying the Problem
2. Making Observations/Gathering Information
3. Formulating a Hypothesis
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4. Conducting an Experiment
5. Analyzing Data
6. Generating Conclusion based on Evidence
7. Communicating Results
The Four Components of a Scientific Investigation:
RESEARCH PROBLEM – the question to be answered, or the problem to be solved.
HYPOTHESIS – an “educated or smart guess” on the solution of the problem, or answer to
the question.
EXPERIMENT – an activity especially designed to test if a hypothesis is right or
wrong.
-- a good experiment observes Fair Test.
-- The Elements of an Experiment:
A. Variables – are factors or conditions in an experiment that may be
changed.
1. Independent Variable – the variable that is changed or
controlled in the experiment.
2. Dependent Variable – the variable that is being tested or
measured.
-- the variable that changes in
response to the independent v.
B. Setups - an assembly of tools or materials during an experiment,
that mimics the conditions present upon identifying a
research
problem.
1. Experimental Setup – the setup where one variable has
been changed.
2. Control Setup – the setup identical to the experimental
setup except that no variable has been changed.
CONCLUSION - a final decision or judgement formed after a period of careful thought or
research.
Analysis 1.What did you feel while making your graphic organizer on the components of the
scientific investigation?
2. Which groups would come up the complete graphic organizer? How did you come up
your comprehensive organizer?
Abstraction SCIENTIFIC INVESTIGATION – a series of steps designed to help solve problems and
answer questions.
The Steps in a Scientific Investigation:
1. Identifying the Problem
2. Making Observations/Gathering Information
3. Formulating a Hypothesis
4. Conducting an Experiment
5. Analyzing Data
6. Generating Conclusion based on Evidence
7. Communicating Results
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The Four Components of a Scientific Investigation:
RESEARCH PROBLEM – the question to be answered, or the problem to be solved.
HYPOTHESIS – an “educated or smart guess” on the solution of the problem, or answer to
the question.
EXPERIMENT – an activity especially designed to test if a hypothesis is right or
wrong.
-- a good experiment observes Fair Test.
-- The Elements of an Experiment:
A. Variables – are factors or conditions in an experiment that may be
changed.
1. Independent Variable – the variable that is changed or
controlled in the experiment.
2. Dependent Variable – the variable that is being tested or
measured.
Divide the class into 4 (or more) groups. Preferably 10 members per group.
Have the groups assign a number to each member.
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The teacher will throw a question, and give a minute for the group to brainstorm
(every member shall make sure they know the answer because any number can be
called).
The teacher will call a number. The member assigned the number will run to the
board, and write their group’s answer. The first to complete their answer on the
board gets the point/s.
Assignment
Study the components of the scientific investigation for the preparation of the summative
test next meeting
Concluding Variables are the essential factors that affect the results of the experiment.
Activity
Remarks
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Reflections
A. No. of learners who earned 80% in the C. Did the remedial lessons work? No.
evaluation. of learners who have caught up with the
lesson.
B. No. of learners who require additional D. No. of learners who continue to
activities for remediation. require remediation.
E. Which of my learning 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:
DLP NO. 5
*DLP is designed only to drill students for the next meeting’s summative test.
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Instructional Planning
(The process of systematically planning, developing, evaluating
and managing the instructional process by using principles
of teaching and learning - D.O. 42, s. 2016)
Creating
Attitude Receiving Phenomena Practice the proper ways of acquiring knowledge and solving problems.
Values Valuing
Integrate the scientific method in resolving common issues in the
community.
Content Ways of Acquiring Knowledge and Solving Problems
Learning Resources Summative Test # 1 Powerpoint Presentation
Procedures
Activity:
Summative Test # 1
Scientific Investigation
I. Multiple Choice: Read the questions carefully and encircle the letter of your answer. (10pts)
4. What question did the scientists who collected this data want
to answer?
a. Are there more earthworms in the soil in the spring, or in
the fall?
b. What is the effect of plowing soil on the number of
earthworms?
c. How is the size of earthworms affected by the seasons?
d. Does plowing soil affect how fast earthworms grow?
5. Where and when were the most earthworms found?
a. unplowed soil, spring 1995 c. unplowed soil, fall 1995
b. unplowed soil, fall 1994 d. plowed soil, spring 1994
II. Sequencing of Events: Number the following steps of a scientific investigation in the proper order. Write 1
for step1, and 7 for last. (7pts)
_____ Organize and analyze data
_____ Form a hypothesis
_____ Make an observation that identifies a problem
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_____ State a conclusion
_____ Design and carry out an experiment
_____ Ask questions about the problem
_____ Communicate results to other scientists
III. Read the selection below and answer the questions that follow. (13 pts)
My Peace-Lily Story
I love plants, especially ones that have large, dark, green leaves, and a flower that stands out from those
leaves. For me, nothing just beats a good foliage. That’s why when I came across a Peace Lily, I never had
second thoughts. I immediately got one for myself.
I know plants love sunlight, a healthy soil, and a good watering routine. I placed my Peace Lily in my garden,
along with the rest of my plants. It’s situated perfectly in the shade of a mango tree where it gets ample
amount of sunlight in the mornings and in the afternoons. When it rains, it gets soaked. Perfect! My Peace
Lily is so happy, its color is radiant and it’s always in bloom.
Eight months later, it started to develop brown patches at the tip of its leaves. I didn’t give much thought
about it, but after some time, it got worse and got me worried. So I tried the internet for answers. I learned
that Peace Lilies are actually indoor plants. They need sunlight, but not as much as other plants do. They do
not need much water, and in fact, only needs watering when its soil has dried up. When its leaves has wilted,
it only needs a good spray of water, and it’s back to its pretty self in a couple of hours. I looked outside the
window, and noticed how muddy it is outside. It’s the rainy season, and it rains a couple of hours a day!
That’s it!
I went to the store where I bought my Peace Lily and bought two new ones. When I got home, I labeled one
“POT A”, and the other “POT B”. I placed Pot A outside, just beside my first Peace Lily, and kept Pot B inside. I
shall see in the next few weeks if my speculations are correct.
True enough, after only a month, Pot A looked as unhealthy and as wilted as my first Peace Lily. Pot B stayed
prim and pretty inside.
