GRADE 1 School Mariano Marcos Memorial Grade Level

TO 12 Grade 7
DAILY High School
LESSON Date Learning Area Science
LOG
Day Quarter First
LP No. 6
I. OBJECTIVES
A. Content The learners demonstrate an understanding of classifying substances as elements or compounds
Standards
B. Performance The learners shall be able to: make a chart, poster, or multimedia presentation of common elements
Standards showing their names, symbols, and uses
C. Learning The learners should be able to: Differentiate elements from compounds based on their composition from
Competencies/ the given chemical names and formulas of elements and compounds
S7MT-Ig-h-5.1
Objectives. Write
the LC code for
each.
II. CONTENT Measurements/ Designing Simple Investigation

A. References
1. Teacher’s Guide
pages
2. Learner’s Material
pages
3. Textbook pages
4. Additional Materials
from Learning
Resource (LR) portal
Grade 7 Science TG “DIVERISTY OF MATERIALS IN THE ENVIRONMENT” pp. 31-36
Grade 7 Science LM “DIVERISTY OF MATERIALSIN THE ENVIRONMENT” pp. 31-36
Science Links (Worktext in Science and Technology 7) by Meliza Valdoz, Jonna M. Abistado and Jan
Jason M. Mariano, Rex bookstore pp. 27-34
Science Proficiency Workbook (Integrated Science I) by Antonio Coloma, DIWA Learning Systems, Inc.
pp.22-27
https://www.teachengineering.org/lessons/view/cub_mix_lesson2
https://www.woodstown.org/cms/lib4/NJ01001783/Centricity/Domain/8/Texts/ACS/resources/ac/ch7/
act2.pdf

5. Other Learning
Resources
III.PROCEDURES
A. Reviewing previous
lesson or presenting the
new lesson
MATERIALS
ELICIT (5 mins)
Recall
Patty Power
Directions:
Mr. Krabbs wants to make Bikini Bottoms a nicer place to
live. He has created a new sauce that he thinks will reduce
the production of body gas associated with eating crabby
patties from the Krusty Krab. He recruits 100 customers with
a history of gas problems. He has 50 of them (Group A) eat
crabby patties with the new sauce. The other 50 (Group B)
eat crabby patties with sauce that looks just like new sauce
but is really just mixture of mayonnaise and food coloring.
Both groups were told that they were getting the sauce that
would reduce gas production. Two hours after eating the
crabby patties, 30 customers in group A reported having
fewer gas problems and 8 customers in group B reported
having fewer gas problems.

a. Which people are in the control group?

b. What is the independent variable?
c. What is the dependent variable?
d. What should Mr. Krabs’ conclusion be?
 e. Why do you think 8 people in group B reported feeling
better?
ENGAGE (5 mins)
B. Establishing Objectives
a purpose for the lesson 1. Differentiate elements from compounds through their
properties
2. Arrive at an operational definition of elements and
compound after experimental observations
3. Classify matter into elements or compounds
4. State some elements and compounds found in the
environment and their importance to living things
5. Inculcate conservation of resources.
C. Presenting examples/
instances of new lesson Motivation
Which of the following pictures show an element and
compound?

Pre-Assessment: An Active Learning Activity (True or False)

Directions: From the set of statements given, determine
which are true and which are false. Explain the reasons for
your answer.

Statements:
1. A compound is a substance made up of one type of
molecule consisting of more than one element.
2. The characteristics of a compound can be different
from the characteristics of the individual atoms that made it
up.
3. Compounds are the smallest unit of a molecule.
4. Elements and compounds are both made up of exact
ratios of atoms.
5. Elements are represented by symbols.
6. Scientist studying the interaction of atoms usually
does not observe the behavior of a single atom but observe
the behavior of many atoms on a larger scale.
True Reason False Reason
Statements Statements

Unlocking of Word Difficulty

element, compound, atoms, molecules

EXPLORE (15 mins)

D. Discussing new Activity 1: Element or Compound?
concepts and Reminder: Please read the procedure carefully before starting
 practicing new with the activity. Do not forget to answer the guide questions
skills #1 in your notebook.
Materials needed: water, table salt, two glasses, spoon,
casserole
What to do:
1. Pour water into the glasses.
2. Label the glasses as glass A and glass B.
3. Put a pinch of salt in glass A and then stir.
4. Put one tablespoon of salt in glass B. Compare the activity worksheets
appearance of glass A and glass B.
Are their appearances the same?

