School: Iligan City East High School-Santiago Grade Level: VII

GRADES 1 to 12 Teacher: Kresha M. Lluisma Learning SCIENCE

DAILY LESSON LOG Area:
Teaching Dates and Time: June 18-22, 2018, WEEK 3 Quarter: First Quarter

I. OBJECTIVES DAY 1 DAY 2 DAY 3 DAY 4

A. Content Standards: The learner demonstrate an The learners demonstrate an The learners demonstrate an The learners demonstrate an
understanding of scientific ways understanding of some important understanding of some understanding of some important
of acquiring knowledge and properties of solutions important properties of properties of solutions
solving problems solutions
B. Performance Standards: The learners shall be able to The learners demonstrate an The learners demonstrate an The learners demonstrate an
perform in groups in guided understanding of prepare different understanding of prepare understanding of prepare
investigations involving concentrations of mixtures different concentrations of different concentrations of
community-based problems according to uses and availability mixtures according to uses and mixtures according to uses and
using locally available materials of materials availability of materials availability of materials
C. Learning The learners should be able to The learners should be able to The learners should be able to The learners should be able to
Competencies/Objectives: 1. describe the components of a [Link] properties of [Link] properties of [Link] properties of
Write the LC Code for each scientific investigation unsaturated or saturated solutions unsaturated or saturated unsaturated or saturated solutions
S7MT-Ia-1 S7MT-Ic-2 solutions S7MT-Ic-2
S7MT-Ic-2

II. CONTENT [Link] of acquiring knowledge 2. Diversity of Materials in the 2. Diversity of Materials in the 2. Diversity of Materials in the
and solving problems Environment Environment Environment
2.1 Solutions 2.1 Solutions 2.1 Solutions
III. LEARNING
RESOURCES
A. References Science Links 7 Science 7 Science Link 7,Science 7 Science Link 7,Science 7
1. Teacher’s Guide Pages Page 1-2 Page 3 Page 4-7
2. Learner’s Materials Pages Page 1-3 Page 4-7 Page 7-12
3. Textbook Pages Page 24 Page 2-18 Page 47,19-30 Page 49-54,
4. Additional Materials from
Learning Resource (LR)
portal
B. Other Learning Resources
IV. PROCEDURES

A. Reviewing Previous Lesson INQUIRY LAB: Pre-Assessment: INQUIRY LAB: What are the properties of
or Presenting the New HOW DOES A SCIENTIST Illustrate the classification of WHAT ARE THE solutions?
Lesson WORK? (please refer to matter through a concept map. PROPERTIES OF
attached file) SOLUTIONS?
B. Establishing a Purpose for PUZZLE GAME: Jot-Pair Share Teacher Demonstration: From the activity you finished,
the Lesson Students will post the answers to Ask some questions about Properties of Solutions you may observe that there is a
the board where the definition is mixtures. Students are given two limit to the amount of solute you
given. minutes to write down everything can dissolve in a given amount of
that they know about mixtures. water.
After the allotted time, they will
share their responses with a
partner, then with the whole class.
C. Presenting Power point Presentation: Demonstration Based on the results of your This has something to do with the
Examples/Instances of the Components of a scientific Present a vegetable salad mixture activity, what common SOLUBILITY of Materials. To
Lesson investigation. to the class and ask them: Have properties do solutions have? further enhance your
you ever prepared a vegetable understanding of solubility,
salad? Let them share their consider the following activity:
experiences in preparing vegetable
salad, and be able to link this to
lesson for the day.
D. Discussing New Concepts Collaborative Activity: Collaborative Activity: Collaborative Activity: Collaborative Activity:
and Practicing New Skills #1 A. Design an experiment The students describe some Students will do Activity 2: Students will do Activity 3: What
following the steps of the observable characteristics or What are the Properties of is the Evidence that a Solution is
scientific method. Select one properties of common solutions Solutions? Saturated?
from any of the following found at home or in stores; and
alternative hypotheses to be present the data gathered in table
tested in your investigation: form to show some properties of
B. Execute the experimental common solutions you observed.
design and write a brief They will do Activity 1: What
summary of report on the solutions do you find in your home
investigatory process. Your write or in a store?
up will be presented to the class,
and you are also advised to
answer their questions.

