MIRIAM COLLEGE GRADE SCHOOL

1ST QUARTER LESSON PLANS

GRADE 7

Integrity of Creation Peace Justice Truth Integration CLS CAC SCA TAC

Topic/s: Subject Orientation, Nature of Science, Process Skills, Scientific Method, Scientific Attitudes,
Science Laboratory, Tools and Equipment
Week: June 15-22, 2012

I. OBJECTIVES
Teachers
At the end of the week, the students are expected to:
Notes
A. Cognitive
Familiarize with the subject matter tackled and rules observed in Grade 7 Science
Enumerate and explain the steps of the scientific method
Identify the parts of the science lab and the different lab tools
B. Affective
Develop an investigative mind and an interest in nature and science
Appreciate the immense role of the scientific method in the pursuit of knowledge
Acquire and enhance the different scientific attitudes
C. Psychomotor
Visit and examine the science laboratories of the grade school and high school
Handle and explore the uses of the various lab tools and equipment
Use the five senses of the body to gather information

II. SUBJECT MATTER

Topic/Activity Day
A. Subject Orientation 1
B. Review of Science Process Skills 2
C. The Scientific Method 3
IP-Making Part I: Problem Proposal and
Formulation of Hypothesis
D. Scientific Attitudes 4
Quiz No. 1 Process Skills, Scientific
Method and Scientific Attitudes
E. Lab Sheet No. 1 Application of the 5
Scientific Method
F. The Science Laboratory 6
G. Lab Tools and Equipment
*June 14 Homeroom Orientation (Middle School)
III. PROCEDURE
Day 1
A. Subject matter/activity: Subject Orientation
B. Venue: Classroom
C. Materials: paraphernalia for introduction, PPT Presentation, content outline
D. Motivation
Teacher introduces himself to the class using paraphernalia such as below:
Joy detergent Its a joy to be here today.
Voice biscuit I am ______ and I will be the voice of Science.
Charger Charge yourself full because well be doing lots of things all year round.
Rubiks cube/puzzle Together we shall unlock the puzzles of the world around us.

D. Presentation and Processing

Getting-to-Know; Round Robin. Students get to know each other by introducing themselves via
something that is related to science and technology. Ask some students to speak in front of the
class.

Teacher orients the students to Grade 7 Science, highlighting the following:

1. Overview of Science 7
Based on the K+12 curriculum
Covers Chemistry, Environment Education, Biology, Physics, Geology, Meteorology
2. Routines and Rules
Prayer
Use of doors
Hand signs
Use of lavatory and clinic logbook
Passing of papers
Going to other venues: close lights and fans; update locator chart; QRS - silence along
the corridors, keep right, single file; observing pit stops
Grouping (CLS and IP); orient students of the various CLS such as think-pair-share, rally
table, rally robin, round table, round robin etc.
Point deductions for violations; tardiness (1 pt. per day)
No talking during quizzes, tests and exams
Using the Student Planner going to the clinic, parent appointment, absence
Make-up for tests; no make-up for quizzes
Science is now 1 period every day; set expectation on pre-lab, actual expt., post lab;
underscore the importance of efficiency, especially in performing lab activities
English is mode of instruction (EOP English Only Policy)
3. Requirements
Science kit (clear plastic envelope containing materials for Science)
Science Textbook
Notebook (thick, recycled if possible; for journal)
Quiz notebook (filler, show recommended size, color scheme by section not required)
Periodic Table of Elements
1 whole sheet manila paper
Coloring and writing materials
Recitation may be done by lots e.g. popsicle sticks
*Compliance to the requirements will be checked the following meeting

4. Grading
Numerical values and their equivalent
65% is passing percentage test or exam; how to compute for passing grade

2
 Grading System
Cluster 1 All written tests (Unit Tests, Tests, Surprise Tests, Quizzes) 40%
Cluster 2 Projects, Performance Tests (Oral Reports, Group 30%
Presentation), IPs, Practical Tests, Oral Tests
Cluster 3 Seatworks, Homeworks, Task Sheets, Laboratory Sheets 15%
Cluster 4 Class Participation/Recitation 15%
Total 100%
*Clusters 1-4 form the class average (CA) which comprises 70% of the final grade
*Everything is graded
*Quizzes are unannounced
*Laboratory sheets and some task sheets are graded

Rubrics for Class Participation/Recitation*

Criteria 5 4 3.25 2 1
(honorable) (above passing) (passing, (below passing)
satisfactory)
Frequency of Often among More than Recites and Some weeks Does not
recitation / the first to raise once-a-week participates pass that recite even
participation hands to recite. participation. every week. student does not when called.
Daily (or almost No week passes recite, and is
(Weight: x1) daily) Participation in that student hesitant even Passive and
participation. group doesnt recite. when called to uninvolved in
discussions is Is seen to recite. Passive group tasks
Leads group significant and participate in in group and
work and evident. group discussions. discussions.
discussion. discussions.

Quality of Contributions Contributions Contributions Contributions are Contributions

questions are crucial to are very are substantial, limited to facts are irrelevant,
raised and the completion substantial. reflective of recalled from the if not
contributions of the lesson. Questions and active thinking. book or past distracting to
to the Their answers are of lessons. the learning
discussions contributions higher order. process.
push the level
(Weight: x2) of the
discussions
towards real-life
applications and
connections
with MMJ
values.

*by JVSalayo
5. Others
PERFORMS is required if grade is failed or failing
Students should ask questions especially when the cue to ask is given e.g. The Wonder
Girls, Thinking Hats, Lets Make our Minds Work
Edmodo. A survey is conducted on who among the students have internet access.
Responsible use of technology is stressed and online learning through the Edmodo
website is encouraged; emphasize that it is not compulsory and its use would only be for
enrichment. Students list their emails in a piece of paper.

Alternative; Integration. The orientation and setting of expectations may be done through Sean
Coveys 7 Habits of Highly Effective People.
Habit 1: Be Proactive
Be active and participative in class. Find experiences that will motivate you. Take
responsibility for your decisions. Follow the routines and rules and go beyond them
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 constructively.
Habit 2: Begin with the End in Mind
Let the students share their goals for this school year particularly in Science class.
Habit 3: Put First Things First
Plan, prioritize, and do your tasks based on importance rather than urgency.
Habit 4: Think Win-Win
Differences in ideas and opinion should not be the cause of conflict but of camaraderie
instead. In times of disagreements and conflicts, compromise always has a place.
Habit 5: Seek First to Understand, Then to be Understood
Listen to your teacher and to your peers. This creates an atmosphere of caring, respect and
knowledge-sharing.
Habit 6: Synergize
Work well with your groupmates. Have a sense of teamwork because it is easier to achieve
success together than alone.
Habit 7: Sharpen the Saw
Balance your resources and energy to create a sustainable and meaningful life. Continue
working on your skills and talents. Let students share their thoughts on how they can renew
themselves regularly.

Content outlines for the first quarter are distributed. Items are read with the students. Unit Test
I may also be plotted this early (see Quarterly Budget).

F. Synthesis
I Love Science Survey. Teacher instructs students to write their answers on a size 4 paper:
why I like or dislike Science, expectations of the teacher and the subject. Teacher collects the
papers.

Day 2
A. Subject matter/activity: Review of the Process Skills
B. Venue: Classroom
C. Materials: picture, PPT presentation, brown paper bag, key
D. Motivation
Students work with their seatmates. The pair faces each other. One changes something in her
appearance while the other looks the other way. The latter then determines what her partner
changed in her. Teacher poses the questions: What did you learn while doing the activity? What
skill does the activity develop? Teacher elicits answers e.g. observation or observing skills.

E. Presentation and Processing

Think-Pair-Share. Students read the quote below and share their thoughts.
Equipped with five senses, humans explore the universe around and call the adventure
Science. ~Edwin Powell Hubble, The Nature of Science, 1954

Teacher stresses that science is not just a systematized body of knowledge but it is a process of
investigation and inquiry, or is a frame of mind.

