School Tomas Cabili National High School Grade Level 7

Teacher SITTIE ASYAH S. EDRIS Learning Area SCIENCE

Teaching Dates and Time SEPTEMBER 11, 2023 Quarter FIRST

MONDAY TUESDAY WEDNESDAY THURSDAY FRIDAY

I. OBJECTIVES
A. Content Standards The learners demonstrate
understanding of classifying
substances as
elements or compounds
B. Performance The learners should be able
Standards to make a chart, poster, or
multimedia presentation of
common elements showing
their names,
symbols, and uses
C. Learning Recognize that substances
Competencies/ are classified into elements
Objectives and compounds
( Write the Lode for
each)
II. CONTENT Introduction to elements and
( Subject Matter) compounds.
The learners demonstrate
understanding of classifying
substances as
elements or compounds
The learners should be able
to make a chart, poster, or
multimedia presentation of
common elements showing
their names,
symbols, and uses
Recognize that substances
are classified into elements
and compounds
Properties and
characteristics of elements
and compounds.
The learners demonstrate
understanding of classifying
substances as
elements or compounds
The learners should be able to
make a chart, poster, or
multimedia presentation of
common elements showing
their names,
symbols, and uses
Recognize that substances are
classified into elements and
compounds
Chemical symbols and formulas
of elements and compounds.
The learners demonstrate ICL
understanding of classifying
substances as
elements or compounds
The learners should be able
to make a chart, poster, or
multimedia presentation of
common elements showing
their names,
symbols, and uses
Recognize that substances
are classified into elements
and compounds
Physical and chemical
properties of elements and
compounds.

III. LEARNING
RESOURCES
A. References
1. Teacher’s Guide Page 10-12 Page 15-18 Page 20-23 Page 25-27
pages
2. Learner’s Material Pages 5-8 Pages 10-12 Pages 15-18 Pages 20-22
pages
3. Textbook pages Chapter 3, pages 20-25 Chapter 3, pages 30-35 Chapter 3, pages 40-45 Chapter 3, pages 50-55
4. Additional Materials Periodic table, pictures of Samples of different Periodic table, flashcards of Samples of substances,
from Learning common elements and elements and compounds, chemical symbols and properties chart.
Resource LR portal compounds. properties chart. formulas.
B. Other Learning Videos or online articles Online videos or interactive Online interactive tools for Online videos or interactive
Resources about elements and simulations about the practicing chemical symbols simulations about physical
compounds. properties of elements and and formulas. and chemical properties.
compounds.
IV. PROCEDURE
 A. Reviewing previous Teacher: "Let's start today's
Lesson or presenting lesson by quickly reviewing
new lesson what we learned in our
previous lesson about the
properties of matter. Who can
tell me some properties of
matter that we discussed?"
Students: Provide
responses.
B. Establishing a purpose Teacher: "Today, our
for the lesson objective is to understand the
difference between elements
and compounds. By the end
of this lesson, you should be
able to identify and classify
substances correctly. This
knowledge will help us better
understand the composition
of different materials we
encounter in our daily lives."
C. Presenting examples/ Teacher: "To begin, let's look
instances of the new at some examples. I will show
lesson. you pictures of different
substances, and I want you to
identify whether each one is
an element or a compound."
Students: Observe the
pictures and provide
responses.
D. Discussing new Teacher: "Now, let's define
concepts and practicing elements and compounds.
new skills. #1 Who can give me a definition
of an element?"
Students: Provide
responses.
Teacher: "Great! An element
is a pure substance that
cannot be broken down into
simpler substances by
chemical means. How about
compounds? Can someone
define a compound?"
Teacher: "Let's start today's
lesson by quickly reviewing
what we learned yesterday
about elements and
compounds. Can someone
give me a brief definition of
an element?"
Students: Provide
responses.
Teacher: "Today, we will
focus on understanding the
properties and
characteristics of elements
and compounds. By the end
of this lesson, you should be
able to describe the
properties of different
substances and correctly
identify them as elements or
compounds."
Teacher: "I will show you
samples of different
substances, and I want you
to observe their properties
carefully. Afterward, we will
discuss and determine
whether each substance is
an element or a compound."