Questions:
1. What is the problem in the story?
_________________________________________________________________________________________
_______
_________________________________________________________________________________________
_______
_________________________________________________________________________________________
_______
9. Does the experiment show fair testing? If yes, how? If no, what changes would you make? (5pts)
_________________________________________________________________________________________
_______
_________________________________________________________________________________________
_______
_________________________________________________________________________________________
_______
_________________________________________________________________________________________
_______
_________________________________________________________________________________________
_______
_________________________________________________________________________________________
_______
_________________________________________________________________________________________
_______
_________________________________________________________________________________________
_______
Assignment:
6 cups water
6 pcs spoons
either of the following: cheesecloth(katsa), old white t-shirt or filter paper
2 tablespoons each of the following: sugar, salt, mongo seeds, powdered juice, cooking oil, two different
types of vinegar (one which is clear and another which appears cloudy)
12 clear bottles or cups or small beakers
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2 pcs each – measuring spoons (1/2 tsp and 1 tsp)
2 pcs each – measuring cups (1/2 cup and 1 cup)
3 funnels or improvised funnel made from 500 mL plastic bottle
1 funnel rack
1 flashlight
Remarks
Reflections
A. No. of learners who earned 80% in the C. Did the remedial lessons work? No.
evaluation. of learners who have caught up with the
lesson.
B. No. of learners who require additional D. No. of learners who continue to
activities for remediation. require remediation.
E. Which of my learning 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:
Name: MICHAEL R. DEJOS School: BANTAYAN NATIONAL HIGH SCHOOL
Position/Designation: SST-I Division: CEBU PROVINCE
Contact Number: 09325764837 Email michaeldejos28@gmail.com
Address:
Instructional Planning
(The process of systematically planning, developing, evaluating
and managing the instructional process by using principles
of teaching and learning - D.O. 42, s. 2016)
Procedures
Analysis
(10 mins) What is/are your observation/s in the activity/experiment?
Remarks
Reflections
A. No. of learners who earned 80% in the C. Did the remedial lessons work? No. of
evaluation. learners who have caught up with the
lesson.
B. No. of learners who require additional D. No. of learners who continue to
activities for remediation. require remediation.
E. Which of my learning 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:
Name: MICHAEL R. DEJOS School: BANTAYAN NATIONAL HIGH
SCHOOL
Position/Designation: SST-I Division: CEBU PROVINCE
Contact Number: 09325764837 Email michaeldejos28@gmail.com
Address:
Republic of the Philippines
Department of Education
CARAGA REGION
SCHOOLS DIVISION OF CABADBARAN CITY
PUTING BATO NATIONAL HIGH SCHOOL
PUTING BATO, CABADBARAN CITY
Instructional Planning
(The process of systematically planning, developing, evaluating
and managing the instructional process by using principles
of teaching and learning - D.O. 42, s. 2016)
Having mentioned solutes, it is also important to know that the rate of solubility of solutes
depend on several factors. Some solutes will dissolve faster than some. Some will not
dissolve a hundred percent. Some may not even dissolve at all. These factors are exactly
what we will be learning about today.
Example:
Demonstrate the effects of agitation in mixing a solid solute in water.
In which glass did the powdered coffee dissolve faster? In glass A where agitation was
applied, or in glass B where the powdered coffee was left on standby?
Activity In groups of three, perform Activities 4, 5 and 6 of Module 1 in Science 7 Learner’s
(50 mins.) Material, pp. 12-15.
(Allow the students plenty of time for this activity because it is an opportunity for them to
practice their learning in conducting Scientific Investigations.)
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Analysis
(30 mins.) Why smaller pieces of salt dissolves faster than larger ones?
Does a solute dissolve faster in water when you increase the temperature? Explain.
Does the type or nature of the solute will also affect how fast it dissolves in water?
What are the factors that determine the rate of solubility of solid solutes in a solution?
Abstraction There are four factors that determine the rate of solubility of solid solutes in a solution.
(5 mins.) 1. AGITATION – solid solutes dissolve faster when agitation is applied. Agitation includes
stirring, shaking of the container, etc.
2. PARTICLE SIZE – finer solutes dissolve faster.
3. TEMPERATURE OF SOLVENT – solid solutes dissolve faster in warmer solvents.
4. NATURE OF SOLUTE – some solutes naturally dissolve faster than others.
Application
(15 ins.) 1.State the relationship between the size particles of the solute and the rate of solubility
2. Explain the factors that affect the solubility of the solutions.
Assessment
(10 mins.) Multiple Choice: Read each item carefully and encircle the letter of your answer.
1. The solubility of solids in water _____.
a. is independent of the temperature
b. increases with increasing temperature
c. decreases with increasing temperature
d. solids are not soluble in water
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2. Which action/s would not affect the solubility of sugar in water?
a. Stir the water and sugar.
b. Grind the sugar to make it finer.
c. Heat the water and sugar.
d. Add salt to the water before adding the sugar.
3. Imagine that you performed an experiment in which you dissolved different samples of
sugar (sugar cubes, powdered sugar, regular table sugar) into water samples to compare
how long they took to dissolve. Which factor would be least important to the design of this
experiment?
a. The water samples must all be of the same temperature.
b. All the samples must be tested at exactly the same time of the day.
c. The solution formed must contain only sugar and water.
d. The same amount of sugar must be used in each sample.
4. The following illustration shows what happens when salt is added to water.
7. Which of the following would not affect the solubility of solid solutes?
a. particle size of solute
b. volume of solvent
c. stirring and shaking
d. temperature
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8. As temperature increases _____.
a. the solubility of most solid solutes decreases
b. the solubility of most solid solutes does not vary
c. the solubility of most solid solutes increases
d. the solubility of most solid solutes drop to zero
9. 15g of sugar cubes are dissolved in 120g of water at 20°C. What could be done to
increase the rate of dissolution?
a. Use larger sugar cubes.
b. Stir the mixture.
c. Cool the water down.
d. Add salt into the mixture.
10. Which of the following will dissolve at the fastest rate?
a. 15g of sugar cubes in 120g of water at 60°C.
b. 15g of sugar cubes in 120g of water at 20°C.
c. 15g of regular table sugar in 120g of water at 60°C.
d. 15g of regular table sugar in 120g of water at 20°C.
11. You and your friend have a contest to see who can make iced tea the fastest. Which of
the following would NOT help you win?
a. cool the water
b. use smaller crystals
c. heat the water
d. stir quickly
12. Smaller pieces of solute dissolve faster because _____.
a. they can be stirred faster
b. more surface area is exposed
c. smaller pieces are unsaturated
d. they won’t form crystals quickly
Remarks
Reflections
A. No. of learners who earned 80% in the C. Did the remedial lessons work? No. of
evaluation. learners who have caught up with the
lesson.
B. No. of learners who require additional D. No. of learners who continue to
activities for remediation. require remediation.
E. Which of my learning strategies worked
well? Why did these work?
F. What difficulties did I encounter which my
principal or supervisor can help me solve?
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G. What innovation or localized materials did I
use/discover which I wish to share with other
teachers?