Text Twist via Round Table. Teacher asks students what are the process skills that one should
possess in learning and practicing science. Teacher asks situations where these process skills
can be applied.
Classifying grouping together
Inferring conclude based on personal opinion
Communicating convey ones message
Ordering state the consequence
Measuring compare to a known standard
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 Experimenting testing the hypothesis
Graphing presenting a visual representation of the data
Hypothesizing making an intelligent guess
Recording document observations
Drawing conclusion making a stand based on the results of the experiment
Interpreting data explain the meaning of the information gathered
Making models create a sample of the actual specimen
Defining operationally give meaning based on the function and behavior of something
Identifying variables determine the control, independent and dependent variables
Predicting interpolating and extrapolating

Communicating. Students work with their seatmates again. This time, they face away from
each other, one faces towards the front while the other towards the back. A diagram is shown,
and one draws based on the instructions given by the other. Ask what they learned from the
activity.
Diagram

Plants Animals

Comparing. Working on the above diagram, students list the similarities and differences of
plants and animals by filling out the diagram below. Ask students what process skill is employed
in the activity.

Difference 1 Difference 1

Plants Similarity Animals

Difference 2 Difference 1

Difference 3 Difference 3

5
 Observing and Inferring. Students are shown the picture below. Studying the footprints, they
list three observations and three inferences.

Assignment. Members of each group are assigned to bring the items listed in the first column for
the experiment on Thursday (Lab Sheet No. 1).
3 white cotton cloths (5 x5) tap water
3 transparent plastic cups (same sizes) cold water
cup Tide detergent hot water
5 mL red food coloring 1 500 mL beaker
marker
3 medicine droppers
tablespoon
stopwatch

F. Synthesis
Whats Inside the Brown Bag. Students are called on to describe the object inside the bag in
terms of its size, shape, texture, hardness and other characteristics. The class then identifies the
object based on those descriptions. One of the objects to be guessed is a key which stands for
the belief that science as a way of thinking cannot be achieved in the memorization of facts but
by building on the process skills that are necessary for investigation.

Day 3
A. Subject matter/activity: The Scientific Method, IP-Making Part I
B. Venue: Classroom
C. Materials: PPT Presentation, labels
D. Motivation
The teacher asks students to complete the semantic web by writing words or phrases that come
to their mind when they encounter the idea of the scientific method.

SCIENTIFIC
METHOD

E. Presentation and Processing

Students recall the steps of the scientific method. They are given pieces of paper; each indicates
a step in the scientific method. The task is to arrange them to yield the steps of the scientific
method.

Defining the problem Experimenting Drawing the Conclusion Gathering Data

Gathering Data Initial observations Formulating the hypothesis

6
 Teacher visually presents the scientific method in a way such as below. Students explain and
give illlustrations for each step. They also answer the questions that follow.

6
5
4
3
2
1 The Scientific Method

Q: What are the steps of the scientific method?

Q: Why and how do you think people came up with the scientific method?
Q: Why is the scientific method likened to a ladder?
Q: Why and how is the scientific method helpful in solving scientific problems?
Q: If you could modify the scientific method, what would you change, add or delete? Why?
Q: Why should the problem be SMART i.e. specific, measurable, attainable, realistic and time
bound?
Q: Why is it advised to formulate the hypothesis in the If-then format?

IP-Making Part I. Students apply their knowledge of the scientific method by doing Part I of the
IP which is the Formulation of the Problem and Hypothesis. Teacher refers to the IP Handbook
and discusses the guidelines in making the IP, especially the first phase.

The students then go to their IP groups. Each group brainstorms for possible problems. They
come up with at least three problems and three hypotheses. They refer to p. 19 of the IP
booklet for the format. They write their outputs in a size 1 paper. Consultation runs from June
20 to July 2. Deadline of submission of Part I is on July 3, 2012.

F. Synthesis
Journal. Students write their thoughts on how they can extend the application of the scientific
method beyond science class e.g. finding a lost item, cooking.

Day 4
A. Subject matter/activity: Scientific Attitudes
B. Venue: Classroom
C. Materials: colored papers
D. Motivation
CLS/Round Robin. A student shares an anecdote or a personal story based on the color of the
star she receives. Some students are called on to share their stories with the class.
Red An experience where you showed courage
Blue An experience where you showed persistence
Green A situation where you showed open-mindedness
White A situation where you showed honesty

Alternative: Students play the Paint-Me-a-Picture Game to depict a certain attitude e.g.
curiosity, industry, persistence.

E. Presentation and Processing

Teacher asks students what are the attitudes and traits that they think scientists possess.
Students write these traits on the board. Ask students the importance of such traits in the quest
for knowledge or Science.
7
 Scientific Attitudes
Objectivity
Curiosity
Persistence
Inventiveness
Critical-thinking
Honesty
Rationality
Open-mindedness
Humility

Students rate themselves according to the scientific traits, with 5 being the highest.
Trait 5 4 3 2 1
Excellent Outstanding Very Satisfactory Poor
Satisfactory
Objectivity
Curiosity
Persistence
Inventiveness
Critical-mindedness
Honesty
Open-mindedness

Q: Give an instance in which you exhibited a scientific attitude.

Q: Which attitudes not on the list do you consider important for a scientist to have? Explain.
Q: In your opinion, what do you think is the most important trait that a scientist must have?
Q: What scientific attitudes do you need to work on?

Administer Quiz No. 1. Process Skills, Scientific Method and Scientific Attitudes (PR 15)
Write True if the statement is correct, if false, replace the underlined word/s to make the
statement correct. (11 pts.)
1. A/n prediction is an attempt to explain an observation. inference
2. Data refers to recorded observations and measurements. True
3. In a controlled experiment, a/n independent and a control set-up are used. experimental
4. A table is a visual representation of the relationship of the variables or data. graph
5. A rational person knows the difference between a fact and an opinion. true
6. The variable you change in the experiment is called a/n dependent variable.
independent/manipulated
7. A/n conclusion is a statement that summarizes the results of the experiments. True
8. Quantitative observation deals with measurements such as width, height, temperature and
time. True
9. Factors that are the same in both the set-ups of the experiments are called controlled
variables. constant/fixed
10. In measuring, an obtained quantity is compared to a known standard. True
11. Much of what we know in science is based from our superstitious beliefs of the natural
world. Observation

For nos. 12-15, read the situation and analyze the data below.
Sarah measured the height of the part of an empty toy boat that was immersed in her
bathtub. She placed 10 marbles at a time into the toy boat and measured the height of the
part of the toy boat that was immersed in the water each time. She recorded her findings in
the table below.
8
 Number of marbles Height of the part of the toy boat that was
immersed in the water (cm)
0 5
10 8
20 10
30 12
40 14
50 16
60 18

12. Describe the relationship between the marbles and the height of the part of the toy boat
that was immersed in water? Directly proportional, height increases with the increase in the
number of marbles
13. What could be the height of the part of the toy boat immersed in water if there were 80
marbles? 22 cm
14. If the height of the part of the toy boat immersed in water is 15 cm, how many marbles
could there be in the toy boat? 45 marbles
15. What process skill is needed to answer items 13 and 14? Predicting (interpolating,
extrapolating)

Reminder. Remind students of the materials needed for the experiment.

F. Synthesis
Journal. Teacher plays the theme song of the defunct educational TV program Sineskwela.
Teacher then asks: What is the message of the song? Which line in the song do you like most?
Why? What does the eighth line in the song mean? How do you relate the song to the lesson?

Bawat bata may tanong

Bat ganito, bat ganun
Hayaang buksan ang isipan
Sa science o agham

Tayo na sa sineskwela
Tuklasin natin ang siyensiya
Buksan ang pag-iisip
Tayoy likas na scientist

Tayo na sa sineskwela
Tuklasin natin ang siyensiya
Kinabukasan ng ating bayan
Siguradong makakamtan.