5. Pour the contents of glass A into the casserole and then

heat. Continue heating until the mixture dries up. (Note:
Remove the casserole from the flame before the mixture dries
up completely!) Observe.
Describe the substance that is left on the casserole.

If you are going to heat the contents of glass B, will you be

able to recover the same substance that you have recovered
from glass A? Can you name the substance?

6. Clean the casserole, then put a little amount of water in it.

Heat the water. Observe.
Caution: Be careful when heating substances. Do not heat
substances not included in the procedure. Do not leave the
casserole while it is being heated.
Guide Questions:
1. What do you think is happening to the water while you are
heating it?
2. Upon mixing salt and water through stirring, can you still
see the particles of salt? Why or why not?

Activity 2: Elements and their Properties

Objectives:
1. Test some properties of several common chemical
elements.
2. Learn to differentiate between chemical and physical
properties of materials.
3. Organize a table of the elements you tested based on
their properties.
4. Practice safe handling of corrosive chemicals in the
E. Discussing new laboratory.
concepts and practicing
new skills #2 Investigate:
1. Work individually first and then in your group.
a. Make a list of four or more substances you use or Activity Worksheets
encounter in your everyday experience that meet your
definition of element.

2. The ancient Greeks believed that the four elements were:

earth, water, air and fire.
The alchemists of the early Renaissance identified three
elements: mercury, sulfur and salt.
a. Does each of the above “elements” satisfy your definition
of an element? Why or why not?
3. The teacher will provide a series of jars/containers
containing several common chemical elements: aluminum,
copper, iodine, iron, magnesium, silicon, sulfur and zinc.
Investigate the properties of these elements. By observing
common properties, you may gain an insight into how an
organizational chart can be created for all of the known
elements. Observe the sample of the chemical element in
each jar (without removing any).
a. Record your observation in a table. Use the table to record
your observations in this activity.

4. One of the properties of the chemical elements is ability to

conduct electric current.
a. Insert the terminals of the electrical conductivity apparatus
into the jar containing each element. If the light on the
apparatus goes on, that means that a complete circuit is
created, and an electric current is passing through both the
light bulb and the sample of the elements in the jar. It is
important to make sure that the part of the apparatus
immersed into the element stays dry and is not contaminated
by any of the other elements it has been immersed in. Also,
use steel wool to polish the metal strips before you test them.
b. Test the samples of each element with the electrical
conductivity apparatus and record whether they conduct
electric current (yes) or not (no).
5. Another of the properties of each element known to is how
it reacts with acid.
a. Pour 5 mL of 1 M HCl into each of eight small test tubes.
Use a chemical scoop or tongs to remove a small portion of
each element from the jar and add it to the HCl. It is
important to add the HCl to the test tube first so that you will
not be surprised by a reaction by pouring acid over a reactive
chemical element. Place a piece of white paper in the
background behind the test tube and observe the reaction
between the element and HCl by looking through the side of
the test tube.
b. Test small samples of each element for their reaction with
HCl and record whether they react with the acid (yes) or not
(no).
c. For those that do react, try to determine whether they all
exhibit the same type of reaction (do they all do the same
thing?) and compare the relative vigor of the reactions. If the
reaction is vigorous, include a + sign next to your “yes.” If the
reaction is weak, place a – sign next to your “yes.”
6. Dispose of the content of the test tubes and clean the test
tubes as directed by the teacher. Wash your hands.
 7. A metal is generally solid that is shiny, malleable, and a
good conductor of heat and electricity. A nonmetal is
generally dull, brittle, and is a poor conductor of heat and
electricity.
Classify each of the elements you observed as either metal or
nonmetal.
Record your observations in the table.

EXPLAIN (5 mins)
F. Developing mastery The teacher will let the students explain what they
(leads to Formative learned from the activity.
Assessment 3W’s
-Have the students write their answers to the following Science notebook
questions:
a. What? - What did they learn?
b. So what? - What is the purpose of your learning?
c. Now what? - What is your cation plans after learning these
things?

