Grade 7 Quarter 1

Department of Education
DIVISION OF ILOILO
La Paz, Iloilo City
Junior High School Science Grade Level: 7 School: Vicente Aguilar National High School
Learning Area: Science Teacher: Aires c. Palomo
Weekly Lesson Log School Year: 2018-2019
Domain: Matter
Daily Task and Budgeted Course Outlay
Quarter First School Head: Mary Annie E. Edombingo
Performance Learning
Content Standard Instructional Delivery
Content Standard Competency Week Day Daily Task
The Learners demonstrate The Learners shall The Learners should
an understanding of: be able to: be able to:
Target Date Actual Date
Doing Scientific Scientific ways of Perform in groups in Describe the 1 1 Orientation and Pre-Test/ Diagnostic Test
Investigations acquiring knowledge guided investigations components of
involving community – 2 Identify the steps of the Scientific Method.
1. Ways of acquiring and solving problems. based problems using scientific 3 Formulate hypothesis from a given situation.
knowledge and locally available investigation. Identify and classify scientific variables.
4
solving problems materials. (S7MT-Ia-1)
5 Summative Assessment
2. Diversity of Some important Prepare different Investigate 2 1 Identify the components of solutions.
Materials in the properties of solutions. concentrations of properties of 2 Identify the properties of solutions.
Environment mixtures unsaturated or 3 Identify the properties of solutions.
2.1 Solutions according to uses saturated solutions. Classify solutions according to concentration.
4
and availability of (S7MT-Ic-2)
materials.
Express 3 Express mathematically the concentration of
1
concentrations of solution by calculating percent by mass.
solutions Calculate the concentration of solution using
2
quantitatively by percent by volume.
preparing different Solve for the concentration of solution by
concentrations of 3
calculating mass per volume percentage.
mixtures according 4 Summative Assessment
to uses and
availability of 5
materials. Identify the factors affecting solubility.
4
1
(S7MT-Id-3)
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2.2 Substances and Properties of Investigate the Distinguish 4 2 Perform distillation as a method of separating
Mixtures substances that properties of mixtures from 3 mixture.
distinguish them from mixtures of varying substances based
concentrations 4
mixtures. on a set of Distinguish pure substance from mixtures.
using available 5
properties. (S7MT-
materials in the 5
community for Ie-f-4)
specific purposes.
2.3 Elements and Classifying substances Make a chart, Recognize that 2 Construct a functional electrolysis apparatus.
Compounds as elements or poster, or substances are 3 Perform water electrolysis using the improvised
compounds. multimedia classified into 4 apparatus.
presentation of elements and 5 Summative Assessment
common elements compounds. 6 1 Identify the information that can be found in the
showing their (S7MT-Ig-h-5) periodic table.
2
names, symbols,
Identify elements and compounds present using
and uses. 3
food labels.
Discuss the information from food labels and its
4
importance to health and nutrition.
7 1 Performance Task
2.4 Acids and The common properties Properly interpret Investigate Prepare a natural acid – base indicator using
2
Bases of acidic and basic product labels of properties of acidic common plants.
mixtures. acidic and basic and basic mixtures 3 Identify properties of acids and bases.
mixture, and using natural Describe pH scale and the importance pH in
practice safe ways indicators. 4
sustaining life.
of handling acids (S7MT-II-6) Discuss the safe ways in handling acids and
and bases using 5 bases and appreciate the importance of
protective clothing neutralization to our daily life.
and safety gear. 8 1 Summative Assessment
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2.5 Metals and Properties of metals Describe some 8 2 Identify properties of metals and non-metals.
Non-metals and non-metals. properties of 3 Identify oxides of metals and non-metals.
metals and 4 Summative Assessment
nonmetals such as 5 Performance Task
luster, malleability,
9 1 Performance Task
ductility, and
conductivity. 2 Performance Task
(S7MT-Ij-7) 3 Summative Assessment
4 Quarterly Assessment
DIVISION OF ILOILO
La Paz, Iloilo City
Grade 7 School Vicente Aguilar National high School Grade Level 7

Weekly Lesson Log Teacher Aires C. Palomo Learning Area Matter
Junior High School
Teaching Dates Quarter First
Week No. 1 DAY 1 DAY 2 DAY 3 DAY 4 DAY 5