Prepared by:
Instructional Planning
(The process of systematically planning, developing, evaluating
and managing the instructional process by using principles
of teaching and learning - D.O. 42, s. 2016)
Analysis Albert wants to find out how much sugar is needed to make a saturated solution in 100ml
(10 mins) of water.
Amount
Step Observations
of salt
no.
added
After stirring, sugar
1 12 g
completely dissolved.
After stirring, sugar
2 12 g
completely dissolved.
After stirring, sugar
3 12 g
completely dissolved.
After stirring, some sugar is
4 12 g seen at the bottom of the
container.
After stirring, more sugar is
5 12 g seen at the bottom of the
container.
6 12 g After stirring, more sugar is
seen at the bottom of the
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container.
Application
(10 mins) Make unsaturated, saturated and supersaturated solutions using sand as solute. Present
the measurements in a table.
Assessment
(10 mins) I. MULTIPLE CHOICE: Read each item carefully and encircle the letter of your answer.
1. Which statement best describes a supersaturated solution?
a. a solution which contains more solute than is normally possible
b. a solution that has equal amounts of solute and solvent
c. a solution that could possible dissolve more solute.
d. a solution that has dissolved the maximum amount of solute
3. If you taste a glass of lemonade and it is not sweet enough, what would you do?
a. boil the solution b. add more solvent
c. add more solute d. filter out the solute
4. The Dead Sea contains so much salt that people can easily float on it. The Dead Sea is a
_____ solution.
a. saturated b. suspended
c. unsaturated d. supersaturated
5. When making gulaman, you accidentally use twice as much gulaman powder as the
recipe calls for. You stir, and stir, but you
cannot get all of the gulaman powder to dissolve. This is because the solution is _____.
a. supersaturated b. suspended c. saturated d.
soluble
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8. Sugar water containing all the sugar that would normally dissolve at 10°C is said to be
____.
a. concentrated b. unsaturated c. supersaturated p d.
saturated
Remarks
Reflections
A. No. of learners who earned 80% in the C. Did the remedial lessons work? No. of
evaluation. learners who have caught up with the
lesson.
B. No. of learners who require additional D. No. of learners who continue to
activities for remediation. require remediation.
E. Which of my learning 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:
Name: MICHAEL R. DEJOS School: BANTAYAN NATIONAL HIGH
SCHOOL
Position/Designation: SST-I Division: CEBU PROVINCE
Contact Number: 09325764837 Email michaeldejos28@gmail.com
Address:
Republic of the Philippines
Department of Education
CARAGA REGION
SCHOOLS DIVISION OF CABADBARAN CITY
PUTING BATO NATIONAL HIGH SCHOOL
PUTING BATO, CABADBARAN CITY
Instructional Planning
(The process of systematically planning, developing, evaluating
and managing the instructional process by using principles
of teaching and learning - D.O. 42, s. 2016)
Creating
Attitude Receiving Phenomena
Exhibit understanding of different concentration of solutions in
preparing household cleaning materials, drinks, etc.
Values Valuing Propose ways to make preparation solutions easier.
Content Solutions
Learning Resources Different Isopropyl alcohol (concentration)
Procedures
Analysis
(3 mins) Besides the difference in how their labels look and the difference in the shape of the
bottles,
what else is different between the three?
Abstraction
(15 mins) They differ in concentration. One is 50%. One is 70%. And the last one is 91% by volume.
70% isopropyl alcohol means that for every 100 ml of alcohol, 70 ml is pure isopropyl
alcohol, and 30 ml is water. 50% isopropyl alcohol means that for every 100 ml of alcohol,
50 ml is pure isopropyl alcohol, and 50 ml is water. 91% isopropyl alcohol means that for
every 100 ml of alcohol, 91 ml is pure isopropyl alcohol, and 9 ml is water. This method of
expressing the concentration of a solution is by way of Percent by Volume (for liquids) or
Percent by Mass (for solids). This allows us to know the exact ratio of solute to solvent in
specifying the concentration of a solution.
For instance:
How many mL of ethyl alcohol are in a 50ml-bottle of a 70% ethyl-alcohol solution?
70ml ethyl alcohol
50ml rubbing alcohol X ------------------------------------- = 35ml ethyl alcohol
100ml alcohol solution
Therefore, there is 35ml of pure ethyl alcohol in 50ml of 70% ethyl-alcohol solution.
This method also works the same for solid solutes. We simply change the unit ml (volume)
to g (mass).
Let’s say, for instance, that you fell and bruised yourself pretty bad. You want to treat your
bruises and before you put some iodine solution in it, you have to disinfect it. You have a
70% rubbing alcohol and thought that it might sting. Since you have low tolerance for pain,
you want it to be less concentrated. What do you do?
Exactly. Dilute it. When you dilute a solution, you add more solvent to it and it becomes
less concentrated. In the case of the rubbing alcohol, you simply add a bit more water to it.
When there is a large amount of dissolved solute for a certain volume of solvent,
the solution is concentrated. For instance, a supersaturated solution is a concentrated
solution.
A dilute solution has a small amount of dissolved solute in comparison to the
amount of solvent. For instance, we can say that an unsaturated solution is a dilute
solution.
The concentration of a solution may be expressed in terms of Percent by
Volume, and Percent by Mass.
All portions of a solution have the same concentration (solutions are uniform all
throughout). The composition of one part is also the same as the composition of the other
parts. But you can change the concentration of solutions. This means you can prepare
different solutions of sugar in water of different concentrations (for example 10%, 20% or
30%). In the same way, you can prepare different solutions of salt in water.
Application This may be done by volunteers on the board, so that checking will be demonstrated to the
(15 mins) rest of the class.
Solve.
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1. 10g of salt and 70 g of water are mixed together, forming a solution. What is the
concentration of the solution?
2. 14.2g of Potassium Chloride is dissolved in 450ml of water. What is the concentration of
the resulting solution?
Assessment Multiple Choice: Read each item carefully and encircle the letter of your answer.
(20 mins) 1. When there is a low concentration of solute in a solution, it is known as _____.
a. diluted solution
b. saturated solution
c. concentrated solution
d. unsaturated solution
5. Mateo prepared two brine solutions for his salted eggs. On the first one, he added 250 g
of salt in one liter of water. On the second one, he added 300g of salt in 1.5 liters of water.
Which of the following statements is true about his solutions?
a. The first one is more concentrated than the second one.
b. The second one is more concentrated than the first one.
c. Both solutions have the same concentration.
d. The data given is not sufficient to determine the concentration of both solutions.
Solve.
1. 31.5g of Calcium Nitrate is dissolved in 1.8 liters of solution. What is the concentration of
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the resulting solution?