Day 5
A. Subject matter/activity: Laboratory Sheet No. 1 The Scientific Method; Post Lab
B. Venue: Science Lab
Note: Students bring the assigned materials to the science lab.

9
Day 6
A. Subject matter/activity: The Science Laboratory, Lab Tools and Equipment
B. Venue: Science Lab
C. Materials: paper with riddles, labels of the parts of the science lab, lab tools and equipment
D. Motivation
Think-Pair-Share. The teacher presents the riddle below. The class proceeds to the Science
Laboratory once the idea of the latter is elicited from the students.

Lets go to a place
Where knowledge fills the space
Here there are lots of tools
Some can make you look like fools
As we discover natures patterns and gifts
We become young and eager scientists. Ans. Sci lab

E. Presentation and Processing

Let the students look around the science laboratory. Ask
Q: What is the purpose or function of the science lab?
Q: What are the things that you can find in a science lab?
Q: Should every school have a science lab? Explain.
Q: Is it possible to be scientific without using the science lab? Explain.

Provide labels to the class and ask the students to label the different parts of the science lab.
Checking of label follows. Ask
Q: Why does a science lab have different parts?
Q: Why is it important to know the different parts of a science lab?
Q: Who is a science lab custodian? How important is his/her role?

Announce the visit to the HS Science Laboratories the following week.

The idea of lab tools and apparatus is elicited from the students through another riddle.

Most of us are made of glass

We are used a lot in Science class
We perform a lot of functions
Weigh, mix, heat and make a concoction
Very rarely we malfunction
If it happens, let it not affect your disposition.

Ans. lab tools/equipment

Name that Tool Game. Students work in groups. Each group is given three minutes to identify
the different lab tools inside the lab. Checking follows; students may open their books for
reference. The group which identified the most tools is recognized.

Teacher asks the students to identify the use of such tools e.g. measuring the mass, weight,
heating, mixing, holding or supporting, containing etc. Ask
Q: Why do you think there are tools specifically used for science only?
Q: How do you take care of the different lab equipment and apparatus?
Q: What are some of the precautions you need to observe in using the different lab equipment

10
 and apparatus? Lab safety will be discussed more extensively in another time.
Q: How can you apply you knowledge on lab tools even if you are outside the science lab?

F. Synthesis
The teacher presents situations and students determine the lab tool that will do the task.
Angela wants to measure the volume of alcohol. Ans. Graduated cylinder
Carlo wants to measure the mass of a powdered substance. Ans. Platform balance or triple
beam balance, spatula etc.

Alternative: Teacher may show incomplete pictures of lab tools and students identify them and
their functions.

*****

Through the Collaborative Efforts of:

__Mr. Ernest Luigi Manzanares__ __Mr. Ritche Aldwin Tomelden__

Teacher, Science 7 Teacher, Science 7

__Mr. John Vincent Salayo__

Teacher, Science 7 (TEP)

Approved by:

__Ms. Reyett Paunan__

Supervisor, Science Area

11
V. SCHEDULE
Date BADJAO KALINGA MANGYAN MANOBO TBOLI
Week 1
Day 1 Day 1 Day 1 Day 1 Day 1
06/15

Week 2
Day 2 Day 2 Day 2 Day 2 Day 2

06/18

Day 3 Day 2 Day 2 Day 2 Day 2

06/19

Day 4 Day 4 Day 4 Day 4 Day 4

06/20

Day 5 Day 5 Day 5 Day 5 Day 5

06/21

Day 6 Day 6 Day 6 Day 6 Day 6

06/22

Carry-over for the following week:

Teachers Reflection: ____________________________________________________________

_____________________________________________________________________________
____________________________________________________________.

12
 MIRIAM COLLEGE GRADE SCHOOL
1ST QUARTER LESSON PLANS
GRADE 7

Integrity of Creation Peace Justice Truth Integration CLS CAC SCA TAC

Topic/s: Science Laboratory, Visit to HS Science Lab, Tools and Equipment, Lab Operations, Lab Rules
and Safety Precautions
Week: June 25-29, 2012

I. OBJECTIVES
At the end of the week, the students are expected to:
A. Cognitive
Identify the parts of the science lab and the different lab tools
Explain the different common lab operations
Enumerate the lab rules and safety precautions
B. Affective
Develop an investigative mind and an interest in nature and science
Appreciate the facilities and equipment provided by the school
Develop sense of safety and precaution in the Science laboratory

C. Psychomotor
Visit and examine the science laboratories of the grade school and high school
Handle and manipulate the various lab tools and equipment
Make a safety guide in the lab by devising an acronym or mnemonic

II. SUBJECT MATTER

Topic/Activity Day
A. Cont. Science Laboratory, Lab Tools and 1
Equipment
B. Visit and Tour of the HS Science Lab 2*
C. Common Laboratory Operations 3
Task Sheet No. 1 Laboratory Skills Check-up
Handout No. 1 Lab Operations
D. Cont. Lab Operations 4
E. Lab Rules and Safety Precautions 5
Quiz No. 2 Lab Ops, Lab Rules and Safety
Precautions
Task Sheet No. 2 Lab Safety Symbols
*June 26 AM (no specified time yet) Honors Assembly Rehearsals
Note: IP Consultation with the students may be done every day.

III. PROCEDURE
Day 1
Cont. Science Laboratory, Lab Tools and Equipment
See Day 6 of LP dated June 15-22.

13
Day 2
A. Subject matter/activity: Visit to the MCHS Science Laboratories
B. Venue: MCHS Science Laboratories
C. Materials: none
D. Motivation
The teacher shows pictures of advanced and high-tech science laboratories in the world.

E. Presentation and Processing

Students line up by CN. They are reminded to observe QRS as they go to the HS. Students take
note of the things that they see in the HS science lab especially its differences with the GS
science lab.

Q: What are the parts of the GS science lab that can also be found in the HS science lab?
Q: What are the parts of the HS science lab that cannot be found in the GS science lab? How
come the HS science lab has different facilities?
Q: Should every school have a science lab? Explain?
Q: What are the things that you need to observe in the science lab? The concept of safety is
elicited.

Tell the students that the HS Science is something that they can look forward to as they will get
to experience more of its state-of-the-art science lab.

F. Synthesis
Journal. Students write a reflection of importance and the role of the science lab in the
investigative process.

G. Assignment
Read and study HO 1 Lab Operations.

Day 3
A. Subject matter/activity: Lab Operations
B. Venue: Science Lab
C. Materials: Task Sheet No. 1, Handout No. 1
D. Motivation
The teacher asks students to answer TS 1 Laboratory Skills Check-Up. The teacher evaluates
the results of the TS and ask the students of their feedback. Ask: What did you learn from the
activity? How important is it to read and understand instructions carefully before doing anything?

E. Presentation and Processing

The class is divided into 10 groups or stations where each has a specific lab operation to be
accomplished. Five minutes is allotted per task. The groups then rotate stations until everyone
gets to do all the tasks.

Stations:
1 and 2 Measuring mass using platform balance
3 and 4 Measuring mass using triple beam balance
5 and 6 Measuring volume of liquids
7 and 8 Water displacement method
9 and 10 Pouring liquid using a funnel and stirring rod

Q: What problems did you encounter while performing each lab operation?
Q: In a scale of 1 to 10, with 10 the highest, how do you rate your lab operation skills?
Q: What are the important things to remember when doing the various lab operations? Knowing
what to do, accuracy and truthfulness in measurements, safety etc.

14
 Integration. How can you apply the different lab operations in the different subject areas?
Expected answers are HELE - filtration and decantation for cooking, Math paper
folding/geometry, Reading/Language reading and following directions.

F. Synthesis
Students complete the statement

Knowing the common lab operations is important because . . . .