ELABORATE (10 mins)

Valuing/ Application
G. Finding applicants of What are the most common periodic table elements used in
concepts and skills in everyday life? You, and every living thing on Earth, are a Science notebook
daily living mix of mostly carbon, hydrogen, oxygen, with smaller
amounts of things like sulfur, chlorine, calcium, iron,
phosphorous, nitrogen, sodium, and potassium.

Chemical compound-substance composed of identical

molecules, these compounds consisting of atoms of two or
H. Making more chemical elements. Compounds are classified in two,
generalizations and that are organic and inorganic. Organic compounds were
abstractions about the originally isolated from living organisms. The compounds
lesson that are not considered to be organic are called inorganic
compounds. Chemical compounds are used for our daily
uses, such as Baking powder used in cooking, table salt
(NaCl) used in cooking, Mouthwash personal hygiene,
Washing soda(Na2CO3.10H2O) used in cleaning.

Key Ideas:
1. Elements are substances that cannot be separated into
simpler substances. Salt is made up of the element’s sodium
and chloride. Water is made up of the element’s hydrogen
and oxygen.
2. Each element has its own type of properties.
3. A compound is a substance formed when two or more
elements are chemically joined. Water, salt, and sugar are
examples of compounds. When the elements are joined, the
atoms lose their individual properties and have different
properties from the elements they are composed of. A
chemical formula is used a quick way to show the
composition of compounds. Letters, numbers, and symbols
are used to represent elements and the number of elements in
each compound.
I. Evaluating learning EVALUATE (5 mins)
Elements to Go
Answer the following:
 1. Make a list of three or more physical properties of a
chemical element that you could observe.
2. Make a list of three or more chemical properties of a
chemical element that you could measure.
J. Additional activities EXTEND (5 mins)
for application or Assignment
remediation Describe briefly the history and basis of naming elements.

REMARKS

REFLECTIONS

Sections:
A. No. of learners who
earned 80% on the
formative assessment
B. No. of learners who
require additional
activities for remediation
C. Did the remedial
lessons work? No. of
learners who caught up
with the lesson.
D. No. of learners who
continue to require
remediation
E. Which of my teaching
strategies worked well?
Why did this work?
F. What difficulties did I
encounter which my
principal or supervisor
can help me solve?

Prepared by: Checked by: Noted by:

Ms. Abigail R. Jasmin ________________ Ms. Dulce S. Ortega

Science Teacher MT in charge (Gr.7) Head Teacher VI, Science
 1st Quarter LEARNING MATERIAL IN GRADE 7 Science

WORKSHEET 1: Elements or Compounds?

Name_____________________________ Grade and Section___________________ Score_________________

Teacher____________________________ School__________________________________ Date_____________

Objectives: Differentiate elements from compounds through their properties.
Classify matter into elements or compounds
Big Ideas:
1. Elements are substances that cannot be separated into simpler substances. Salt is made up of the element’s sodium and
chloride. Water is made up of the element’s hydrogen and oxygen.
2. Each element has its own type of properties.
3. A compound is a substance formed when two or more elements are chemically joined. Water, salt, and sugar are
examples of compounds. When the elements are joined, the atoms lose their individual properties and have different
properties from the elements they are composed of. A chemical formula is used a quick way to show the composition of
compounds. Letters, numbers, and symbols are used to represent elements and the number of elements in each compound.

Directions: Please read the procedure carefully before starting with the activity. Do not forget to answer the guide
questions in your notebook.
Materials needed: water, table salt, two glasses, spoon, casserole
What to do:
1. Pour water into the glasses.
2. Label the glasses as glass A and glass B.
3. Put a pinch of salt in glass A and then stir.
4. Put one tablespoon of salt in glass B. Compare the appearance of glass A and glass B.
Are their appearances the same?
__________________________________________________________________________________________________
__________________________________________________________________________________________________

5. Pour the contents of glass A into the casserole and then heat. Continue heating until the mixture dries up. (Note:
Remove the casserole from the flame before the mixture dries up completely!) Observe.
Describe the substance that is left on the casserole.
__________________________________________________________________________________________________
__________________________________________________________________________________________________

If you are going to heat the contents of glass B, will you be able to recover the same substance that you have recovered
from glass A? Can you name the substance?
__________________________________________________________________________________________________
__________________________________________________________________________________________________

6. Clean the casserole, then put a little amount of water in it. Heat the water. Observe.
Caution: Be careful when heating substances. Do not heat substances not included in the procedure. Do not leave the
casserole while it is being heated.