Students: Observe the
samples and make
observations.
Teacher: "Let's discuss the
properties of elements first.
What are some common
properties that elements
have?"
Students: Provide
responses.
Teacher: "Good job! Now,
let's move on to compounds.
What are some properties
that compounds typically
exhibit?"
Teacher: "Let's start today's
lesson by quickly reviewing
what we learned yesterday
about the properties of
elements and compounds. Can
someone give me an example
of a property that is
characteristic of an element?"
Students: Provide responses.
Teacher: "Today, we will focus
on representing elements and
compounds using chemical
symbols and formulas. By the
end of this lesson, you should
be able to identify and write the
chemical symbols and formulas
for different substances."
Teacher: "I will show you a
periodic table, and I want you to
identify the chemical symbols of
three elements of your choice."
Students: Observe the periodic
table and identify the chemical
symbols.
Teacher: "Let's discuss
chemical symbols. What are
chemical symbols, and why are
they important?"
Students: Provide responses.
Teacher: "Now, let's practice
writing the chemical symbols for
given elements. I will show you
the name of an element, and I
want you to write its chemical
symbol."
Teacher: "Let's start today's
lesson by quickly reviewing
what we learned yesterday
about chemical symbols and
formulas. Can someone give
me an example of a
compound and its chemical
formula?"
Students: Provide
responses.
Teacher: "Today, we will
explore how physical and
chemical properties can help
us classify substances as
elements or compounds. By
the end of this lesson, you
should be able to identify the
physical and chemical
properties of substances and
determine whether they are
elements or compounds."
Teacher: "I will show you
samples of different
substances, and I want you
to observe their physical
properties carefully.
Afterward, we will discuss
and determine whether each
substance is an element or a
compound."
Students: Observe the
samples and make
observations.
Teacher: "Let's discuss
physical properties. What
are physical properties, and
how can they help us
classify substances?"
Students: Provide
responses.
Teacher: "Now, let's practice
identifying physical
properties. I will describe a
property, and I want you to
tell me if it is a physical
property or not."
 Students: Provide
responses.
Teacher: "Excellent! A
compound is a substance
composed of two or more
elements chemically
combined in a fixed ratio."
E. Discussing new Teacher: "Let's practice
concepts and practicing identifying elements and
new skills #2. compounds. I will give you a
scenario, and I want you to
tell me whether the substance
mentioned is an element or a
compound."
Students: Listen to the
scenario and provide
responses.
F. Developing Mastery Teacher: "Now, it's time for
(Lead to Formative some group work. I will divide
Assessment 3) you into small groups, and
each group will receive a set
of substances. Your task is to
classify each substance as an
element or a compound. Use
the knowledge you have
gained so far to complete the
task."
Students: Work in groups to
classify the substances.
G. Finding practical Teacher: "Let's discuss some
application of concepts practical applications of
and skills in daily living elements and compounds.
Can you think of any
examples where knowing
whether a substance is an
element or a compound is
important?"
Students: Provide
responses.
Students: Provide
responses.
Teacher: "Now, I will provide
you with a list of properties,
and I want you to identify
whether each property is
characteristic of an element
or a compound."
Students: Listen to the
properties and provide
responses.
Teacher: "In pairs, I want
you to select one element
and one compound from the
samples provided. Together,
observe and describe the
properties of each
substance. Then, share your
findings with the class."
Students: Work in pairs,
observe the substances, and
describe their properties.
Teacher: "Let's discuss
some practical applications
of elements and compounds
based on their properties.
Can you think of any
examples where the
properties of elements or
compounds are utilized?"
Students: Provide
responses.
Students: Write the chemical
symbols for the given
elements.
Teacher: "Next, let's move on to
writing chemical formulas for
compounds. What is a chemical
formula, and why is it useful?"
Students: Provide responses.
Teacher: "I will give you the
name of a compound, and I
want you to write its chemical
formula using the appropriate
symbols and subscripts."
Students: Write the chemical
formulas for the given
compounds.
Teacher: "In pairs, I want you to
create flashcards with chemical
symbols and formulas for a set
of elements and compounds.