Day 4
A. Subject matter/activity: Cont. Lab Operations
B. Venue: Science Lab
C. Materials: beaker, muddy water, lab tools, Task Sheet No. 1, Handout No. 1
D. Motivation
Think-Pair-Share. The teacher shows a beaker containing muddy water. Students choose from a
list of materials and tools which they can use to filter the water. Expected answers are filter
paper, funnel, beaker. Ask students of the other basic operations that are done in experiments.

E. Presentation and Processing

The class is divided into 8 groups or stations where each has a specific lab operation to be
accomplished. Five minutes is allotted per task. The groups then rotate stations until everyone
gets to do all the tasks.

Stations:
1 and 2 Filtration set-up
3 and 4 Heating set-up
5 and 6 Heating a test tube
7 and 8 Decantation

Q: In what instances can you apply the different lab operations?

Integration. How can you apply the different lab operations in the different subject areas?
Expected answers are HELE - filtration and decantation for cooking, Math paper
folding/geometry, Reading/Language reading and following directions.

F. Synthesis
Students complete the statement

Knowing the common lab operations is helpful because . . . .

G. Assignment
Read and study pp. 25-26 of your textbook, on Lab Rules and Safety Measures.

Day 5
A. Subject matter/activity: Lab Rules and Safety Precautions, Quiz No. 2 Lab Rules and Safety
Precautions
B. Venue: Science Lab
C. Materials:
D. Motivation
Think-Pair-Share. The teacher presents the riddle below. The class proceeds to the Science
Laboratory once the idea of the latter is elicited from the students.
15
 This should always be observed
If not youll get what is deserved
Read and follow with all your trust
Or else you might just turn to dust!
Ans. safety

E. Presentation and Processing

Brainstorming. Students work in their IP groups and make a mnemonic on lab safety
precautions. Groups are called are share their work with the class. Outputs are laminated
(scotch tape allowed) and submitted the following meeting. Examples:

KALINGA
K now the different parts of the lab
A rea should be kept tidy and organized
L ab operations should be done properly
I nvestigate with caution
N o eating or drinking inside the lab
G ears should be used for handling hot objects and chemicals
A always notify your teacher of any problems

SAFETY (Ifugao 2010-2011)

S tudy the use of different instruments
A lways pay attention to the teachers instructions
F amiliarize yourself with the laboratory
E veryone should behave and focus on the tasks
T urn off the lights, fans and equipment when leaving the laboratory
Y ou should always be careful when handling chemicals and instruments

BEAKER (Badjao 2010-2011)

B e careful in handling the materials and equipment
E ating, drinking and horseplaying are prohibited
A nalyze the instructions carefully
K eep your work areas clean
E nter and exit the Science lab quietly and orderly
R espect other peoples ideas and work

Scoring
Acronym (Relevance, Impact) 4
Message (Appropriateness) _6_
10

Teacher shares a true-to-life anecdote of a classmate in college who burned her eyelashes while
conducting an experiment in the science lab. Teacher asks what the moral of the story is.
Teacher elicits answer e.g. knowing what to do, following the procedures carefully, ensuring
safety in the lab etc.

Administer Quiz No. 2. Lab Ops, Lab Rules and Safety Precautions (PR 10)
Write True if the statement is correct, if false, replace the underlined word/s to make the
statement correct.
1. Residue refers to the liquid during filtration. Filtrate
2. The wire gauze distributes the flame and heat evenly. True
3. In heating a test tube, the latter must be positioned at a 90o angle. 45o
4. Look for the upper meniscus in determining the volume of a colored liquid. True
5. Decantation is done to separate a solid that has settled to the bottom of a liquid. True
6. In transferring liquids, place a thermometer on the lip of the glassware to prevent spilling.
glass rod
16
 Draw a happy face () if the statement is correct, draw a sad face () if the statement is
incorrect.
7. Familiarize yourself with the different parts of the science lab.
8. Return excess chemicals to the original container to prevent wasting.
9. Horseplaying is prohibited in the science lab.
10. Students can smell and touch the chemicals before using them in the experiment.

F. Synthesis
Journal. On a 2 x 2 space, students draw a symbol that represents what safety means to them,
and write a tagline about. Students are called to share. Teacher asks what value of the school is
espoused when safety is ensured. Integrity of creation/caring for self and others

Tagline: Safety equals life.

G. Assignment
Give TS 2 Lab Safety Symbols, to be answered the following meeting.

*****

Submitted by:

__Mr. Ernest Luigi Manzanares__ __Mr. Ritche Aldwin Tomelden__

Teacher, Science 7 Teacher, Science 7

__Mr. John Vincent Salayo__

Teacher, Science 7 (TEP)

Approved by:

__Ms. Reyett Paunan__

Supervisor, Science Area

17
IV. SCHEDULE
Date BADJAO KALINGA MANGYAN MANOBO TBOLI
Week 3
Day 1 Day 1 Day 1 Day 1 Day 1

06/25

HA Reharsal Day 2 HA Reharsal HA Reharsal HA Reharsal

06/26

Day 2 Day 3 Day 2 Day 2 Day 2

06/27

Day 3 Day 4 Day 3 Day 3 Day 3

06/28

Day 4, 5 Day 5 Day 4, 5 Day 4, 5 Day 4, 5

06/29

Carry-over for the following week:

Teachers Reflection: ____________________________________________________________

_____________________________________________________________________________
____________________________________________________________.

18
 MIRIAM COLLEGE GRADE SCHOOL
1ST QUARTER LESSON PLANS
GRADE 7

Integrity of Creation Peace Justice Truth Integration CLS CAC SCA TAC

Topic/s: Cont. Lab Operations and Tools, Lab Safety Symbols, Unit Test 1, Practical Test
Week: July 2-6, 2012

I. OBJECTIVES
At the end of the week, the students are expected to:
A. Cognitive
Explain the different common lab operations
Identify the different lab safety symbols
Review and explain the concepts that have been tackled
B. Affective
Develop an investigative mind and an interest in nature and science
Appreciate the facilities and equipment provided by the school
Develop sense of safety and precaution in the Science laboratory
C. Psychomotor
Handle and manipulate the various lab tools and equipment
Perform and demonstrate the common lab operations

II. SUBJECT MATTER

Topic/Activity Duration
A. Cont. Lab Operations and Lab Tools 1d
Quiz 2 Lab Rules and Safety
Precautions, Lab Ops, Lab Tools
B. Lab Safety Symbols 1 d
Task Sheet 2 Lab Safety Symbols
C. Unit Test 1 1 d
Orientation for Practical Test
D. Practical Test Science Lab, Lab Tools and 1d
Equipment, Lab Ops, Lab Safety Rules
*Class Interruptions July 3 Gr. 7 Honors Assembly (AM only)
July 7 First Friday Mass (no specified time yet)
*IP consultation may be done every day

III. PROCEDURE
Day 1
A. Subject matter/activity: Cont. Lab Operations and Lab Tools, Quiz 2 - Lab Safety Rules, Lab Ops,
Lab Tools
B. Venue: Classroom/Activity Rm.
C. Materials: task sheet, fishbowl or shoebox
D. Motivation
Students share their experiences or thoughts about the visit to the HS Science Lab last week.
Ask: What are the differences of the HS Science Lab from the GS Science Lab? Why is the GS
Science Lab much simpler from the HS?

19
E. Presentation and Processing
Group Challenge. Each group picks a number or lab operation challenge from a fishbowl or
shoebox. Five mins. is allotted for the groups to do their tasks. Due to time constraints, only
select groups will be demonstrating to the whole class.

Challenges:
1 measuring mass using triple beam balance
2 measuring mass using platform balance
3 measuring the volume of the water using graduated cylinder
4 measuring the volume of the water using volumetric flask
5 transferring liquids using a funnel
6 transferring liquids using a glass rod
7 mixing small amounts of substances in a test tube (tapping)
8 mixing larger amounts of substances in a test tube (sliding with hands)
9 mixing large volumes of liquids using the Erlenmeyer flask (swirling)
10 heating small amounts of substances using a test tube

The teacher shows a beaker containing muddy water. Students choose from a list of materials
and tools which they can use to filter the water. Expected answers are filter paper, funnel,
beaker, stirring rod. They also come up with a procedure on how to produce a clearer water.
The lab operations of decantation and filtration are elicited from the students. Students
differentiate the terms filtrate and residue.