2. What is the concentration of a rubbing alcohol that contains 275ml of isopropyl alcohol
in 500g of solution?
Assignment
Study in advance:
How to express concentration of solutions in terms of Percent by Mass and Percent by
Volume.
How to derive existing formulae in order to solve for what is asked.
Concluding
In buying the liquid products it is important to identify the percentage of the concentration
Activity
of the solution for the advantages of the users.
Remarks
Reflections
A. No. of learners who earned 80% in the C. Did the remedial lessons work? No. of
evaluation. learners who have caught up with the
lesson.
B. No. of learners who require additional D. No. of learners who continue to
activities for remediation. require remediation.
E. Which of my learning 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:
Name: MICHAEL R. DEJOS School: BANTAYAN NATIONAL HIGH
SCHOOL
Position/Designation: SST-I Division: CEBU PROVINCE
Contact Number: 09325764837 Email michaeldejos28@gmail.com
Address:
Republic of the Philippines
Department of Education
CARAGA REGION
SCHOOLS DIVISION OF CABADBARAN CITY
PUTING BATO NATIONAL HIGH SCHOOL
PUTING BATO, CABADBARAN CITY
Instructional Planning
(The process of systematically planning, developing, evaluating
and managing the instructional process by using principles
of teaching and learning - D.O. 42, s. 2016)
Abstraction
(10mins) The formula will be derived according to which value is asked:
Sample problem no. 1 asks for the mass of the solute in grams.
Sample problem no. 2 asks for the mass of a component in the solution.
Sample problem no. 3 asks for the volume of the solvent in milliliters.
Sample problem no.4 asks for the concentration of the solution, but remember that a
solution consists of both solute and solvent. So since the values given are mass of solute
and mass of solvent (not the usual mass or volume of the solution itself), careful with the
mass of the solution you will use in the formula.
In solving for different values involved in the concentration of solutions, the first step is to
analyze the problem and determine what is asked. Once that has been determined, the
basic formula will be derived according to which particular value is asked. Values include
the concentration of the solution, the mass/volume of the solvent, the mass/volume of the
solute, the over-all volume/mass of the solution, and sometimes there’s more depending
on the given problem.
Our basic formula gives us the concentration of the solution, so for problems
that require us to get values other than the concentration, we need to derive that basic
formula.
Application Solve.
(10mins) 1. A saturated solution of carbon dioxide gas in water has a concentration of 0.145%. How
many grams of carbon dioxide is present in 250ml of the solution?
2. 18-karat white gold is an alloy. It contains 75% pure gold, 12.5 % silver, and 12.5 %
copper. A piece of jewelry made of 18-karat white gold has a mass of 20 g. How much pure
gold does it contain?
3. Vinegar is sold as a 5% concentration solution of acetic acid in water. How much water
should be added to 15ml of pure acetic acid to make vinegar?
4. What is the concentration of a solution that is 12.9 g of Carbon Tetrachloride dissolved in
72.5 g of Benzene?
Assessment Give what is asked:
(10mins) For questions 1-4, refer to the data below:
Solution A – 14.2 g of Potassium Chloride dissolved in 450 ml of solution.
Solution B – 31.5 g of Calcium Nitrate dissolved in 1.8 L of solution.
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Solution C – 1.72 g of Potassium Permanganate dissolved in 60 ml of solution.
1. What is the concentration of Solution A?
2. What is the concentration of Solution B?
3. What is the concentration of Solution C?
4. Which of the three solutions is most concentrated?
5. What is the concentration of a solution of 7.6 g sucrose in 83.4 g water?
Assignment Study:
Solving of different concentration problems.
Concluding The different concentration of solutions in preparing household cleaning materials/drinks
Activity should be carefully used and handled it properly
Remarks
Reflections
A. No. of learners who earned 80% in the C. Did the remedial lessons work? No.
evaluation. of learners who have caught up with the
lesson.
B. No. of learners who require additional D. No. of learners who continue to
activities for remediation. require remediation.
E. Which of my learning 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:
Instructional Planning
(The process of systematically planning, developing, evaluating
and managing the instructional process by using principles
of teaching and learning - D.O. 42, s. 2016)
For checking, have volunteers to show their solutions on the board. They may also explain
the step-by-step process of how they arrived at their answers. If corrections are to be made,
everyone will be able to hear/see the correct explanation/process.
Abstraction In solving the problems we should read and comprehend the problem, analyze the
problem what is being asked, get the given, know the formula to be used and substitute
the known formula then solved the problems.
Application Why do we need to comprehend and analyzed the problem?
Why formulae is being identified in solving the problems?
Assessment
25 min 1. How many grams of sucrose must be added to 375 g of water to prepare a 2.75%
solution of sucrose?
2. A saline solution has a concentration of 0.92%. How many grams of solute is required to
prepare 35ml of this solution?
Concluding
Activity Problems cannot be solved if we do not know your problem
Remarks
Reflections
A. No. of learners who earned 80% in the C. Did the remedial lessons work? No.
evaluation. of learners who have caught up with the
lesson.
B. No. of learners who require additional D. No. of learners who continue to
activities for remediation. require remediation.
E. Which of my learning 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:
Instructional Planning
(The process of systematically planning, developing, evaluating
and managing the instructional process by using principles
of teaching and learning - D.O. 42, s. 2016)
Introductor
Let the students recall the previously discussed lesson on how to solve the different
y Activity
concentrations of the solution.
(5 mins)
Activity The teacher shall facilitate the class into outlining the entire Lesson 2 (Properties of
(10 mins) Solution) in a single graphic organizer or diagram on the board. This will serve as an over-all
lesson review so the teacher must make sure that all essential terminologies are covered,
as well as the skills and concepts taught across 5 modules.
Analysis 1.What did you feel while making your graphic organizer on the properties, components
and their different types of concentrations of the solution?
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2. Which groups would come up the complete graphic organizer? How did you come up
your comprehensive organizer?
Abstraction Components of a Solution:
SOLUTE
SOLVENT
Properties of a Solution:
A solute is dissolved in a solvent.
It is homogeneous. It has a uniform appearance all throughout.
It is single-phased.
Its components cannot be separated by filtration. It may be separated by other
means such as chromatography and evaporation.
Four factors that determine the rate of solubility of solid solutes in a solution.