Practice quizzing each other
and see how many you can
correctly identify."
Students: Work in pairs, create
flashcards, and quiz each other
on chemical symbols and
formulas.
Teacher: "Let's discuss some
practical applications of
chemical symbols and
formulas. Can you think of any
examples where these
representations are commonly
used?"
Students: Provide responses.
Students: Listen to the
descriptions and provide
responses.
Teacher: "Next, let's move
on to chemical properties.
What are chemical
properties, and how can they
help us classify
substances?"
Students: Provide
responses.
Teacher: "I will describe a
property, and I want you to
tell me if it is a chemical
property or not."
Students: Listen to the
descriptions and provide
responses.
Teacher: "In groups, I want
you to conduct a mini-
experiment to determine the
physical and chemical
properties of a given
substance. Afterward,
discuss your findings and
determine whether the
substance is an element or a
compound."
Students: Work in groups,
conduct the mini-experiment,
and classify the substance
based on its properties.
Teacher: "Let's discuss
some practical applications
of classifying substances
based on their physical and
chemical properties. Can
you think of any examples
where this classification is
important?"
Students: Provide
responses.
H. Making Generalizations Teacher: "Based on what we
and Abstraction about have learned today, what are
the Lesson. some key differences
between elements and
compounds?"
Students: Provide
responses.
I. Evaluating Learning Choose the best answer for
each question:
1. What is an element?
a) A substance composed of
two or more different types of
atoms chemically bonded
together.
b) A substance that cannot be
broken down into simpler
substances by chemical
means.
c) A substance that has a
definite volume but takes the
shape of its container.
d) A substance that is a
combination of two or more
elements in fixed
proportions.
2. How many naturally
occurring elements are there?
a) 92
b) 118
c) 60
d) 24
3. Which of the following is an
example of an element?
a) Water (H2O)
b) Carbon dioxide (CO2)
c) Oxygen (O2)
d) Salt (NaCl)
Teacher: "Based on our
observations and
discussions today, what are
some generalizations we
can make about the
properties of elements and
compounds?"
Students: Provide
responses.
Choose the best answer for
each question:
1. What property of an
element determines its
position in the periodic
table?
a) Atomic mass
b) Atomic number
c) Chemical reactivity
d) Physical state at room
temperature
2. Which of the following is a
characteristic of elements?
a) They can be broken down
into simpler substances by
chemical means.
b) They have fixed
proportions of different types
of atoms.
c) They can exist in multiple
physical states at room
temperature.
d) They are always
composed of molecules.
4. What is a chemical
property of a compound?
a) Density
b) Melting point
c) Reactivity with acid
d) Color
Teacher: "Based on our
practice today, what are some
general rules or patterns you
noticed when writing chemical
symbols and formulas?"
Students: Provide responses.
Choose the best answer for
each question:
1. What is the purpose of a
chemical symbol?
a) To identify the physical state
of an element
b) To represent the name of a
compound
c) To provide information about
the number of atoms in an
element
d) To abbreviate the name of
an element
2. What is the chemical symbol
for hydrogen?
a) Hg
b) He
c) H
d) Hy
3. How are chemical symbols
written in chemical formulas?
a) In lowercase letters
b) In uppercase letters
c) In a combination of
uppercase and lowercase
letters d) In italicized letters
4. What is the chemical formula
for water?
a) WO
b) H2O
c) HO
Teacher: "Based on our
observations and
discussions today, what are
some general rules or
patterns you noticed when
classifying substances
based on their physical and
chemical properties?"
Students: Provide
responses.
Choose the best answer for
each question:
1. Which of the following is a
physical property of a
substance?
a) Reactivity with acid
b) Flammability
c) Color
d) Ability to support
combustion
2. What physical property of
an element determines
whether it exists as a solid,
liquid, or gas at room
temperature?
a) Density
b) Color
c) Melting point
d) Reactivity
3. Which statement is true
about physical properties of
substances?
a) Physical properties can
only be observed during
chemical reactions.
b) Physical properties are
specific to compounds but
not elements.
c) Physical properties can be
observed without changing
the substance's composition.