Administer Quiz No. 2. Lab Ops, Lab Rules and Safety Precautions (PR 10)
Write True if the statement is correct, if false, replace the underlined word/s to make the
statement correct.
1. Residue refers to the liquid during filtration. Filtrate
2. The wire gauze distributes the flame and heat evenly. True
3. In heating a test tube, the latter must be positioned at a 90o angle. 45o
4. Look for the upper meniscus in determining the volume of a colored liquid. True
5. Decantation is done to separate a solid that has settled to the bottom of a liquid. True
6. In transferring liquids, place a thermometer on the lip of the glassware to prevent spilling.
glass rod

Draw a happy face () if the statement is correct, draw a sad face () if the statement is
incorrect.
7. Familiarize yourself with the different parts of the science lab.
8. Return excess chemicals to the original container to prevent wasting.
9. Horseplaying is prohibited in the science lab.
10. Students can smell and touch the chemicals before using them in the experiment.

F. Synthesis
Journal. Students write a reflection of importance and the role of the science lab in the
investigative process.

G. Assignment
On a size 1 paper, students write the function/s of each of the lab tools listed on pp. 22-24 of
the textbook.

Day 2 Class Interruption (AM only) July 3 Gr. 7 Honors Assembly

Notes:
1. Collect HW on use of lab tools.
2. Give HW: Accomplish Task Sheet 2Lab Safety Symbols.
3. For If and K, continue with Day 1 activities e.g. IP Consultation.

20
Day 3
A. Subject matter/activity: Laboratory Safety Symbols, Task Sheet No. 2 Lab Safety Symbols
B. Venue: Classroom/Activity Rm
C. Materials: task sheet
D. Motivation
Identify-that-Symbol Game. The teacher asks students to identify the symbols or signs
commonly seen in school, on roads and factories. Let the students describe the purpose of each
symbol. Ask: Why do we make symbols? How are these symbols helpful to us?

E. Presentation and Processing

CLS/Round Robin. Each member of the group explains the meaning of the lab symbol
assigned to her. Students also answer the following questions:
Q: Why is it imperative to know the lab safety symbols?
Q: Give scenarios if safety precautions are not observed and safety symbols are not followed.
Q: Do you think symbols are effective? Explain.

Checking and discussion of TS 2 Lab Safety Symbols.

IP Consultation Day. Students work on the definition of the problem and formulation of the
hypothesis. The teacher checks on the students understanding of their chosen IP problem.

F. Synthesis
Memory Test. Lab safety symbols are quickly flashed on the screen. Students identify as many
as they could. They write their answers on a size 4.

Day 4
A. Subject matter/activity: Unit Test 1, Orientation for the Practical Test
B. Venue: Classroom
C. Materials: unit test
D. Motivation
CLS/Think-Pair-Share. The teacher reviews the class by posting words on the board e.g.
science, scientific method, science lab, lab tools, safety etc., and letting students describe the
terms.

E. Presentation and Processing

The teacher asks students if they have any questions or clarifications as far as the topics
discussed are concerned.

Students are reminded of the guidelines in taking the test (as it their first UT). Administer UT 1.
Students answer the test for 25-30 mins.

Students are oriented for the Practical Test e.g.:

1. Each student moves around the room to answer the questions. Each station is one item or
question.
2. Each item is answered in 30s. When the bell is sounded, the student should move to the next
item/station.
3. Look at own paper (size 1). Looking at classmates paper will constitute to cheating, which is
a grave offense, etc.

F. Synthesis
Journal. Students list their five greatest learnings in Science so far.

21
Day 5
A. Subject matter/activity: Practical Test
B. Venue: Function Rm
C. Materials: long tables (AO), lab tools, cards (questions)
D. Motivation
The teacher asks the students what a practical test is? Ask: How is it different from a regular
pen-and-paper test? Remind the students to have the presence of mind in taking the test. Test
guidelines are also reiterated.

E. Presentation and Processing

Guidelines
1. 30 seconds is allotted per station. When the bell is sounded, the student should move to the
next item/station.
2. Each station is occupied by two students, each with her own copy of the item/question.
3. Student writes her answers on a size 1, and should write her answers on the appropriate
number (ex. station 13 is item#13)

Example Items/Questions
1. Identify the lab tool or glassware
2. Indicate the lab tools function
3. What is the volume of the liquid in the graduated cylinder
4. Measure the mass of the rock using a triple beam balance
5. Which of the following lab tools does not belong to the group
6. Identify the part of the science lab shown in the picture

Lay-out of the Stations

bell
20 19 18 17 16

5 6 15

4 7 14

3 8 13

2 9 12

1 10 11

F. Synthesis
Students give their feedback on the practical test. They are reminded to observe the
confidentiality of the test items as they should in any other test.

G. Assignment
Bring Periodic Table of Elements.

22
 *****

Submitted by:

__Mr. Ernest Luigi Manzanares__ __Mr. Ritche Aldwin Tomelden__

Teacher, Science 7 Teacher, Science 7

__Mr. John Vincent Salayo__

Teacher, Science 7 (TEP)

Checked by:

__Ms. Reyett Paunan__

Supervisor, Science Area

V. SCHEDULE
Date BADJAO KALINGA MANGYAN MANOBO TBOLI
Week 4
Day 1 Day 1 Day 1 Day 1 Day 1

07/02

Day 2 Day 2 Day 2 Day 2 Day 2

Honors Honors Honors Honors
07/03
Assembly Assembly Assembly Assembly

Day 3 Day 3 Day 3 Day 3 Day 3

07/04

Day 4 Day 4 Day 4 Day 4 Day 4

07/05

Day 5 Day 5 Day 5 Day 5 Day 5

07/06

Carry-over for the following week:

Teachers Reflection: ____________________________________________________________

_____________________________________________________________________________
_______________________________________________________________________.

23
 MIRIAM COLLEGE GRADE SCHOOL
1ST QUARTER LESSON PLANS
GRADE 7

Integrity of Creation Peace Justice Truth Integration CLS CAC SCA TAC

Topic/s: Introduction to Chemistry, Elements and Compounds, Lab Sheet No. 2

Week: July 9-13, 2012

I. OBJECTIVES
At the end of the week, the students are expected to:
A. Cognitive
Given the symbol, name the elements in the periodic table, vice versa
Read the Periodic Table of Elements
Differentiate acids, bases and salts from each other
B. Affective
Develop an appreciation of the various elements on Earth
Realize the diversity of matter and matters various uses
Develop an investigative mind and an interest in nature and science
C. Psychomotor
Write a mnemonic of the elements in the periodic table
Form the symbols of the elements using the parts of the body
Use a litmus paper and pH paper to determine the acidity or basicity of a substance

II. SUBJECT MATTER

Topic/Activity Duration
A. Introduction to Chemistry 1 d
Periodic Table of Elements
Rechecking and Returning of UT1
B. Metals, Nonmetals and Metalloids 1 d
Quiz 3 Elements Name, Symbol and 1d
Properties
Pre-Lab on Lab Sheet 2
Lab Sheet 2 Acids and Bases 1d
Post-lab on Lab Sheet 2 1 d
C. Compounds Definitions of Acids, Bases and
Salts
*Class Interruptions Guidance Test (07/11-Mb, Mr; 07/12-Tb)
APE (07/09Mb, 07/10B, 07/11Tb, 07/11Mg)

24
III. PROCEDURE
Day 1
A. Subject matter/activity: Intro to Chemistry, Periodic Table of Elements, Rechecking and
Returning of UT1
B. Venue: Classroom
C. Materials: PTE, whiteboard marker
D. Motivation
Students take out their PTE and spell out their names using the symbols of elements e.g. NiNa
(Ni-Nickel, Na-Sodium), PAlINe (P-Phosphorus, Al-Aluminum, I-Idodine, Ne-Neon). The teacher
cautions the students against the use of jejemon. Students write their names on the board.