1. AGITATION
2. PARTICLE SIZE
3. TEMPERATURE OF SOLVENT
4. NATURE OF SOLUTE
There are three types of solutions:
1. UNSATURATED –
2. SATURATED –
3. SUPERSATURATED
Application Make a table as shown below for the properties of a solution, types of solution,
components of the solution and factors that affect the rate solubility
Properties of solution Types of solution Components of the Factors that affect the
solution rate of the solubility
Assessment
(45 mins) Number Heads Game
(Students’ spelling and writing speed is drilled in this activity. Plus, it practices cooperation
during brainstorming, and independence once they’re alone to answer on the board. The
whole activity itself promotes teamwork.)
Divide the class into 4 (or more) groups. Preferably 10 members per group.
Have the groups assign a number to each member.
The teacher will throw a question, and give a minute for the group to brainstorm
(every member shall make sure they know the answer because any number can be
called).
The teacher will call a number. The member assigned the number will run to the
board, and write their group’s answer. The first to complete their answer on the
board gets the point/s.
Assignment
Study the properties, components, types and factors affecting the rate of solubility of
solutions for the summative test next meeting
Concluding
Activity Make a study habit makes you perfect
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Remarks
Reflections
A. No. of learners who earned 80% in the C. Did the remedial lessons work? No. of
evaluation. learners who have caught up with the
lesson.
B. No. of learners who require additional D. No. of learners who continue to
activities for remediation. require remediation.
E. Which of my learning 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:
Instructional Planning
(The process of systematically planning, developing, evaluating
and managing the instructional process by using principles
of teaching and learning - D.O. 42, s. 2016)
saturated solutions.
2. The learner expresses concentration of solutions S7MT-Ia-2-3
quantitatively by preparing different concentrations of
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mixtures according to uses and availability of materials.
Key Concept/
Concentration of Solutions
Understanding to be
Adapted cognitive Process
Domain Dimension (D.O.8, s.2015) OBJECTIVES:
Knowledge Remembering
The fact or condition of
knowing something with
familiarity gained through
experience or association
Understanding
Skills Applying Assess understanding on the different properties and components of
The ability and capacity
acquired through deliberate, solutions, as well as their different types and concentrations.
systematic, and sustained
effort to smoothly and
adaptively carryout complex
Analyzing
activities or the ability, coming
from one’s knowledge Evaluating
practice, aptitude, etc.,
Creating
Attitude Receiving Phenomena
Exhibit understanding of different concentration of solutions in
preparing household cleaning materials, drinks, etc.
Values Valuing Propose ways to make preparation solutions easier.
Content Solutions
Learning Resources Summative Test # 2 Powerpoint
Procedures
Summative Test # 2
Concentration of Solutions
I. Multiple Choice: Read each item carefully and encircle the letter of your answer.
1. Which of the following statements about the characteristics of solutions is accurate?
a. The solute is the component of the solution that is present in the greatest quantity.
b. Solutions can be solids, liquids, or gases.
c. Only one phase is visible in a heterogeneous mixture.
d. A dilute solution contains a relatively large quantity of solute per unit volume of solvent.
2. A solution is made by dissolving some salt in a beaker of water. The salt is referred to as _____.
a. solute b. filtrate c. solution d.
solvent
3. A solute is _____.
a. usually the material present in the largest amount in a solution
b. the material that dissolves in the solvent portion of a solution
c. only dissolved in water
d. a homogenous mixture of ions of molecules of two or more substances
4. The dissolving medium in the solution is the _____.
a. solute b. solvent c. solution d.
mixture
5. Which of the following is not a property of solution?
a. It has a definite composition. c. It consists of a single phase.
b. It has a homogeneous composition. d. It can be physically separated from its
components.
6. What is the best course of action when asked to retrieve the sugar in a solution of sugar and water?
a. Freeze the solution.
b. Boil the solution and let it cool back down to room temperature.
c. Let the water evaporate.
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d. Do nothing because it’s not possible.
7. A solution containing the maximum amount of dissolved solute is a _____ solution.
a. concentrated b. unsaturated c. dilute d. saturated
II. Solve.
1. How many mL of ethyl alcohol are in a 100 mL bottle of a 70% alcohol solution
2. A five-peso coin has a mass of 5.5 grams. How many grams of copper are in a one-peso coin containing
75% copper
by mass
3. 10 g salt and 70 g water are mixed and solution is prepared. Find concentration of solution by percent
mass.
4. Determine the percent composition by mass of a 100 g salt solution which contains 20 g salt
5. Determine the volume/volume percent solution made by combining 25 mL of ethanol with enough
water to
produce 200 mL of the solution.
Prepared by:
Instructional Planning
(The process of systematically planning, developing, evaluating
and managing the instructional process by using principles
of teaching and learning - D.O. 42, s. 2016)
Introductor Show the class samples of Seawater and Distilled water without letting them know what it
y Activity is.
(5 mins) Have them guess what they are (which is almost not possible without tasting it) and have
them try to tell the difference between the two in terms only of appearance. If they have
guessed correctly what they are, have them tell the difference in terms of composition.
These are samples of Seawater and Distilled water. There’s no way we could have guessed
that correctly without actually tasting it. Our previous lesson discussed solutions and
seawater is an example of a solution – a mixture - while distilled water is a substance.
What is a substance?
What is the difference between the two?
How can we tell which is which?
There are several ways of knowing how, and we will learn one of those ways today.
Prepared by:
Name: MICHAEL R. DEJOS School: BANTAYAN NATIONAL HIGH SCHOOL
Position/Designation: SST-I Division: CEBU PROVINCE
Contact Number: 09325764837 Email michaeldejos28@gmail.com
Address:
Instructional Planning
(The process of systematically planning, developing, evaluating
and managing the instructional process by using principles
of teaching and learning - D.O. 42, s. 2016)
Introductor
y Activity Have one or more students recall yesterday’s activity:
(5 mins) What was our lesson that we took up yesterday?
Our previous lesson talked about classifying matter into substances and mixtures.
We learned that there are three ways by which we can classify them: 1) knowing what it’s
made of; 2) studying its boiling behavior; and 3) studying its melting behavior.
This time, we will classify substances further. What these classifications are, we shall find
out in the next activity.
Activity
In the same groups of 3, perform Module 3, Activity 1, p.30 of Science 7 Learner’s Material.
(55 mins)
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Analysis
(10 mins) What is element?
What is compound?
Abstraction
(15 mins) Substances can be classified further into ELEMENTS and COMPOUNDS.
Elements-- are the fundamental substances that make up compounds.
--- pure substance and simplified form of matter which cannot be decomposed by
ordinary
chemical means
Example: Hydrogen is an element. Oxygen is also an element. When you combine one
atom of
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oxygen with two atoms of hydrogen, you get Water. Thus, water is a
compound.
Compounds –are two or more substances/elements that are chemically combined and
cannot be
separated by physical means
Application Distinguish the following substances by writing element or compound on the space
(15 mins) provided for.