4. What is the smallest unit of
an element?
a) Atom
b) Molecule
c) Compound
d) Nucleus
5. What is a compound?
a) A substance composed of
two or more different types of
atoms chemically bonded
together.
b) A substance that cannot be
broken down into simpler
substances by chemical
means.
c) A substance that has a
definite volume but takes the
shape of its container.
d) A substance that is a
combination of two or more
elements in fixed
proportions.
6. What is the chemical
formula for water?
a) CO2
b) NaCl
c) H2O
d) O2
7. How are elements
represented in the periodic
table?
a) By their atomic numbers
and symbols
b) By their chemical names
and properties
c) By their molecular formulas
d) By their physical states at
room temperature
5. What is the difference
between a physical and a
chemical property?
a) Physical properties can
only be observed through
chemical reactions, while
chemical properties are
apparent through the
senses.
b) Physical properties
describe the appearance of
a substance, while chemical
properties describe how it
behaves in chemical
reactions.
c) Physical properties are
unique to each element,
while chemical properties
are the same for all
compounds.
d) Physical properties can
only be observed in
compounds, while chemical
properties are only seen in
elements.
6. Which property of a
compound determines how it
interacts with other
substances in chemical
reactions?
a) Melting point
b) Color
c) Density
d) Reactivity
7. How are chemical
properties of elements and
compounds different from
physical properties?
a) Chemical properties
describe the appearance of
a substance, while physical
properties determine its
d) H2
5. What does the subscript in a
chemical formula represent?
a) The total number of atoms in
the compound
b) The number of atoms of the
second element in the
compound
c) The charge of the ions in the
compound
d) The number of atoms of the
first element in the compound
6. What is the chemical formula
for carbon dioxide?
a) CO2
b) C2O
c) CO
d) C2O2
7. How is a chemical formula
different from a chemical
symbol?
a) A chemical formula
represents the name of a
compound, while a chemical
symbol represents the name of
an element.
b) A chemical formula consists
of chemical symbols and
subscripts, while a chemical
symbol consists of one or two
letters.
c) A chemical formula is used to
identify the physical state of a
compound, while a chemical
symbol is used to represent the
name of an element.
d) A chemical formula is written
in lowercase letters, while a
chemical symbol is written in
uppercase letters.
d) Physical properties are
the same for all substances.
4. What is the chemical
property of a substance?
a) Its density
b) Its ability to undergo
rusting
c) Its boiling point
d) Its color
5. Which of the following is a
chemical property of iron?
a) Its melting point
b) Its ability to dissolve in
water
c) Its density
d) Its color
6. How does the reactivity of
an element or compound
indicate a chemical
property?
a) Highly reactive
substances are always
flammable.
b) It determines the
substance's physical state at
room temperature.
c) The substance's reactivity
indicates how it behaves in
chemical reactions and
interactions with other
substances.
d) The reactivity of a
substance is always directly
related to its color.
7. Which property is a
chemical property of a
compound?
a) Its melting point
b) Its ability to conduct
electricity
8. Which of the following is an
example of a compound?
a) Helium (He)
b) Iron (Fe)
c) Carbon dioxide (CO2)
d) Neon (Ne)
9. How are elements different
from compounds?
a) Elements are made up of
atoms, while compounds are
made up of molecules.
b) Elements are pure
substances, while
compounds are mixtures of
different elements.
c) Elements can be broken
down into simpler
substances, while
compounds cannot be broken
down by chemical means.
d) Elements are represented
by their chemical symbols,
while compounds are
represented by their
molecular formulas.
10. Which statement is
correct about the composition
of a compound?
a) It contains only one type of
atom.
b) It contains a mixture of
elements in varying
proportions.
c) It contains two or more
different types of atoms
chemically bonded together.
d) It cannot be represented
by a chemical formula.
behavior in chemical
reactions.
b) Chemical properties can
be observed without
changing the substance's
composition, while physical
properties require a change
in the substance's
composition.
c) Chemical properties are
related to the structure of the
substance, while physical
properties are not influenced
by the arrangement of
atoms.
d) Chemical properties are
specific to elements, while
physical properties are
specific to compounds.