E. Presentation and Processing

CLS/Round Robin. The teacher shows the Periodic Table of Elements. Students answer the
following questions.
Q: What is the PTE? Who developed the PTE?
Q: What is an element?
Q: Why is it called periodic table of elements? What are the patterns in the PTE?
Q: How does the PTE help us? What are its practical uses?

CLS/Round Table. For the first part, the teacher flashes the name of the element and students
write its symbol. For the second part, the teacher flashes the elements symbol and students
give its name.

F. Synthesis
Students make a mnemonic of the first 20 elements e.g. For all the Hims and Hers Little
Betty Bright Child Nurses Our Friends Neatly. Nasty Maggy Always Sings Pop Songs Clearly
Around Kirsty Caroles.

G. Assignment
Each group brings materials for the experiment (Day 4): vinegar, muriatic acid, pineapple juice,
calamansi juice, carbonated drink, milk, coffee drink, soap solution, antacid solution, shampoo.

Day 2
A. Subject matter/activity: Metals, Nonmetals and Metalloids and their Properties
B. Venue: Classroom
C. Materials: PTE, PPT Presentation
D. Motivation
Element Formation. The name of an element is flashed on the screen and students move their
bodies and use their bodies to make an impression of the elements symbol.

E. Presentation and Processing

Elements in Our Lives. The teacher presents illustrations of some of the common elements. Ask
students to look for instances in which they encounter the names of the elements in their daily
lives (aluminum foil, copper wires, oxygen tanks). Using the PTE, let the students come up with
a classification of the elements.
Q: What criteria or properties did you look at when you classified the elements? Elicit the
properties of the elements e.g. luster, conductivity, density, melting point, ductility,
malleability, reactivity.
Q: How does knowing the elements and their properties help scientists conduct experiments?
Q: Why do you think there is a need to classify elements according to its properties?

CLS/Numbered-Heads Together. The teacher gives situations and students determine the
property that is shown or manifested.

25
 Teacher explains the guidelines and rubrics (to follow) for the Comics Strip Project which
features a certain property of an element.

F. Synthesis
Students are given cards with the properties of elements written on them. They then put the
cards in the appropriate shoebox labeled: metal, nonmetal, metalloid.

Day 3
A. Subject matter/activity: Quiz 3 Elements Name, Symbol and Properties, Pre-Lab on LS2
B. Venue: Classroom
C. Materials: jewelry
D. Motivation
Teacher shows a jewelry made of gold and silver. Students give the symbols for gold and silver.
Ask: Why do some elements have symbols that are different from its names?

E. Presentation and Processing

Bingo Game. Students create their own Elements Bingo card. The teacher asks the students to
choose 24 common elements and write the symbols in each box of their bingo card. The teacher
calls the element name and the students shade the symbols called in their bingo card.

Administer Quiz 3. Elements Name, Symbol and Properties

Complete the table by writing the symbol or the name of the element under the appropriate
column. (15 pts.)
Element Symbol
Carbon 1. C
Aluminum 2. Al
Krypton 3. Kr
Lead 4. Pb
Antimony 5. Sb
6. Fluorine F
7. Potassium K
8. Arsenic As
9. Rubidium Rb
10. Manganese Mn
Element Classification
11. Ductile Metal
12. Dull or shiny Metalloid
13. Poor heat conductor Nonmetal
14. Malleable Metal
15. Low density Nonmetal

Teacher orients the students for the experiment the next day especially in the use of the spot
plate, dropper, litmus paper and pH paper.

F. Synthesis
Journal. Students write a reflection on how they can apply the knowledge that they have
gained on elements as a form of matter.

26
Day 4
A. Subject matter/activity: Lab Sheet 2 Acids and Bases
B. Venue: Activity Rm.

Day 5
A. Subject matter/activity: Post-Lab on LS2, Compounds (Definitions of Acids, Bases and Salts)
B. Venue: Classroom
C. Materials: lab sheet
D. Motivation
Teacher states that anything that is too much is bad. Students cite the disadvantages of too
much acid or too much base in the following: body system, household materials and
environment.

E. Presentation and Processing

Teacher asks students how they would be able to tell if a substance is an acid or base. Teacher
elicits answers such as pH paper, litmus paper, pH meter. Teacher calls volunteers to show how
to use the litmus paper and pH paper. The lab sheet is discussed.

Teacher asks students what would be the criteria they would use to differentiate acids from
bases and from salts. Students compare the three based on:
Taste
Sensation to touch
Reaction on litmus paper
pH
Reactivity

The following are guide questions:

Q: What is the difference between acids, bases and salts? Why is it important to organize or
classify a large collection of information or materials?
Q: Give three reasons why it is important to classify matter?
Q: What is the difference between an element and a compound?

F. Synthesis
Teacher asks students why is there a need for elements or atoms to combine with other
elements to form compounds. Teacher elicits answers such as elements are more stable when
they are with other elements, its part of whole intelligent design by God etc. Teacher then
asks students how they could relate the combination of elements to compounds at the level of
human relationships.

27
 *****

Submitted by:

__Mr. Ernest Luigi Manzanares__ __Mr. Ritche Aldwin Tomelden__

Teacher, Science 7 Teacher, Science 7

__Mr. John Vincent Salayo__

Teacher, Science 7 (TEP)

Checked by:

__Ms. Reyett Paunan__

Supervisor, Science Area

VI. SCHEDULE
Date BADJAO KALINGA MANGYAN MANOBO TBOLI
Week 5
Day 1,2 Day 1 Day 1 No Meeting Day 1, 2
APE
07/09

No Meeting Day 2 Day 2, 3 N/A Day 3

APE Practical Test
07/10

Day 3 Day 3 No Meeting No Meeting No Meeting

APE Guidance Test APE
07/11

Day 4 Day 4 Day 4 Day 1,2 No Meeting

Guidance Test
07/12

Day 5 Day 5 Day 5 Day 3 Day 4

07/13

Carry-over for the following week:

Experiment Compounds:
Acids, Bases
and Salts

Teachers Reflection: ____________________________________________________________

_____________________________________________________________________________
_______________________________________________________________________.

28
 MIRIAM COLLEGE GRADE SCHOOL
1ST QUARTER LESSON PLANS
GRADE 7

Integrity of Creation Peace Justice Truth Integration CLS CAC SCA TAC

Topic/s: Compounds and Mixtures

Week: July 16-20, 2012

I. OBJECTIVES
At the end of the week, the students are expected to:
A. Cognitive
Differentiate acids, bases and salts from each other
Explain the uses of acids, bases and salts in our lives
Enumerate examples of the various kinds of mixtures
B. Affective
Realize the diversity of matter and matters various uses
Appreciate the roles of acids, bases and salts in our household
Develop an investigative mind and an interest in nature and science
C. Psychomotor
Use a litmus paper and pH paper to determine the acidity or basicity of a substance
Come up with a presentation showing a certain use of vinegar
Write a procedure on how to separate the components of a mixture into its components

II. SUBJECT MATTER

Topic/Activity Day
A. Lab Sheet 2 Acids and Bases 1
Quiz 3 Elements Name, Symbol and Properties 2
Discussion on Compounds (Acids, Bases, Salts)
Post-lab on Lab Sheet 2
Cont. Acids, Bases and Salts 3
B. Mixtures: Solutions, Colloids and Suspension 4
Quiz 4 Compounds (Acids, Bases, Salts)
Separation of Components of Mixtures
Cont. Mixtures and Separation of Components 5
C. Solutions
Unsaturated, Saturated and Supersaturated
*Class Interruptions July 18 Gr. 7 CPR Seminar (Mg, Mb, Mr, Tb)
*IP Consultation may be done every day.