Elements or Compound?
Element Compound
Remarks
Reflections
A. No. of learners who earned 80% in the C. Did the remedial lessons work? No.
evaluation. of learners who have caught up with the
lesson.
B. No. of learners who require additional D. No. of learners who continue to
activities for remediation. require remediation.
E. Which of my learning strategies worked
well? Why did these work?
F. What difficulties did I encounter which my
principal or supervisor can help me solve?
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G. What innovation or localized materials did I
use/discover which I wish to share with other
teachers?
Prepared by:
Name: MICHAEL R. DEJOS School: BANTAYAN NATIONAL HIGH SCHOOL
Position/Designation: SST-I Division: CEBU PROVINCE
Contact Number: 09325764837 Email Address: michaeldejos28@gmail.com
Instructional Planning
(The process of systematically planning, developing, evaluating
and managing the instructional process by using principles
of teaching and learning - D.O. 42, s. 2016)
Skills Applying
The ability and capacity
acquired through deliberate,
systematic, and sustained
Analyzing
effort to smoothly and
adaptively carryout complex
Evaluating Explain how elements in the periodic table are arranged according to
activities or the ability, coming
from one’s knowledge their properties.
practice, aptitude, etc.,
Creating
Attitude Receiving Phenomena
Participate in the different activities conducted to better understand
the lesson
Values Valuing
Share learning about elements and compounds to peers in need of
further explaining
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Content Elements and Compounds
Learning Resources 1. Science 7 Learner’s Material
2. Periodic Table of elements
Procedures
Analysis
(10 mins) If you were asked to arrange over a hundred different elements, how would you do it?
What reason would you have for arranging them that way?
Assessment
(10 mins)
A. What is the symbol of the ff.
elements: Write your answer on the
space provided for.
1. Silver ________
2. Thallium ________
C. What is the period and group number of the ff.
3. Potassium_______
elements:
B. What element is represented by the
1. Gold _________________
ff. symbols:
2. Phosphorus _________________
1. U ____________
3. Palladium _________________
2. Mo ____________
D. What element is found in the ff. group and
3. H ____________
period nos.:
1. period 3, group 18 ______________
2. period 2, group 1 ______________
3. period 6, group 4 ______________
E. MULTIPLE CHOICE: Read each answer carefully and encircle the letter of your answer.
1. Which of the following statements is true about the periodic table of elements?
a. The elements in the periodic table are arranged according to similarities in their
properties.
b. The periodic table consists of 18 groups and 7 periods.
c. The periodic table includes other information about the elements as well, not only
their
symbols.
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d. All of the above.
2. A compound is represented by a chemical formula, while an element is represented
by a _______.
a. Coefficient b. Chemical symbol c. Subscript d. Equation
3. The symbol of an element is usually its name’s first or first two sounds. Which set has
the correct
symbols for calcium, cobalt, and chlorine respectively?
a. C, Co, Cl b. Ca, Co, Cl c. Ca, C, Cr d. Cl, Co, Cr
Assignment
Study your lesson on the elements and compounds for the preparation of our test next
meeting
Concluding Periodic table is a tool in which the name of the elements is being arranged and sequenced
Activity in groups and periods. It helps in locating the proper places of the different elements
Remarks
Reflections
A. No. of learners who earned 80% in the C. Did the remedial lessons work? No.
evaluation. of learners who have caught up with the
lesson.
B. No. of learners who require additional D. No. of learners who continue to
activities for remediation. require remediation.
E. Which of my learning 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:
Instructional Planning
(The process of systematically planning, developing, evaluating
and managing the instructional process by using principles
of teaching and learning - D.O. 42, s. 2016)
Summative Test # 3
Substances and Mixtures, Elements and Compounds
1. Common table salt is a compound, while sodium is a/an _______.
a. Compound
b. Element
c. Solution
d. None of the above
2. A compound is represented by a chemical formula, while an element is represented by a _______.
a. Coefficient
b. Chemical symbol
c. Subscript
d. Equation
3. The chemical symbol for silver is _______.
a. Sv
b. Au
c. Ag
d. Si
4. Which of the following statements is true about the periodic table of elements?
a. The elements in the periodic table are arranged according to similarities in their properties.
b. The periodic table consists of 18 groups and 7 periods.
c. The periodic table includes other information about the elements as well, not only their symbol.
d. All of the above.
5. A compound is represented by a chemical formula, while an element is represented by a _______.
a. Coefficient b. Chemical symbol c. Subscript d. Equation
6. The symbol of an element is usually its name’s first or first two sounds. Which set has the correct symbols
for calcium,cobalt, and chlorine respectively?
a. C, Co, Cl
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b. Ca, Co, Cl
c. Ca, C, Cr
d. Cl, Co, Cr
7. Chalk consist of ________.
a. Calcium
b. Carbon Dioxide
c. Oxygen
d. All of them
8. Carbon, hydrogen and oxygen combines together to make _________.
a. Sugar
b. Polythene
c. Chalk
d. Common Salt
9. A pure substance which consist of two or more elements which have been combined chemically is called
______.
a. element
b. Compound
c. Mixture
d. Solute
10. Cu is symbol of element
a. Copper
b. Cobalt
c. Both a and b
d. Curium
11. All elements possesses different ________.
a. physical properties
b. chemical properties
c. both a and b
d. special properties
12. Element which is filled in thermometer due to its temperature sensitivity is called ________.
a. Mercury
b. Copper
c. Helium
d. Oxygen
13. A substance which cannot be broken in to simpler substances further by any chemical reaction is called
_____.
a. element
b. compound
c. mixture
d. solution
14. Salt, sugar, chalk, sand are all _________.
a. element
b. compound
c. mixture
d. solute
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15. Water is broken down into smaller units by passing
a. heat
b. electricity
c. magnet
d. chemical
Assignment By group bring the following materials tomorrow:
1 piece mature, dark violet eggplant, alum (tawas) powder
Remarks
Reflections
A. No. of learners who earned 80% in the C. Did the remedial lessons work? No. of
evaluation. learners who have caught up with the
lesson.
B. No. of learners who require additional D. No. of learners who continue to
activities for remediation. require remediation.
E. Which of my learning 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:
Instructional Planning
(The process of systematically planning, developing, evaluating
and managing the instructional process by using principles
of teaching and learning - D.O. 42, s. 2016)
Today, we will learn how compounds can be acidic or basic, and one way of knowing is with
the use of pH indicators.
Teacher demonstrates how a natural pH indicator made from eggplant skin changes color
when added to a sample of vinegar, and a sample of bleach.
So, now you will make your own natural pH indicator.