E. Discussing New Concepts The students will share the result The students will share the result The students will share the The students will share the result
and Practicing New Skills #2 of their activity in the class. of their activity in the class. result of their activity in the of their activity in the class.
class.
F. Developing Mastery What is scientific method? Based on what you have learned so Based on the two activities you What are the factors affecting
(Leads to Formative What is hypothesis? far in Grade 6, which of the have done, can you conclude solubility?
Assessment 3) What are the three kinds of products you observed are that solutions have the What are the other factors that
variables? homogeneous uniform? following characteristics? affect the solubility of solute in
What is fair testing? What common characteristics do solvent?
the homogeneous mixtures in your
list have?
Which of these products or items
are solutions?
G. Finding Practical Life Lessons A solution is not always a liquid; it Importance of properties of
Applications of Concepts and Magnifying Truth Using the can be solid, liquid, or gas. solutions.
 Skills in Daily Living Scientific method. In addition, solutions may either be
found in nature or are
manufactured.

H. Making Generalizations and Useful solutions are found not only What are the properties of a How much solute can be dissolved
Abstractions about the in nature; many solutions are solution? in a given amount of solvent?
Lesson made for a specific purpose. What is the evidence that a
solution is saturated?
I. Evaluating Learning Compare and Contrast the BIOPOEMS: How are solutions different Differentiate the following terms:
following terms. Write your Students will write a poem to from other mixtures? a. Saturated solution
answer in your Science summarize their knowledge of the How will you differentiate b. Unsaturated solution
Notebook. topic discussed. homogeneous from c. Supersaturated Solution
1. Scientific method and heterogeneous mixture?
superstition.
2. Hypotheses, prediction,
theory and law
3. Null and alternative
hypotheses.
4. Dependent and
independent variable
J. Additional Activities for You will show appreciation and
Application or Remediation understanding of the life and
works of the scientist that may
have influenced the world by
creating their biographies

V. REMARKS Rubric for Biography

VI. REFLECTION
A. No. of learners who earned
80% in the evaluation
B. No. of learners who require
additional activities for
remediation
C. Did the remedial lessons work?
No. of learners who have
caught up with the lesson
D. No. of learners who continue to
require remediation
E. Which of my teaching
strategies work well? Why did
these work?
F. What difficulties did I
 encounter which my principal
or supervisor can help me
solve?
G. What innovations or localized
materials did I use/discover
which I wish to share with
other teachers?

Prepared by: Checked by:

KRESHA M. LLUISMA MYRA A. AMBALONG, MAEd

Teacher I School Head
INQUIRY LAB: HOW DOES A SCIENTIST WORK?
1. Your teacher will assign your group.
2. Choose a leader and a secretary in your group.
3. Read a book about a famous scientist describing his/her research.
4. Compare the work method and sequence with the scientific method you studied when you were in Grade 6.
5. Prepare a report on this
6. Be ready for an oral report

RUBRIC FOR BIOGRAPHY

CRITERIA DESCRIPTION SCORE

4 3 2 1
Accuracy of Content The student shows deep The student shows The student shows shallow The student shows limited
understanding of the life, considerable understanding of understanding of the life, understanding of the life,
works, and achievements of the the life, works, and works, and achievements of the works, and achievements of the
different scientists; how their achievements of the different different scientist; how their different scientists; how their
life and works influence our scientists; how their life and life and works influence our life and works influence our
daily life and the world was works influence our daily life daily life and the world was daily life and the world was
discussed in details and the world was discussed in discussed in part. discussed in part.
part.
Organization of Ideas All elements in the product are Most elements in the product Some elements in the product Few elements in the product
logically presented and are logically presented and are logically presented and are logically presented and
consistent. consistent. consistent. consistent.
A very clear message is A clear message is conveyed to The message conveyed to the The message conveyed to the
conveyed to the audience. the audience audience is clear but lacks audience is not clear.
details
Language Appropriate descriptive Appropriate descriptive Descriptive language was used; Inappropriate descriptive
language was used; a variety of language was used; some words few words create pictures in language was used; some
strong words creates vivid create pictures in the student’s the student’s mind. words are too confusing.
pictures in the student’s mind mind
Creativity The product is very creative; a The product is creative; some The product is somewhat The product is somehow
lot of effort and detail went effort and detail went into creative; limited effort and creative; very little effort and
into work. work detail went into work. detail went into work
Total Score= _______/16
 ACTIVITY (CHECK YOUR UNDERSTANDING)

A. Design an experiment following steps of the scientific method. Select one from any of the following alternative hypotheses to be tested in your investigation:

Ha1 Big magnets have strong magnetic force.

Ha2 Physical change can occur by increasing the temperature.
Ha3 The length of the pendulum affects the number of swings it can produce.
Ha4 The number of plants in the stream can change the color of the water.

B. Execute the experimental design and write a brief summary of report on the investigatory process. Your write-up will be presented to the class, and you are also advised to answer their
questions.
Statement of the Research Problem: ____________________________________________________________________________________________________________________________
Null Hypothesis/es: Ho1: ____________________________________________________________________________________________________________________________________
Ho2: ____________________________________________________________________________________________________________________________________
Variables: Dependent : _______________________________________________________________________________________________________________________________________
Independent: _______________________________________________________________________________________________________________________________________
Materials/ Equipment ________________________________________________________________________________________________________________________________________
Procedure

_____________________________________________________________________________________________________________________________________________________________________
_____________________________________________________________________________________________________________________________________________________________________
_____________________________________________________________________________________________________________________________________________________________________

Analysis and Presentation of Data (This may include tables, charts, etc.)

Conclusion: Is your hypothesis accepted or rejected? ________________________________________________________________________________________________________________

Justify your answer: ________________________________________________________________________________________________________________________________
Activity 1:What Solutions do You Find in Your Home?
Objectives:After performing this activity, you should be able to:
1. describe the observable characteristics or properties of common solutions found at home or in stores; and
2. present the data gathered in table form to show the different properties of common solutions.
You may make a table similar to the one below.

Products or Solutions Found at Home Characteristics

or in Stores

Activity 2:What are the Properties of Solutions?

When you finish this activity you should be able to:
1. compare the evidence gathered with the predictions you made; and
2. describe the properties of solutions based on observations.
Materials Needed:
6 cups water
6 pieces, spoons
either of the following: cheesecloth (katsa), old, white T-shirt or filter
paper
2 tablespoons each of the following: sugar, salt, mongo seeds,
powdered juice, cooking oil, vinegar
12 clear bottles or cups
2 pieces each, measuring spoons (½ tsp and 1tsp)
2 pieces each, measuring cups (½ cup and 1cup)
3 funnels or improvised funnel made from 500 mL plastic bottle
1 funnel rack
Procedure:
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 Activity 2 (refer page 5,LM)
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.

Activity 3:What is the Evidence that a Solution is Saturated?

After performing this activity you will be able to:
1. determine how much solid solute completely dissolves in a given volume water; and
2. describe the appearance of a saturated solution.
Materials Needed
6 teaspoons sugar
1 cup of water
1 measuring cup (1cup capacity)
1 measuring spoon (½ tsp capacity)
2 small clear, transparent bottle
2 stirrers
1 thermometer
Procedure:
1. Put 20 mL (approximately 2 tablespoons) of water in a small clear transparent bottle. Add ½ teaspoon of sugar and stir.
Q1. What is the appearance of the solutions? Write your observations. ___________________________________________________
2. To the sugar solution in step #1, add ½ teaspoon sugar, a small portion at a time and stir the solution to dissolve the sugar. At this point, you have added 1
teaspoon sugar.
3. Add ½ teaspoon of sugar to the sugar solution in step #2 and stir the solution. At this point, you have added one and ½ teaspoons of sugar.
4. Continue adding ½ teaspoon sugar to the same cup until the added sugar no longer dissolves.
Q2. How many teaspoons of sugar have you added until the sugar no longer dissolves? _________ teaspoons
Note: In this step, you will observe that there is already excess sugar which did not dissolve.
Q3. So, how many teaspoons of sugar dissolved completely in 20 mL of water? ____________ teaspoons
Note: This is now the maximum amount of sugar that will completely dissolve in 20 mL of water.