Guide Questions:
1. What do you think is happening to the water while you are heating it?
__________________________________________________________________________________________________
__________________________________________________________________________________________________
__________________________________________________________________________________________________
__________________________________________________________________________________________________

2. Upon mixing salt and water through stirring, can you still see the particles of salt? Why or why not?
__________________________________________________________________________________________________
__________________________________________________________________________________________________
__________________________________________________________________________________________________
__________________________________________________________________________________________________
 1st Quarter LEARNING MATERIAL IN GRADE 7 Science

WORKSHEET 2: Elements and their Properties

Name_____________________________ Grade and Section___________________ Score_________________

Teacher____________________________ School__________________________________ Date_____________

Objectives: Test some properties of several common chemical elements.
Learn to differentiate between chemical and physical properties of materials.
Organize a table of the elements you tested based on their properties.
Practice safe handling of corrosive chemicals in the laboratory.

Big Ideas:
1. Elements are substances that cannot be separated into simpler substances. Salt is made up of the element’s sodium and
chloride. Water is made up of the element’s hydrogen and oxygen.
2. Each element has its own type of properties.
3. A compound is a substance formed when two or more elements are chemically joined. Water, salt, and sugar are
examples of compounds. When the elements are joined, the atoms lose their individual properties and have different
properties from the elements they are composed of. A chemical formula is used a quick way to show the composition of
compounds. Letters, numbers, and symbols are used to represent elements and the number of elements in each compound.

Directions:
Investigate:
1. Work individually first and then in your group.
a. Make a list of four or more substances you use or encounter in your everyday experience that meet your
definition of element.

2. The ancient Greeks believed that the four elements were: earth, water, air and fire.
The alchemists of the early Renaissance identified three elements: mercury, sulfur and salt.
a. Does each of the above “elements” satisfy your definition of an element? Why or why not?

3. The teacher will provide a series of jars/containers containing several common chemical elements: aluminum,
copper, iodine, iron, magnesium, silicon, sulfur and zinc. Investigate the properties of these elements. By
observing common properties, you may gain an insight into how an organizational chart can be created for all of
the known elements. Observe the sample of the chemical element in each jar (without removing any).
a. Record your observation in a table. Use the table to record your observations in this activity.
Element Initial Conducts Reacts with HCl Metal or nonmetal
Observations electricity
Aluminum
Copper
Iodine
Iron
Magnesium
Silicon
Sulfur
Zinc
4. One of the properties of the chemical elements is ability to conduct electric current.
a. Insert the terminals of the electrical conductivity apparatus into the jar containing each element. If the light on
the apparatus goes on, that means that a complete circuit is created, and an electric current is passing through
both the light bulb and the sample of the elements in the jar. It is important to make sure that the part of the
apparatus immersed into the element stays dry and is not contaminated by any of the other elements it has
been immersed in. Also, use steel wool to polish the metal strips before you test them.
b. Test the samples of each element with the electrical conductivity apparatus and record whether they conduct
electric current (yesy) or not (no).
5. Another of the properties of each element known to is how it reacts with acid.
a. Pour 5 mL of 1 M HCl into each of eight small test tubes. Use a chemical scoop or tongs to remove a small
portion of each element from the jar and add it to the HCl. It is important to add the HCl to the test tube first
so that you will not be surprised by a reaction by pouring acid over a reactive chemical element. Place a piece
of white paper in the background behind the test tube and observe the reaction between the element and HCl
by looking through the side of the test tube.
b. Test small samples of each element for their reaction with HCl and record whether they react with the acid
(yes) or not (no).
c. For those that do react, try to determine whether they all exhibit the same type of reaction (do they all do the
same thing?) and compare the relative vigor of the reactions. If the reaction is vigorous, include a + sign next
to your “yes.” If the reaction is weak, place a – sign next to your “yes.”
6. Dispose of the content of the test tubes and clean the test tubes as directed by the teacher. Wash your hands.
7. A metal is generally solid that is shiny, malleable, and a good conductor of heat and electricity. A nonmetal is
generally dull, brittle, and is a poor conductor of heat and electricity.
Classify each of the elements you observed as either metal or nonmetal.
Record your observations in the table.