Activity In groups of 3, perform Module 4, Activity 1, Part A, p.46 of Science 7 Learner’s Material.
(55 mins.)
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Remarks
Reflections
A. No. of learners who earned 80% in the C. Did the remedial lessons work? No.
evaluation. of learners who have caught up with the
lesson.
B. No. of learners who require additional D. No. of learners who continue to
activities for remediation. require remediation.
E. Which of my learning 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:
Instructional Planning
(The process of systematically planning, developing, evaluating
and managing the instructional process by using principles
of teaching and learning - D.O. 42, s. 2016)
1. Car battery
2. Zonrox
3. Coconut Juice
4. Distilled water
5. Tap water
6.Ketchup
7. Milk
8. Baking Soda
9. Soap
10. Citric Acid
Assessment Multiple Choice: Read each item carefully and encircle the letter of your answer.
(10 mins)
1. Of the following samples, which is most acidic?
a. Sample A with pH7
b. Sample B with pH2.5
c. Sample C with pH4
d. Sample D with pH8.4
2. Which of the following statements correctly describes an acid?
I. It has a sour taste.
II. It turns an indicator to red.
III. It has a pH level of below 7.
IV. It reacts with metals.
a. I, II and IV
b. I, II and III
c. I, III and IV
d. I, II, III and IV
3. If the pH in the body is too basic, it reacts by ________ to lower the pH and get it back to
normal levels.
a. Palpitating
b. Hyperventilating
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c. Increasing sugar levels
d. Undergoing Hypothermia
4. What process occurs when an acid mixes with a base?
a .Neutralization
b. Detoxification
c. Immunization
d. Nitrification
5. Which of the following practices show safety in handling acids?
I. Avoid contact with nose and eyes
II. Use only in well ventilated areas
III. Always keep the container tightly sealed
IV. Store in a cool dry place
a. I, II and III
b. I, II and IV
c. II, III and IV
d. I, II, III and IV
Remarks
Reflections
A. No. of learners who earned 80% in the C. Did the remedial lessons work? No. of
evaluation. learners who have caught up with the
lesson.
B. No. of learners who require additional D. No. of learners who continue to
activities for remediation. require remediation.
E. Which of my learning 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:
Instructional Planning
(The process of systematically planning, developing, evaluating
and managing the instructional process by using principles
of teaching and learning - D.O. 42, s. 2016)
METALLOIDS
The elements that border the stair-stepped line are classified as metalloids. The metalloids,
or semimetals, have properties that are somewhat of a cross between metals and
nonmetals.
Application Oral
(10 mins) Identify the following elements as a metal, nonmetal or metalloid.
- Carbon
- Oxygen
- Arsenic
- Helium
- Nickel
Assessment Identify the choice that best completes the statement or answers the question.
(15mins)
1. Which of the following elements is an alkali metal?
a. Calcium
b. Magnesium
c. Mercury
d. Sodium
2. Carbon and other nonmetals are found in which area of the periodic table?
a. on the left-most side
b. on the right side
c. in the middle column of the periodic table
d. in the bottom rows
3. In Mendeleev’s Periodic Table, elements in the each column had similar
a. atomic masses c. atomic numbers
b. properties d. symbols
4. Each column of the periodic table is
a. an element c. an isotope
b. a group d. a period
5. Which of the following is an example of a metalloid?
a. Hydrogen c. Silicon
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b. Lead d. Neon
6. Which of the following is an example of a nonmetal?
a. Sodium c. Carbon
b. Boron d. Aluminum
7. Which of the following is true?
a. Nonmetals are generally located along the stair-step on the periodic table.
b. Metalloids are generally located on the left side of the periodic table.
c. Metals are generally located on the right side of the table.
d. Nonmetals are generally located on the right side of the periodic table.
8. Which of the following is a metal?
a. Ca c. C
b. O d. Cl
9. All of the following elements are metalloids, EXCEPT _______.
a. Germanium c. Gold
b. Boron d. Silicon
10. Sodium, Calcium, Copper and Iron are both __________.
a. Metals c. Metalloids
b. Nonmetals d. All of the above
Remarks
Reflections
A. No. of learners who earned 80% in the C. Did the remedial lessons work? No. of
evaluation. learners who have caught up with the
lesson.
B. No. of learners who require additional D. No. of learners who continue to
activities for remediation. require remediation.
E. Which of my learning 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:
Instructional Planning
(The process of systematically planning, developing, evaluating
and managing the instructional process by using principles
of teaching and learning - D.O. 42, s. 2016)
Hypothesis: (5 points) What is your predicted answer to the testable question? Be sure to
explain the reasons for your prediction here.
Procedure:
Prepare samples:
A – iron fillings
B – sulfur rolls
C – mossy zinc
D – graphite
E – silicon
F – mossy tin
G – charcoal
(10 points) Summarize the procedure from each station in YOUR OWN WORDS
G
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2. Sort the seven elements (A-G) into two groups (metals or nonmetals) based on
similarities in their physical and chemical properties.
4. Using the following information, classify each tested element A-G as a metal, a
nonmetal, or a metalloid:
Reflection (5 points)
What procedures in this investigation could lead to errors? How would each error affect
your data?
Analysis
What are the different properties of Metal? Nonmetal? Metalloids?
Abstraction Metals
All elements except hydrogen, which form positive ions by losing electrons during chemical
reactions are called metals. Thus metals are electropositive elements. They are
characterized by bright luster, hardness, ability to resonate sound and are excellent
conductors of heat and electricity. Metals are solids under normal conditions except for
Mercury.
Metalloids
Metalloids are all solid at room temperature. Some metalloids, such as silicon and
germanium, can act as electrical conductors under the right conditions, thus they are called
semi-conductors. Silicon for example appears lustrous, but is not malleable or ductile (it is
brittle - a characteristic of some nonmetals). It is a much poorer conductor of heat and
electricity than the metals. They can form alloys with other metals.
Their physical properties tend to be metallic, but their chemical properties tend to be non-
metallic. The oxidation number of an element in this group can range from +3 to -2,
depending on the group in which it is located.
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Application Complete the table below:
Remarks
Reflections
A. No. of learners who earned 80% in the C. Did the remedial lessons work? No.
evaluation. of learners who have caught up with the
lesson.
B. No. of learners who require additional D. No. of learners who continue to
activities for remediation. require remediation.
E. Which of my learning 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:
Instructional Planning
(The process of systematically planning, developing, evaluating
and managing the instructional process by using principles
of teaching and learning - D.O. 42, s. 2016)
Creating
Attitude Receiving Phenomena Discuss to peers the different properties of metals and nonmetals
Values Valuing Display optimism in learning about metals and nonmetals
Content Metals and Nonmetals
Learning Resources Chalkboard
Procedures
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Introductor
y Activity Have one or more students recall previous activities and topics discussed.
