School Grade &

Candaping National High School 7 - Almeda

Section
DAILY Teacher
Ronie B. Mabayambang
Learning
SCIENCE
LESSON Area
Teaching Dates
PLAN Quarter 1
& Time
Week No. 3 Day 2 Duration

Objectives must be met over the week and connected to the curriculum standards. To meet the objectives, necessary procedure must be followed and if needed,
additional lessons, exercises, remedial activities may be done for developing content knowledge and competencies. These are assessed using Formative
I. OBJECTIVES Assessment strategies. Valuing objectives support the learning of content and competencies and enable children to find significance and joy in learning the
lessons. Weekly objectives shall be derived from the curriculum guide.
A. Content The Learners demonstrate an understanding of the properties of substances that distinguish
Standards them from mixtures.
B. Performance The Learners shall be able to investigate the properties of mixtures of varying
Standards concentrations using available materials in the community for specific purpose.
C. Learning 1. Distinguish mixtures from substances based on a set of properties. S7MT-Ie-f-4
Competency/ies
Write the LC Code for each.
Knowledge: Discuss the different properties of pure substance and mixture.
D. Learning
Skills: Classify materials as pure substance and mixture.
Objectives
Attitudes: Relate the properties of pure substance and mixture to their uses.
Content is what the lesson all about. It pertains to the subject matter the teacher aims to teach in the CG, the content can be tackled in a week or two.
II. CONTENT/TOPIC Pure Substance vs. Mixture
III. LEARNING List the materials to be used in different days. Varied sources of materials sustain children’s interest in the lesson and learning. Ensure that there is a mix of
concrete and manipulative materials as well as paper-based materials. Hands-on learning promotes concept development.
RESOURCES
A. References
1. Teacher’s Guide
pp. 17-25
pages
2. Learner’s
pp. 6-12
Materials pages
1. Chemistry III Textbook. Mapa, Amelia P., Ph. D., et. al. 2001. pp. 38-42.
3. Textbook pages 2. Science and Technology III: Chemistry Textbook. NISMED. 2012. pp. 34-38.
3. Science and Technology III. NISMED. 1997. pp. 30-34.
4. Additional
1. EASE Science III. Module 3. Lesson 2.
Materials from
2. EASE I. Module 5. Lesson 3.
Learning
3. BEAM III. Unit 2. 5 Demonstrate Skill in Studying Chemical System. Pure Substance and
Resource (LR)
Mixture. August 2009.
Portal
B. Other Learning Laptop, speaker, glass with water, powdered juice, teaspoon, vinegar, sand with gravel, soft
Resources drinks, halo-halo, salad, aluminum foil, stainless steels
These steps should be across the week. Spread out the activities appropriately so that students will learn well. Always be guided by demonstration of learning by
the students which you can infer from formative assessment activities. Sustain learning systematically by providing students with multiple ways to learn new
IV. PROCEDURES things, practice their learning, question their learning processes, and draw conclusion about what they learned in relation to their life experiences and previous
knowledge. Indicate the time allotment for each step.
A. Reviewing previous
lesson or
presenting the new
lesson.
ELICIT (The activities in
this section will evoke or
draw out prior concepts of or
experiences from the
students)
B. Establishing a Lines from the song “We are the World” will be played. These questions will be asked
purpose for the after:
AWARENESS

lesson. 1. In what way should we act as humans? What does it mean by being one?
ENGAGE (The activities in Human behavior is largely constrained by the rules that govern particular situations
this section will stimulate and environment. We are constantly obliged to behave in a particular way, or to avoid
their thinking and help them
access and connect prior
certain behaviors. Being one teaches us that we are composed of not just one but
knowledge as a jumpstart to variety of members.
the present lesson.) 2. How would you relate this to the two general classes of matter?
Like humans, matter behaves differently. There are times that they will combine with
each other as a result of their interaction.
C. Presenting
examples/instance
s of the new lesson.

D. Discussing the new

ACTIVITY

Show to the class a glass with water. Let a student describe it and what it is made up of.
concepts and Then, add ½ teaspoon of powdered orange juice. Call another volunteers to describe
practicing new the combination of water and powdered juice. Then, show pictures of the following:
skills #1.
vinegar, sand with gravel, soft drinks, halo-halo, salad, aluminum foil, and stainless
EXPLORE (In this section,
students will be given time to steels.
think, plan, investigate, and Classify
This study source was downloaded by 100000899299684 these pictures
from CourseHero.com as pure substance
on 06-11-2025 or-05:00
01:23:13 GMT mixture.
organize collected

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 information; or the
performance of the
planned/prepared activities
from the student’s manual
with data gathering and
Guide questions)
E.
Discussing the new
concepts and
practicing new
skills #2.
F. Developing Which of the samples of matter are pure substances? Which are mixtures? What

APPLICATIONONABSTRACTI ANALYSIS
mastery indicates a sample of matter as pure substance? Mixture?
(Leads to formative
assessment 3).
EXPLAIN (In this section,
G. Making Differentiate a pure substance from a mixture.
generalization and
abstraction about
the lesson.
ELABORATE (This section
H. Finding practical Materials are used depending on their properties. How are the uses of gold depending
application of on its properties?
concepts and skills
in daily living.

I.
Evaluating Tell whether the sample of matter below is a pure substance or a mixture.
TASSIGNMENTASSESSMEN

learning. 1. Paint 6. Air

EVALUATION (This section 2. Silver 7. Salt
will provide for concept check
test items and answer key 3. Smoke 8. Salad
which are aligned to the 4. Blood 9. Alloy
J.
Additional On a long sized bond paper with 1” margin on the four sides, make a collage of the
activities for different examples of pure substances and mixtures.
application or
remediation.
EXTEND (This sections give

V. REMARKS

Reflect on your teaching and assess yourself as a teacher. Think about your students’ progress this week. What works? What else needs to be done to help the
VI. REFLECTION students learn? Identify what help your instructional supervisors can provide for you so when you meet them, you can ask them relevant question.
A. No. of learners who
earned 80% on the
formative assessment
B. No. of learners who
require additional activities
for remediation
C. Did the remedial lesson
work? No. of learner who
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
use/ discover which I wish
to share with other
teachers?
NOTE: Procedure is adapted/adopted from DLP 2017 of DepEd-Division of Lapu-Lapu City as reference.

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