8. Which statement is true
about the properties of
elements?
a) Elements have fixed
proportions of different types
of atoms.
b) Elements have a wide
range of chemical reactivity.
c) Elements can be
separated into compounds
by physical means.
d) Elements have the same
physical state at room
temperature.
9. What is the significance of
the physical state (solid,
liquid, or gas) of a
compound at room
temperature?
a) It determines the chemical
reactivity of the compound.
b) It indicates the
8. What does the chemical
formula NaCl represent?
a) Sodium chloride
b) Nitric acid
c) Nitrogen chloride
d) Sodium carbonate
9. What is the chemical symbol
for oxygen?
a) O2
b) O
c) Ox
d) Oxg
10. How are elements and
compounds represented
differently in chemical
formulas?
a) Elements are written with
one letter, while compounds are
written with two letters.
b) Elements are represented by
chemical symbols, while
compounds are represented by
chemical names.
c) Elements are always written
first in chemical formulas,
followed by compounds.
d) Elements are always written
in lowercase letters, while
compounds are written in
uppercase letters.
c) Its density
d) Its boiling point
8. How are physical
properties different from
chemical properties?
a) Physical properties
describe the behavior of a
substance in chemical
reactions, while chemical
properties describe its
appearance.
b) Physical properties can
be observed without
changing the substance's
composition, while chemical
properties require a change
in the substance's
composition.
c) Physical properties are
unique to elements, while
chemical properties are
specific to compounds.
d) Physical properties are
the same for all substances,
while chemical properties
vary depending on the
temperature.
9. Which statement is true
about the boiling point of a
substance?
a) It is a physical property
that determines the
substance's color.
b) It is a chemical property
that affects the substance's
reactivity.
c) It is the temperature at
which a substance changes
from a liquid to a gas.
d) It is the temperature at
which a substance changes
from a solid to a liquid.
 compound's melting and
boiling points.
c) It affects the compound's
color and appearance.
d) It provides information
about the compound's
molecular structure.
9. What characteristic of a
compound can be changed
without changing its
chemical identity?
a) Chemical formula
b) Chemical reactivity
c) Physical state
d) Melting point
10. Which property is shared
by all compounds but not by
elements?
a) Fixed proportions of
different types of atoms
b) Ability to conduct
electricity
c) Reactivity with acid
d) Physical state at room
temperature
J. Additional Activities for Teacher: "If you finish the Teacher: "For those who
Application or quiz early, you can work on finish early, you can
Remediation the additional activities research and create a poster
provided in your learner's or presentation about an
materials. For those who element or compound of
need extra support, I will be your choice, highlighting its
available for individual properties and common
assistance." uses. For students who need
extra support,
V. REMARKS
VI. REFLECTION
A. No. of learners earned
80%in the evaluation.
Teacher: "For those who finish
early, you can research and
create a mini-poster displaying
the chemical symbols and
formulas of a group of elements
or compounds. For students
who need extra support, I will
provide additional practice
exercises."
10. How can you distinguish
between a physical change
and a chemical change in a
substance?
a) Physical changes involve
a change in the substance's
chemical composition, while
chemical changes do not.
b) Physical changes can be
reversed, while chemical
changes cannot be
reversed.
c) Physical changes release
energy, while chemical
changes absorb energy.
d) Physical changes involve
a change in the substance's
physical state, while
chemical changes do not.
Teacher: "For those who
finish early, you can
research and create a
flowchart or concept map
illustrating the classification
of substances based on their
properties. For students who
need extra support, I will
provide additional examples
and guided practice."
 B. No. of learners who
required additional
activities for remediation
who scored below 80%
C. Did the remedial lesson
work? No. of learners who
have caught up with the
lesson.
D. No. of learner who
continue to require
remediation
E. Which of my teaching
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
used/discover which I wish
to share with other
teachers?

PREPARED BY CHECKED BY NOTED BY

SITTIE ASYAH S. EDRIS ROBERTO P. BERNAT BERNIE F. LUBGUBAN
Teacher 1 Master Teacher I- Science Principal I