(5 mins)
Activity The teacher shall facilitate the class into outlining the entire Lesson 2 (Properties of
(10 mins) Solution) in a single graphic organizer or diagram on the board. This will serve as an over-all
lesson review so the teacher must make sure that all essential terminologies are covered,
as well as the skills and concepts taught across 5 modules.
Assessment
(45 mins) Number Heads Game
(Students’ spelling and writing speed is drilled in this activity. Plus, it practices cooperation
during brainstorming, and independence once they’re alone to answer on the board. The
whole activity itself promotes teamwork.)
Divide the class into 4 (or more) groups. Preferably 10 members per group.
Have the groups assign a number to each member.
The teacher will throw a question, and give a minute for the group to brainstorm
(every member shall make sure they know the answer because any number can be
called).
The teacher will call a number. The member assigned the number will run to the
board, and write their group’s answer. The first to complete their answer on the
board gets the point/s.
Remarks
Reflections
A. No. of learners who earned 80% in the C. Did the remedial lessons work? No. of
evaluation. learners who have caught up with the lesson.
B. No. of learners who require additional activities D. No. of learners who continue to require
for remediation. remediation.
E. Which of my learning strategies worked well?
Why did these work?
F. What difficulties did I encounter which my
principal or supervisor can help me solve?
Republic of the Philippines
Department of Education
CARAGA REGION
SCHOOLS DIVISION OF CABADBARAN CITY
PUTING BATO NATIONAL HIGH SCHOOL
PUTING BATO, CABADBARAN CITY
G. What innovation or localized materials did I
use/discover which I wish to share with other
teachers?
Prepared by:
DLP NO. 23
*DLP is designed only to drill students for the next meeting’s summative test.
Instructional Planning
(The process of systematically planning, developing, evaluating
and managing the instructional process by using principles
of teaching and learning - D.O. 42, s. 2016)
Creating
Attitude Receiving Phenomena Discuss to peers the different properties of metals and nonmetals
Values Valuing Display optimism in learning about metals and nonmetals
Content Metals and Nonmetals
Learning Resources Chalkboard
Procedures
Introductor
y Activity Have one or more students recall previous activities and topics discussed.
(5 mins)
Activity The teacher shall facilitate the class into outlining the entire Lesson 2 (Properties of
(10 mins) Solution) in a single graphic organizer or diagram on the board. This will serve as an over-all
lesson review so the teacher must make sure that all essential terminologies are covered,
as well as the skills and concepts taught across 5 modules.
Assessment
(45 mins) Number Heads Game
(Students’ spelling and writing speed is drilled in this activity. Plus, it practices cooperation
during brainstorming, and independence once they’re alone to answer on the board. The
whole activity itself promotes teamwork.)
Divide the class into 4 (or more) groups. Preferably 10 members per group.
Have the groups assign a number to each member.
The teacher will throw a question, and give a minute for the group to brainstorm
(every member shall make sure they know the answer because any number can be
called).
The teacher will call a number. The member assigned the number will run to the
board, and write their group’s answer. The first to complete their answer on the
board gets the point/s.
Remarks
Reflections
A. No. of learners who earned 80% in the C. Did the remedial lessons work? No. of
evaluation. learners who have caught up with the lesson.
B. No. of learners who require additional activities D. No. of learners who continue to require
for remediation. remediation.
E. Which of my learning 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:
DLP NO. 24
*DLP is designed only to drill students for the next meeting’s summative test.
Republic of the Philippines
Department of Education
CARAGA REGION
SCHOOLS DIVISION OF CABADBARAN CITY
PUTING BATO NATIONAL HIGH SCHOOL
PUTING BATO, CABADBARAN CITY
Instructional Planning
(The process of systematically planning, developing, evaluating
and managing the instructional process by using principles
of teaching and learning - D.O. 42, s. 2016)
Creating
Attitude Receiving Phenomena Discuss to peers the different properties of metals and nonmetals
Values Valuing Display optimism in learning about metals and nonmetals
Content Metals and Nonmetals
Learning Resources Chalkboard
Procedures
Introductor
y Activity Have one or more students recall previous activities and topics discussed.
(5 mins)
Activity The teacher shall facilitate the class into outlining the entire Lesson 2 (Properties of
(10 mins) Solution) in a single graphic organizer or diagram on the board. This will serve as an over-all
lesson review so the teacher must make sure that all essential terminologies are covered,
Republic of the Philippines
Department of Education
CARAGA REGION
SCHOOLS DIVISION OF CABADBARAN CITY
PUTING BATO NATIONAL HIGH SCHOOL
PUTING BATO, CABADBARAN CITY
as well as the skills and concepts taught across 5 modules.
Assessment
(45 mins) Number Heads Game
(Students’ spelling and writing speed is drilled in this activity. Plus, it practices cooperation
during brainstorming, and independence once they’re alone to answer on the board. The
whole activity itself promotes teamwork.)
Divide the class into 4 (or more) groups. Preferably 10 members per group.
Have the groups assign a number to each member.
The teacher will throw a question, and give a minute for the group to brainstorm
(every member shall make sure they know the answer because any number can be
called).
The teacher will call a number. The member assigned the number will run to the
board, and write their group’s answer. The first to complete their answer on the
board gets the point/s.
Remarks
Reflections
A. No. of learners who earned 80% in the C. Did the remedial lessons work? No. of
evaluation. learners who have caught up with the lesson.
B. No. of learners who require additional activities D. No. of learners who continue to require
for remediation. remediation.
E. Which of my learning 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:
DLP NO. 26
*DLP is designed only to drill students for the next meeting’s summative test.
Instructional Planning
(The process of systematically planning, developing, evaluating
and managing the instructional process by using principles
of teaching and learning - D.O. 42, s. 2016)
Attitude Receiving Phenomena Discuss to peers, the different concept learned in the first quarter
Values Valuing Display optimism in learning about metals and nonmetals
Content First grading budget coverage
Learning Resources Chalkboard, printed test materials
Procedures
Introductor
y Activity Have one or more students recall previous activities and topics discussed.
(5 mins)
Activity
(10 mins) The teacher distribute the test materials then the students answer silently
Assessment
(45 mins) If the result of the practice testis not satisfactory, then further practice is needed
Remarks
Reflections
A. No. of learners who earned 80% in the C. Did the remedial lessons work? No. of
evaluation. learners who have caught up with the lesson.
B. No. of learners who require additional activities D. No. of learners who continue to require
for remediation. remediation.
E. Which of my learning 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: