GRADE 1

TO 12
School Mariano Marcos Grade Level Grade 7
DAILY Memorial High School
LESSON Date Learning Area Science
LOG
Day Quarter First
LP No. 20
I. OBJECTIVES
A. Content The learners demonstrate the properties of substances that distinguish them from
mixtures.
Standards
B. Performance The learners shall be able to: investigate the properties of varying concentrations using
Standards available materials in the community for specific purposes.

C. Learning The learners should be able to:

Competencies Describe the properties and characteristics of common solutions S7MT-Ic-2.3

/
Objectives.
Write the LC
code for
each.
II. CONTENT Properties of Solutions

A. References
1. Teacher’s Guide
pages Grade 7 Science TG “DIVERISTY OF MATERIALS IN THE ENVIRONMENT” pp. 6-8

2. Learner’s Material
pages Grade 7 Science LM “DIVERISTY OF MATERIALSIN THE ENVIRONMENT” pp. 8-11

3. Textbook pages Science Links (Worktext in Science and Technology 7) by Meliza Valdoz, Jonna M.
Abistado and Jan Jason M. Mariano, Rex bookstore
Science Proficiency Workbook (Integrated Science I) by Antonio Coloma, DIWA Learning
Systems, Inc.
4. Additional
Materials from
Learning
Resource (LR)
portal
5. Other Learning
Resources
III.PROCEDURES MATERIALS
ELICIT (5 mins)
A. Reviewing Recall
previous lesson or Directions: Fill out the table regarding components
presenting the new of solution
lesson

ENGAGE (5 mins)
B. Establishing Objectives
a purpose for the 1. Present the data gathered in table forms to
lesson show the different properties of common solutions.
 2. Compare the evidence gathered with the
predictions made in the properties of solutions.
3. Describe the properties of solution based on
observations.

Motivation:
1. Will all solids dissolve in water?
2. Describe what happens in the picture.
C. Presenting
examples/ instances
of new lesson

• Supersaturated solution
➢ Solvent holds more solute than is
normally possible at that temperature
➢ These solutions are unstable;
crystallization can often be caused
by adding a “seed crystal” or
scratching the side of the flask.

Unlocking of word difficulties

solution, solute, solvent

EXPLORE (15 mins)

D. Discussing new Activity 1: What are the properties of solutions?

concepts and Procedure:
practicing 1. Predict which among the given samples will
new skills #1 dissolve in water. Write your predictions in column 2
activity worksheets
of table 1.
2. Put one cup of water in each of the cups.
3. Add ½ teaspoon of each of the six samples. Use
the teaspoon to dissolve as much of each sample
as possible. Use a different teaspoon for each of
the cups.
4. Filter the mixture with filter paper using a setup
similar to Figure 1. (you may use katsa or old white
shirt with the improvised funnel from plastic bottles)
Table 1: Data table for Activity 2
(1) (2) (3) (4) (5) (6) (7)
Sample Will Appear Number Can be Path of Solution
solid or dissolve ance of separat light or not?
liquid in one phases ed by (can or
cup filtration cannot
water (Yes or be
(Yes or no) seen)
no)
Sugar
Salt
Mongo
seeds
Powder
ed juice
Cookin
g oil
Vinegar
(clear
type)
Vinegar
(cloudy
 )

Note: In column 3, you may describe the mixture in

other ways such as homogenous or heterogenous.
You may also describe the color of nature.

E. Discussing new - Students will discuss whether there would be a

concepts and method that could separate out their solutions.
practicing new skills
#2 - They will try to answer the guide questions in the
activity
EXPLAIN (5 mins)
F. Developing The teacher will let the students explain what they
mastery (leads to learned from the activity.
Formative What Stuck with You Today?
Assessment Students will write something they learned on a Science
post-it and put it on a class poster notebook

ELABORATE (10 mins)

G. Finding applicants Valuing/ Application
of concepts and skills Ask students to trace the solutions that they used Science notebook
in daily living or consumed since they woke up this morning.

Key Ideas:
H. Making 1. Solution is homogenous. It is a mixture of one
generalizations and phase only. The components are so well mixed
abstractions about that all parts of the solution appear the same.
the lesson Solutions have the same composition and
properties throughout.
2. The solute cannot be separated from the solvent
through filtration because they are so small that
they pass through the filter paper or cheese cloth.
Solutions do not scatter light. They do not exhibit
Tyndall effect.

I. Evaluating learning EVALUATE (5 mins)

Directions: Based on the given examples of
solutions, identify the solute and solvent and give
the state of matter.
 J. Additional EXTEND (5 mins)
activities for Assignment
application or Answer the following:
1. What is solubility?
remediation
2. What are the different types of solubility?

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: Three-Storey Mind

Name_____________________________ Grade and Section___________________ Score______________

Teacher____________________________ School__________________________________ Date___________

Objectives: Compare the evidence gathered with the predictions you made.
Describe the properties of solutions based on observations.

Big Ideas:
1. Solution is homogenous. It is a mixture of one phase only. The components are so well mixed
that all parts of the solution appear the same. Solutions have the same composition and
properties throughout.
2. The solute cannot be separated from the solvent through filtration because they are so small
that they pass through the filter paper or cheese cloth. Solutions do not scatter light. They do not
exhibit Tyndall effect.

Directions:
1. Predict which among the given samples will dissolve in water. Write your predictions in column 2
of Table 1.
2. Put one cup of water in each of the cups.
3. Add ½ teaspoon of each of the six samples. Use the teaspoon to dissolve as much of each
sample as possible. Use a different teaspoon for each of the cups.
Q1. Describe the mixture that resulted after mixing. Write your answer in column 3.
Q2. How many phases do you observe? Write your answer and observations in column 4.
Q3. Identify the solute in each of the mixtures. Write your answers in the blank:
_______________________________________________________________________________________________
_______________________________________________________________________________________________
_______________________________________________________________________________________________
_______________________________________________________________________________________________
Q4. What is the solvent in each of the mixtures? ______________________
Table 1. Data table for the Activity
4. Filter the mixture with filter paper using a setup similar to Figure 1. You may use katsa or old,
white T-shirt with the improvised funnel from plastic bottle.

Q4. In which mixture were you able to separate the components (solute and solvent) by filtration?
Write your observations in column 5 of Table 1.

Q5. Which of the samples are solutions? Write your answer in column 6.