III. PROCEDURE
Day 1
See Day 4 of LP dated July 9-13. Students do Lab Sheet 2 Acids and Bases.

Day 2
See Day 5 of LP dated July 9-13. Discussion on Compounds and post-lab on LS 2. Quiz 3 on
elements and symbols is administered.

29
Day 3
A. Subject matter/activity: Acids, Bases and Salts Examples, Applications
B. Venue: Classroom
C. Materials: vinegar, litmus paper, pH paper, article (vinegar)
D. Theme: Vinegar
E. Motivation
CLS/Round Table. Teacher shows vinegar. Students use litmus paper to confirm its acidity
and use pH paper to determine its level of acidity. Students write as many uses of vinegar as
they could. The group with the most answers is recognized.

F. Presentation and Processing

Group Presentation. Each group is given a piece of paper indicating a specific benefit or use
of vinegar. The group comes up with a short and simple, yet creative presentation showing the
use of vinegar e.g.

SOURNESS TO FRESHNESS
Flowers. In your vase, mix 2 tablespoons vinegar and 1 teaspoon sugar to a quart of tap water
before placing fresh cut flowers to prolong the blooms.

Vegetables. Greens wilt when out of fridge, soak them on a tablespoon of vinegar for every 2
cups of water while prepping up for cooking.

PEST BUSTER
Ant trails. Going crazy over those red and black lines crossing all over the house? Spray some
vinegar to ant-prone areas (and near food storages) to keep them off!

Fleas. Protect your kitties and doggies from fleas and add luster to their fur by adding a few
drops of vinegar to their drinking water.

ACIDS MAKE 'EM LAST

Colored fabrics. Keep your clothes looking bright and fade-free. Rinse laundry by adding half a
cup of vinegar to the last water wash.

Nail polish. To make your nail colors last longer, dip a piece of cotton on vinegar and wipe over
nails before painting them up.

VITAMIN C- CURE
Colds. Stir in 1/4 cup of apple cider vinegar to 1/4 cup honey, then take one tablespoon of this
home remedy mix 6 to 8 times in a day.

Upset stomach. Drink a cup of water with two teaspoons of apple cider vinegar.

STINK-FREE
Onion odor. Prevent your fingers from smelling like onions. Rub hands with a few drops of
vinegar before and after slicing.

Home deodorizer. Freshen up a room by spraying this organic air freshener! (Vinegar
neutralizes odors, and it's smell vanishes when dry).

RESTORE AND SHINE

Hair conditioner and polish. Use a cup of vinegar and warm water to rinse your shampooed
hair. It automatically cleanses you mane from stubborn hair products and makes it shinier.

30
 Tools. Revive those old bolts, screws, nails, and other tools by soaking them on pure white
vinegar overnight. The acid on the vinegar will surely strip off the rust.
http://ph.she.yahoo.com/12-benefits-vinegar-034729225.html

CLS/Round Robin. Students are grouped and they answer the following questions:
Q: How come vinegar has lots of uses? To which does it owe its properties? Elicit acidity.
Q: What is the importance of determining if a substance is an acid or base?
Q: What is the relevance of knowing acids and bases to our everyday lives? What are the
different kinds of compounds?
Q: What are other common acids and bases? What are their uses and benefits e.g. citrus fruits,
soaps, antacid, astringents?

G. Synthesis
Journal. Students fill the table below:
5 things I have learned today: 5 things I still want to know:

H. Miscellaneous
IP Consultation. Students work on the definition of the problem and formulation of the
hypothesis. The teacher checks on the students understanding of their chosen IP problem.

Day 4
A. Subject matter/activity: Mixtures: Solutions, Colloids and Suspension; Separation of Components
of Mixtures
B. Venue: Classroom
C. Materials: cups, iced tea, milk, gulaman with sago
D. Theme: Food
E. Motivation
CLS/Think-Pair-Share. The teacher poses the question: How do you make halo-halo? What is
the secret in making a great-tasting halo-halo? What are the ingredients in making halo-halo?
Elicit the concept of mixtures.

F. Presentation and Processing

Students differentiate pure substances from mixtures. Students recall the differences between
acids, bases and salts before taking the quiz.

Administer Quiz No. 4. Acids, Bases and Salts Attitudes (PR 10)
Classify whether the given is an acid, base or salt:
1. It tastes sour. acid
2. It feels slippery. blue
3. It turns red litmus paper to blue. blue
4. It can give a sharp, stingy feeling. acid
5. It has a pH of 5.5. acid
6. Apple juice acid
7. Facial cleansers acid
8. Human blood blue
9. Battery liquid acid
10. Soap lye blue

31
 CLS/Round Table. Cups labeled A, B and C are shown to the students. Cup A contains iced
tea, cup B contains milk and cup C contains gulaman and sago. Students describe each set-up
by filling out the table below.
Properties Cup A Cup B Cup C
Appearance
Particle Size
Separation Method

Q: How do you differentiate the three mixtures based on appearance and particle size?
Q: What is a solution? A colloid? A suspension?
Q: What is Tyndall effect? How come only colloids exhibit Tyndall effect?
Q: What is the difference between homogeneous and heterogeneous mixtures? Which are
homoegeneous and which are heterogeneous?
Q: What is a solute? What is a solvent?
Q: How would you separate the components of the above mixtures?
Q: Could you give other examples of solutions, colloids and suspensions?
Q: How does your knowledge on the different kinds of mixtures could help you in your daily
life?

G. Synthesis
CLS/Round Table. Students list as many as they can, examples of solutions, colloids and
suspensions.

H. Assignment
On a size 2, students verify the mixtures they have written whether they are solutions, colloids
or suspensions. They write five examples each of solution, colloid and suspension. They also
enumerate the steps on how they could separate a mixture composed of ground pepper, salt
and water into its components.

Day 5
A. Subject matter/activity: Cont. Mixtures, Solutions- Unsaturated, Saturated and Supersaturated
B. Venue: Classroom
C. Materials: juices
D. Theme: Orange Juice
E. Motivation
Students check their assignment. Students share their ideas on how they can separate a mixture
composed of ground pepper, salt and water into its components. Ground pepper is filtered out,
and the water is evaporated leaving the salt behind.

F. Presentation and Processing

Students make a procedure on how they can separate the components of the following
mixtures: water and sugar, water and pebbles, water and alcohol, blood and ink.

Students define their procedures and come up with a name for the process by choosing from a
list which includes decantation, evaporation, distillation, centrifugation, chromatography etc.

The teacher asks the students how they make orange juice. Three cups labeled A, B, C and D,
all containing orange juice but have different concentrations, are shown to the students.
Students compare the four set-ups by filling-out the table below.
Properties Cup A Cup B Cup C Cup D
Appearance
Taste
Separation Method
32
 The following are guide questions:
Q: How does each of the solution in the cup compare with each other?
Q: Which of the solutions do you like best? Why do they have different tastes?
Q: What are the three kinds of solutions? How do unsaturated, saturated and supersaturated
solutions differ from each other?
Q: How would you separate the components of the orange juice? What separation method are
you going to use?

G. Synthesis
Students come up with an operational definition for each of the following:

Unsaturated Saturated Supersaturated

Soln Soln Soln

*****

Submitted by:

__Mr. Ernest Luigi Manzanares__ __Mr. Ritche Aldwin Tomelden__

Teacher, Science 7 Teacher, Science 7

__Mr. John Vincent Salayo__

Teacher, Science 7 (TEP)

Checked by:

__Ms. Reyett Paunan__

Supervisor, Science Area

33
VII. SCHEDULE
Date BADJAO KALINGA MANGYAN MANOBO TBOLI
Week 7
Day 1 Day 1 Day 1 Day 1 Day 1

07/23

Day 2 Day 2 Day 2, 3 Day 2, 3 Day 2, 3

07/24

Day 3 Day 3 CPR CPR CPR

Seminar Seminar Seminar
07/25

Day 4 Day 4 Day 3, 4 Day 3, 4 Day 3, 4

07/26

Day 5 Day 5 Day 5 Day 5 Day 5

07/27

Carry-over for the following week:

Teachers Reflection: ____________________________________________________________

_____________________________________________________________________________
_______________________________________________________________________.

34
 MIRIAM COLLEGE GRADE SCHOOL
1ST QUARTER LESSON PLANS
GRADE 7

Integrity of Creation Peace Justice Truth Integration CLS CAC SCA TAC

Topic/s: Solutions, Factors Affecting Solubility, Expressing Concentrations, Unit Test

Week: July 23-27, 2012

I. OBJECTIVES
At the end of the week, the students are expected to:
A. Cognitive
Define solubility, percent by weight and volume
Explain the various factors that affect the solubility of substances
Review the concepts that are included in the unit test and QE
B. Affective
Realize that solutions and mixtures are an integral part of our lives
Appreciate the beauty and the diversity of the matter around us
Realize the importance of knowing how to read a solutions concentration
C. Psychomotor
Make a semantic map about solubility
Calculate for the solutions concentration e.g. percent weight or volume
Write a reflection of the relevance of studying matter to our lives

II. SUBJECT MATTER

Topic/Activity Day
A. Factors Affecting Solubility 2
Discussion of Lab Sheet 3 Factors Affecting
Solubility
B. Expressing Concentrations of Solutions by Percent 3
Weight and Volume
Quiz 5 Percent by Weight and Volume
C. Unit Test 2 4
D. QE Review 5
Rechecking and Returning of UT2
*No Classes SONA July 23 (all sections)
*Class Interruptions Nutrition Week Celebration July 23-27 (Tb)
*Trip to HS for Separation Methods is still to be scheduled

III. PROCEDURE
Day 1
No Classes SONA July 23 (all sections)

35
Day 2
A. Subject matter/activity: Factors Affecting Solubility
B. Theme: n/a
C. Venue: Classroom
D. Materials: lab sheet 3
E. Motivation
CLS/Think-Pair Share. Students list situations where they work with or experience mixtures
and solutions e.g. cooking, making juices etc.

F. Presentation and Processing

Lab Sheet 3 Discussion. Lab Sheet 3 (nongraded) is distributed to the students. They are
grouped and each group is assigned a part in the lab sheet e.g. temperature. Once assigned of
the part, each group formulates or determines the following:
Problem
Hypothesis
Independent Variable
Dependent Variable
Constant Variables
Experimental Group
Control Group

Students share their understanding of the statement: "The solubility of a solute in a solvent at a
particular temperature is the number of grams of the solute necessary to saturate 100gm of the
solvent at that temperature."

CLS/Round Robin. Students are grouped and they answer the following questions:
Q: What is solubility?
Q: What are the factors that affect solubility? How does each factor affect solubility?
Q: Cite instances where you can apply your knowledge on the factors affecting solubility on your
daily lives.

G. Synthesis
Students write their understanding of what solubility by completing the semantic map below:

Solubility

H. Miscellaneous
IP Consultation

Day 3
A. Subject matter/activity: Expressing Concentrations of Solutions by Percent Weight and Volume;
Quiz 5 Percent by Weight and Volume
B. Theme: Alcohol and Personal Hygiene
C. Venue: Classroom
D. Materials: unit test, colored papers, markers
E. Motivation
CLS/Round Table. Students bring their grooming kits and they take out their alcohols. Ask
what kind of mixture is alcohol. Students describe alcohol as a solution. Elicit for the alcohols
concentration.

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F. Presentation and Processing
Rubbing alcohol is generally and usually 70% by volume isopropyl alcohol. Ask students: What
does 70% by volume mean? Students explain their answer based on the formula below.

volume of solute
Volume percent = x 100%
volume of solution

Ask: What does a 70% by volume mean when you have 100 mL of the solution? Or a liter of the
solution? How much solute and solvent are there?

Ask: Why is the percentage by volume set at 70, not 60 or 90? Why is 70% alcohol most
effective?

weight of solute
Weight percent = x 100%
weight of solution

Administer Quiz 5. Percent by Weight and Volume (10 pts.)

1. Using GRESA, calculate for the weight percent of glucose in a solution made by dissolving 6.2
g glucose in 145.2 g of water?
2. How would you prepare a 200 mL NaCl solution at 78% by volume?

CLS/Round Robin. Students also answer the following questions:

Q: Cite instances or situations where we encounter the concentrations of solutions.
Q: What is the importance of knowing the concentration of solutions e.g. in health and
medicine, cooking, engineering, painting and arts?
Q: What are the consequences if one is not conscious of the concentration of mixtures? Cite
concrete examples.

G. Synthesis
Students are shown pictures or items that indicate the solutions concentration. Students identify
if it is percent by weight or volume, and they explain what it means.

H. Miscellaneous
IP Consultation

Day 4
A. Subject matter/activity: Unit Test 2
B. Theme: n/a
C. Venue: Classroom
D. Materials: video, unit test
E. Motivation
Students listen and watch The Elements Song by Tony Lehrer. Students are asked of their
reactions on the song. Teacher flashes common elements and students indicate its symbol, and
vice-versa.

F. Presentation and Processing

CLS/Round Robin. The teacher opens the floor for questions. Students are assigned to answer
the questions. They also talk about the differences of the following concepts:
Homogeneous vs heterogeneous mixtures
Elements vs compounds
Metals vs nonmetals vs metalloids
Solutions vs colloids vs suspensions
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 The teacher administers Unit Test 2.

G. Synthesis
The teacher collects the unit test. The teacher reminds students to prepare and study for the
upcoming QE.

H. Miscellaneous
IP Consultation

Day 5
A. Subject matter/activity: QE Review, Rechecking and Returning of UT2
B. Theme:
C. Venue: Classroom
D. Materials: word search
E. Motivation
The topnotchers in the unit test are recognized.

F. Presentation and Processing

CLS/Round Table. Students answer a word search, containing terms that have been tackled
e.g. science, hypothesis, laboratory, observation, periodic table, experiment, matter, elements,
compounds, mixtures. The group that finds the most words wins the activity.

The concepts are revisited through the following questions:

Q: When do we say something is a mixture?
Q: Where do we find mixtures? Are they important? Why or why not? What is the role of
mixtures to life?
Q: What is the difference between solution, suspension and colloid?
Q: What are the different methods of separating the components of mixtures?
Q: How can you maximize your knowledge on mixtures? How do you apply them?
Q: What is the importance of determining if a substance is an acid or base?
Q: What is the relevance of knowing the pH of a certain substance? What is the connection of
pH to the existence of life?
Q: What is the function of the science laboratory?
Q: How do you define the scientific method? Is it the only method that can be used for
scientific investigation?
Q: What do you mean when we say independent variable? Come up with an operational
definition of the different variables? Of the groups used in the experiment?

G. Synthesis
Journal. Students fill the table below:
5 things I have learned today: 5 things I still want to know:

H. Miscellaneous
IP Consultation. Students work on the definition of the problem and formulation of the
hypothesis. The teacher checks on the students understanding of their chosen IP problem.

38
VIII. SCHEDULE
Date BADJAO KALINGA MANGYAN MANOBO TBOLI
Week 8
Day 1 Day 1 Day 1 Day 1 Day 1
No Classes No Classes No Classes No Classes No Classes
07/23
SONA SONA SONA SONA SONA

Day 2 Day 2 Day 2 Day 2 Day 2

Slightly
07/24
affected by
Nutrition talk
Day 3 Day 3 Day 3 Day 3 Day 3

07/25

Day 4 Day 4 Day 4 Day 4 Day 4

07/26

Day 5 Day 5 Day 5 Day 5 Day 5

07/27

Carry-over for the following week:

Teachers Reflection: ____________________________________________________________

_____________________________________________________________________________
_______________________________________________________________________.

39