Date:
I. OBJECTIVES
Content Standard Scientific ways of acquiring knowledge and solving problems.
The Learners demonstrate an understanding of:
Performance Standard Perform in groups in guided investigations involving community – based problems using locally available materials.
The Learners should:
Learning Competency Describe the components of scientific investigation.
The Learners should be able to:
Code: S7MT-1a-1
Orientation Identify the steps of the Formulate hypothesis from a Identify and classify scientific Summative
DAILY TASK
Pre-Test/Diagnostic Test Scientific Method. given situation. variables. Assessment
II. CONTENT Scientific Method
III. LEARNING RESOURCES
Teacher’s Guide
Learner’s Materials
Science Vistas 7 pp. 4-6 BSE Prepared Lesson Plans Science Vistas 7 pp.7-9
Additional Materials Grade 7 Research Guide by Integrated Science pp. 61-64 Grade 7 Research Guide by
Gorre, R. pp.43-45 Gorre, R. pp.31-34
IV. LEARNING TASKS
How do you solve a What are the steps in What are variables?
problem? scientific method?
ELICIT
Do you have a procedure on
how to solve your problem?
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How do you solve a scientific Demonstration When can you say that a
problem? 1. Show a glass of water. variable is dependent?
Say that this represents a independent? controlled
body of water. Place a paper variable?
boat inside the glass with
water. Let the students
observe the paper boat (how
much of it is submerged).
2. Add 2 pieces of paper
clips into the boat. Let the
students observe what
ENGAGE happens to the boat. Ask
the students to guess how
many paper clips are needed
to sink the boat. Lead them
to state the hypothesis in this
manner:
“If I add X clips, then the
boat will sink.”
(The students may guess
different number of clips.)
3. Ask for the basis of their
guess: Why that number?
Essential Question: Essential Question: Essential Question:
Why is scientific method How is hypothesis How would you differentiate
important? formulated? independent variables,
EXPLORE dependent variables and
controlled variables?
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Given the strips of paper I. The activity will enable Show a short video about
arrange the steps on how to students to make hypothesis science variables:
conduct scientific for different observations or https://www.youtube.com/wa
investigation. problem situations. tch?v=0A55QRyJHPM
Identifying the problem
Refer to BSE Prepared For each of the questions
Gathering Information about the problem Lesson Plans Integrated below, identify the
Science p. 64 independent, dependent and
Formulating hypothesis controlled variables. Write
Testing the Hypothesis If not available, give three your answer in tabular form.
problems that they 1. How much water flows
Organizing and interpreting data encounter at home or in through a faucet at
school. Ask then what are different openings?
Drawing Conclusions
their possible hypothesis for 2. Does heating a cup of
Communicate Results each situation. water allow it to
dissolve more sugar?
II. Arrange the scrambled 3. Does amount of
letters to form the 3 major sunlight make plant
types of hypothesis: grow?
4. Does electric motor run
LUNL
faster if you increase
ALSCAU the voltage?
5. Who listens to music
EVITALTANREE the most: teenagers or
their parents?
Students will present their Students will present their Students will present their
EXPLAIN
output. output. output.
What are the steps in What is hypothesis? What are variables?
making scientific
ELABORATE
investigations? What are the 3 major types Differentiate the 3 types of
of hypothesis? variables.
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Differentiate each step. How do the 3 hypotheses Show supplemental video on

differ from each other? Variables:
Show supplemental video on https://www.youtube.com/wa
Scientific Method: Show supplemental videos tch?v=2GaKPMlkdO4
https://www.youtube.com/wa on Hypothesis:
tch?v=qAJ8IF4HI20 https://www.youtube.com/wa
tch?v=id1OrxsIhQ0
https://www.youtube.com/wa
tch?v=oNWNGhDPNII
Enumerate the steps of the Activity Performance and Activity Performance and
EVALUATE Scientific Method Output will serve as Output will serve as
evaluation. evaluation.
What is a hypothesis? Define scientific variable.
EXTEND
What are the three major What are different types of
types of hypotheses? variables?
V. REMARKS
VI. REFLECTION
From the evaluation,
No. of Learners who earned:
 80% and Above:
 Below 80%:
Did the remedial lessons work?
No. of Learners who:
 have caught up with the
lesson
 continue to require
remediation
DIVISION OF ILOILO
La Paz, Iloilo City
Which of my teaching strategies worked

well? Why did these work?
What difficulties did I encounter which
my Principal/ Supervisor can help me
solve?
What innovation or localized materials
did I use/ discover which I wish to share
with other teachers?
Prepared by: Checked by:

Grade 7 Teacher: Aires C. Palomo School Head: Mary Annie E. Edomingo
Weekly Lesson Log
Week No. 1 Signature: Signature:
Date Submitted: Date:
DIVISION OF ILOILO
La Paz, Iloilo City
Grade 7 School Vicente Aguilar National high School Grade Level 7

Junior High School

Date:
I. OBJECTIVES
Content Standard Some important properties of solutions.
Performance Standard Prepare different concentrations of mixtures according to uses and availability of materials.
Learning Competency Investigate properties of unsaturated or saturated solutions.
Code: S7MT-Ic-2
Identify the components of Identify the properties of Classify solutions according Classify solutions according Summative
DAILY TASK
solutions. solutions. to phase. to concentration. Assessment
II. CONTENT Properties of Solution
Teacher’s Guide 1–3 4–7
Learner’s Materials 1–2 6–8 9 – 10
Chemistry for the New Chemistry for the New
Millennium pp.37-40 Millennium pp. 40-42
Additional Materials
Conceptual and Functional
Chemistry Modular
Approach p.206
IV. LEARNING TASKS
What comes into your mind Word juggle on examples of What are the characteristics Loop-A-Word. Puzzle
when you hear the word solutions. Toss the ball and of solutions? should contain saturated,
ELICIT
“Matter”? let the students give unsaturated, supersaturated,
examples of solutions. concentrated and dilute
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Introduce the concept map Show to examples of liquid What would be your Demonstration:
on Classification of Matter. solutions. response if you were told Three beakers with water
that air is a solution? and varying amount of salts
You can let the student What do you think are the added.
complete the concept map. properties of the sample Let the students imagine the
solutions? little spheres as dissociated
particles of salts that can
Write their answers on the only be seen through a
ENGAGE board. powerful microscope.
Label which of the samples
is a saturated, unsaturated,
and supersaturated solution.
Essential Question: Essential Question: Essential Question: Essential Question:

What is a solution? What are the properties of How do the types of How do the different types of
solution? solutions differ from each concentration of solutions
other? differ?
Perform Activity #1 Perform Activity #2 Group the students and let Perform Activity # 3
What Solutions Do You What are Some Properties them perform the activity: What are the Evidences
Find in Your Home or in a of Solutions? that Make a Solution
EXPLORE
Store? Refer to LM pp. 6-8. For each of the solution, Saturated?
Refer to LM page 5. identify the solute and Refer to LM pp.9-10.
solvent and the type of
solution:
1. Air (Gas-Gas)
2. Carbon dioxide (CO2) in
soda (Gas-Liquid)
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3. Hydrogen (H2) in
Palladium (Pd) Metal
(Gas-Solid)
4. Gasoline (Liquid-Liquid)
5. Metal Alloys such as
Sterling Silver (Solid-
Solid)
Students will post and Students will post and Students will present their Students will report to the
EXPLAIN explain their output. explain their output. output to the class. class using the Guide
Questions of Activity # 3.
How did you identify the How are solutions formed? The teacher can present the How do you describe a
products as solutions? table below or it can be saturated solution?
What are the characteristics presented with blank areas
What are the components of or properties of solutions? so that students can supply How about unsaturated
solutions? an answer. solution and supersaturated
How do you define a solution?
How will you differentiate solution? Type Solute Solvent Example
solute from solvent? Gaseous Gas Gas

Air, moist
air (water
What is the difference
Show supplemental video on vapor in air)
Vinegar.
between dilute and
Liquid Liquid
Give examples of naturally Solution: Alcohol
Seawater,
concentrated solution?
ELABORATE occurring solutions and https://www.youtube.com/wa Liquid Solid Liquid brine
Softdrinks
manufactured or processed tch?v=jA0PzblYPUM Gas Liquid Show supplemental video on
solutions. Liquid Solid
Dental
amalgam Saturated and
Solid
Solid solid
Steel,
bronze
Supersaturated Solution:
tch?v=tqypbI72Id8
In gaseous solutions, both
components are in gas
phase. In liquid solutions,
solute can be in any phase
dissolved in a liquid solvent.
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Solid solutions, the solute

can be in any phase but the
solvent is in solid phase.
Show supplemental video on

Types of Solution:
tch?v=gpHwcyPNyI0
Identify the solute and Activity Performance and Complete the table below: Identify the type of
solvent in the following Output will serve as concentration of the given
solution: evaluation. Solutions Solute Solvent Type
solutions:
Tincture
1.) 50 g sugar and 100 of iodine
Iodine Alcohol (1) 1.) 20 g of sugar in 100
mL water Seawater Salt (2) (3) mL water
Sterling
2.) 30 percent alcohol silver
Copper (4) (5) 2.) 35 g of salt in 100
and 70 percent mL of water
EVALUATE water 3.) 65 g of pepper in
3.) 80 mL alcohol and 100 mL of soup
20 mL water 4.) 10 mL of alcohol
4.) 25g salt in 50 ml dissolve in 90 mL
vinegar water.
5.) 40 grams salt and 5.) 80 mL of isopropyl
60 grams pepper alcohol dissolved in
120 mL of water
Why are solutions How does the dissolving
important? process happen at the
EXTEND molecular level?
tch?v=xdedxfhcpWo&t=16s
V. REMARKS
DIVISION OF ILOILO
La Paz, Iloilo City
VI. REFLECTION
 80% and Above:
 Below 80%:
lesson
remediation
solve?

Grade 7 Teacher: Aires C. Palomo School Head: Mary Annie E. Edombingo
Weekly Lesson Log
DIVISION OF ILOILO
La Paz, Iloilo City
Grade 7 School Vicente Aguilar National High School Grade Level 7

Junior High School

Date:
I. OBJECTIVES
Content Standard Some important properties of solutions.
Performance Standard Prepare different concentrations of mixtures according to uses and availability of materials.
Learning Competency Express concentrations of solutions quantitatively by preparing different concentrations of mixtures according to uses and availability of
materials.
Code: S7MT-Id-3
Express mathematically the Calculate the concentration Solve for the concentration Summative Identify the factors affecting
concentration of solution by of solution using percent by of solution by calculating Assessment solubility.
DAILY TASK
calculating percent by mass. volume. mass per volume
percentage.
II. CONTENT Concentration of Solution Solubility
Teacher’s Guide
Learner’s Materials 10 – 12 13 – 15
Chemistry for the New Chemistry for the New Exercises from
Millennium pp. 280-283 Millennium pp.283-285 www.emsb.qc.ca
IV. LEARNING TASKS
What are the different ways How do we compute for What are the formula in What are the different
of describing the percent by mass? solving for percentage by concentrations of solution?
ELICIT
concentration of solutions? mass and percentage by
volume?
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Is another way of Show sample labels or wine Show picture or sample of Teacher Demonstration:
expressing concentrations bottles? medical saline solution, Refer to LM p.12
of solutions?
How about mathematical

computation?
Introduce Percent by Mass,

show formula and the
ENGAGE process of calculating for What can you observe about What does 0.9% NaCl
the % m of solute and their labels? solution mean?
solvent. What do these percentages Answer: It contains 0.9 g
imply? of NaCl for every 100 mL of
solution.
Introduce Percent by
Volume, show formula and What is used to express the
the process of calculating for concentration of solution?
the % v of solute and Answer: % m/v
solvent.
Essential Question: Essential Question: Essential Question: Essential Question:
How can percent by mass How can percent by volume How can percent by mass What are the factors that
be determined? be determined? per volume be determined? affect solubility?
Problems: Problems: Introduce Percent by Mass Assign activity to each group.
1. A solution is prepared 1. An acid is prepared by per Volume, show formula Refer to LM pp. 13 – 15.
by mixing 30g of NaCl mixing 500 ml of water and the process of
EXPLORE
and 180g H2O. What is and 100 ml of pure calculating for the % m/v of Groups 1 & 2: Activity 4
the concentration of sulfuric acid. Determine the solution. Size Matters
NaCl in % by mass? the percentage by
Answer: 10% volume composition of Problems:
2. A 120 g aqueous acid sulfuric acid. 1. 5.0 grams of sugar are
solution is labeled to Answer: 16.67% dissolved in 150 ml of
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contain 15% HCl by 2. How many Liters of aqueous solution. What Groups 3 & 4: Activity 5
mass. How many ammonia are contained is the m/v percent of How fast does coffee
grams of pure HCl are in 600 mL of a solution sugar in the solution? dissolve in hot water? in
contained in the that is 8 % ammonia by Answer: 3.3% cold water?
solution? volume? 2. Many people use a
Answer: 18 g solution of Trisodium Groups 5 & 6: Activity 6
phosphate to clean Which dissolves faster in
walls before putting up hot and cold water: sugar
wall paper. The or salt?
recommended
concentration is 1.7% --- End of Session ---
(m/v). What mass of
Trisodium phosphate, is
needed to make 2.0L of
solution?
Answer: 34 g
Students will present and Students will present and Students will explain their
EXPLAIN
discuss their answer. discuss their answer. work.
What is the formula in What is the formula in What is used to express the
calculating for % by mass? calculating for % by volume? concentration of solution
given the mass of solute and
How will you compute for How will you compute for the volume of solution?
the mass (grams) given the volume (mL) given the % by
ELABORATE
% by mass? volume? What is the formula in
solving for % m/v?
What is the importance of
concentration of solutions in
our life?
Solve the given problems: Solve the given problems: Solve the given problems: Activity Performance and
EVALUATE 1. An alloy is prepared by 1. A vinegar solution 1. A 200 mL of solution of Output will serve as
mixing 60g copper and contains 10 cu. cm of alcohol contains 20 g of evaluation.
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30 g zinc. Find the acetic acid and 190 cu. alcohol. What is the
percentage by mass of cm of water. Find the % mass/volume percent of
copper and zinc. by volume of acetic alcohol?
2. A solution of gases acid. Answer: 10.0%
contains 25 g oxygen Answer: 5% 2. How many grams of
and 50 g helium. What 2. How many liters of LiOH are needed to
is the percentage ammonia are contained make 25 mL of a 4.0
composition by mass? in 600 mL of a solution m/v % solution?
that is 8 % ammonia by Answer: 1.0 g
volume?
Answer: 48 L
Compute the percentage What is proof/ alcoholic
composition by mass: proof?
 It is a measure of how
1.50 g rosin, 20 g beeswax much ethanol there is in
and 25g of shellac are an alcoholic drink.
heated in a metal pan to
EXTEND
produce benzene soluble What is the relationship
cement. between liquor proof and its
alcohol content?
 Alcohol proof is always
twice the alcohol
percentage.
V. REMARKS
VI. REFLECTION
 80% and Above:
 Below 80%:
DIVISION OF ILOILO
La Paz, Iloilo City

lesson
remediation
solve?

Grade 7 Teacher: Aires C.Palomo School Head: Mary Annie E. Edombingo
Weekly Lesson Log
DIVISION OF ILOILO
La Paz, Iloilo City

Junior High School

Date:
I. OBJECTIVES
Content Standard Some important properties of
Properties of substances that distinguish them from mixtures.
The Learners demonstrate an understanding of: solutions.
Prepare different concentrations of Investigate the properties of mixtures of varying concentrations using available materials in the community for
Performance Standard mixtures according to uses and
The Learners should: availability of materials. specific purposes.
Express concentrations of solutions
Learning Competency quantitatively by preparing different
Distinguish mixtures from substances based on a set of properties.
The Learners should be able to: concentrations of mixtures according
to uses and availability of materials
Code: S7MT-Id-3 S7MT-Ie-f-4
Identify the factors affecting Perform distillation as a method of separating mixture. Distinguish pure substance from mixtures.
DAILY TASK
solubility.
II. CONTENT Solubility Separating Mixtures Pure Substances and Mixtures
Teacher’s Guide
Learner’s Materials 12 – 15 20 – 22 19 – 20 20 – 22
Chemistry for the New
Millennium p. 22
IV. LEARNING TASKS
Did you find the activity What is a mixture? What are other ways of Show pictures of different How do we differentiate
interesting? separating components of substances. Let the Pure substances from
Give examples of mixtures mixture? students classify it into mixtures?
ELICIT
What are the different Pure Substance or
learning stations in the Mixtures.
activity?
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What difficulties did you Show video on separating Riddle: How can we distinguish How do we differentiate
encounter during the mixtures by KidsEduc What Am I? pure substance from a pure substances from
activity? https://www.youtube.com/ I’m white but I’m not milk mixture? mixtures when they are
watch?v=L7ZQ0o1Gp5Y I’m small but I’m not snow melting?
I come as a grain but I’m not
What are the ways of rice
separating components of I’m added to food but I’m
ENGAGE mixtures? not sugar
I come in a shaker but I’m
not pepper.
Answer: Salt
How do we separate salt

from seawater?
What are the factors that How do we separate components of mixture? How are mixtures different from substances?
affect solubility?
Perform Activity #1 Perform Activity #2 Perform Activity #2
EXPLORE Seawater: See Water and Looks may be deceiving Looks may be
Salts! - Part A deceiving - Part B
Refer to LM pp. 21 – 23. Refer to LM pp. 21 – 22. Refer to LM pp. 21 – 22.
--- End of Session ---

Students will be asked to Student will present the Student will present the Students will be asked
EXPLAIN report the result of their results of their experiment results of their experiment to report the result of
experiment. their experiment.
What are the factors that Guide Questions, Guide Questions, How do we distinguish
affect how fast a solid Refer to LM pp. 21 – 24. Refer to LM pp. 25 – 27. pure substances from
ELABORATE
solute dissolve? mixtures during melting
process?
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What could be some Show supplemental videos How do we distinguish Show a supplemental
applications of the solubility on Separating Mixtures: pure substances from video on Melting Point
principle you’ve learned? https://www.youtube.com/w mixtures based on boiling Data:
atch?v=L7ZQ0o1Gp5Y process? https://www.youtube.co
Show supplemental videos m/watch?v=uJivzVo8Yr
on Factors that Affect https://www.youtube.com/w Show a supplemental Y
Solubility: atch?v=V5ep0-ojPGw video on the difference
https://www.youtube.com/w between pure substances
atch?v=bzei6KSXudw and mixtures:
https://www.youtube.com/
https://www.youtube.com/w watch?v=88MBCyiaPSM
atch?v=eHYQ0DH7Pyg
https://www.youtube.com/w
atch?v=Irypxn8P1hw
https://www.youtube.com/w
atch?v=5IbW2zeVpPQ
Activity Performance and Activity Performance will Activity Report and Output Classify if the given Activity Performance
Output will serve as serve as evaluation. will serve as evaluation. substances are PURE or and Output will serve as
evaluation. a MIXTURE: evaluation.
1. Halo-halo
EVALUATE
2. Distilled water
3. Iron
4. Gold
5. Sugar solution
What is the importance of
EXTEND
distillation process?
V. REMARKS
DIVISION OF ILOILO
La Paz, Iloilo City
VI. REFLECTION
 80% and Above:
 Below 80%:
lesson
remediation
solve?

Weekly Lesson Log
DIVISION OF ILOILO
La Paz, Iloilo City

Weekly Lesson Plan Teacher Aires c. Palomo Learning Area Matter
Junior High School

Date:
I. OBJECTIVES
Content Standard Properties of substances that
Classifying substances as elements or compounds.
The Learners demonstrate an understanding of: distinguish them from mixtures.
Investigate the properties of
mixtures of varying
Performance Standard concentrations using available Make a chart, poster, or multimedia presentation of common elements showing their names, symbols, and uses.
materials in the community for
specific purposes.
Distinguish mixtures from
Learning Competency substances based on a set of Recognize that substances are classified into elements and compounds.
The Learners should be able to: properties.
Code: S7MT-Ie-f-4 S7MT-Ig-h-5
Summative Construct a functional Summative
DAILY TASK Perform water electrolysis using the improvised apparatus.
Assessment electrolysis apparatus. Assessment
Pure Substances and
II. CONTENT Electrolysis
Mixtures
Teacher’s Guide
Learner’s Materials 28 – 30 30 – 32 30 – 32
IV. LEARNING TASKS
Show pictures of electrolysis How did you make your How did you find the activity
apparatus. What do you think is improvised electrolysis yesterday?
ELICIT the use of this apparatus? apparatus?
Were you able to separate
water from its components?
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Show pictures of improvised Is it possible to separate If you were given a chance to

electrolysis apparatus. Hydrogen and Oxygen from improve your electrolysis what
ENGAGE What do you think is the use of water? How? would it be and why?
this apparatus? Is this the same
with the first apparatus?
Essential Question: Essential Question:
How do we construct an How can we separate the components of water?
improvised electrolysis
apparatus?
Conduct a pre-laboratory activity Perform Activity #1
and discuss the procedure in Water, “Wat-er” you made
EXPLORE constructing an improvised of?
electrolysis.
Students will construct an
improvised Electrolysis
Apparatus. Refer to LM page
30.
Students will explain how they Student will describe the
EXPLAIN made their improvised results of the activity that they
electrolysis apparatus performed.
What were the materials that Were you able to collect
you used in constructing the gases using electrolysis?
apparatus? What are they?
ELABORATE
Was it easy to construct? Why? How will you test if the gas
Why not? you have collected is
Hydrogen? How about
Oxygen?
Activity Performance and Output Activity Performance will serve Activity Report will serve as
EVALUATE
will serve as evaluation. as evaluation. evaluation.
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Bring the materials for How does industrial chemists

the electrolysis use electrolysis to produce
EXTEND
construction. Refer to useful chemicals?
LM pages 30 - 32.
V. REMARKS
VI. REFLECTION
 80% and Above:
 Below 80%:
lesson
remediation
solve?

Weekly Lesson Log
DIVISION OF ILOILO
La Paz, Iloilo City

Weekly Lesson Plan Teacher Aires C. Palomo Learning Area Matter
Junior High School

Date:
I. OBJECTIVES
Content Standard Classifying substances as elements or compounds
Performance Standard Make a chart, poster, or multimedia presentation of common elements showing their names, symbols, and uses.
Learning Competency Recognize that substances are classified into elements and compounds.
Code: S7MT-Ig-h-5
Identify the information that can be found in the periodic Identify elements and Discuss the information from Summative
table. compounds present using food labels and its Assessment
DAILY TASK
food labels. importance to health and
nutrition.
II. CONTENT Elements and Compounds
Teacher’s Guide
IV. LEARNING TASKS
What is the importance of How did you find the activity Can you identify the Do you read the labels of the
electrolysis especially in the yesterday? elements found in the food product when you buy it?
industry? that you have eaten this
ELICIT What new elements you got morning?
to know from the activity?
Can you find them in the
periodic table?
DIVISION OF ILOILO
La Paz, Iloilo City
Where can you find the lists Pun Game on Elements: Do you have a healthy Riddle:
of the elements? Show pictures and the lifestyle? This is a common type of
students will identify the metal
Can you identify where is element being described. If so what products/ food do With the symbol Fe
oxygen and hydrogen in the 1. Gamot ay laging bago you usually take? When mixed with oxygen
Periodic Table? Answer: Mercury and water
ENGAGE 2. A place for washing Do you consider its You can find that it can get
What are other elements dishes nutritional value? rusty
found in the periodic table? Answer: Zinc
3. A sinking ship Answer: Iron
Answer: Titanium
4. Superman’s Weakness
Answer: Krypton
What information about the elements is found in the periodic Why is reading food labels Why do we need to eat
table? important? foods rich in iron?
Perform Activity No. 2 Perform Activity No. 3 Perform Activity No. 4
EXPLORE
The Periodic Table: It’s The “Matter” on Labels The Iron-y of Food
Elementary Fortification
Refer to LM pages 40 – 42. Refer to LM pages 43 – 46. Refer to LM pages 50 – 51.
Explain output using the Students will present their Show the supplemental
Guide Questions on LM. 40 - work on the board using the video:
42. template: https://www.youtube.com/wa
Food
Compound
Constituent tch?v=NHqN-Be5nlU
Product Element
EXPLAIN Cereal
Drink Students will present their
Chocolate
Candy work based on the questions
Soy given in the module.
Sauce
DIVISION OF ILOILO
La Paz, Iloilo City
What information about the What are the essential What is a food grade iron?
elements can we get from elements that are needed by
the periodic table? our body? How important is iron in our
ELABORATE body?
How do we identify the group What are the essential
or family of elements in the elements to life? What are foods rich in iron?
periodic table?
Written output of the What elements/ compunds Explain the following (3 pts.
students will serve as can be found from the Each)
evaluation. following: 1. Nutrition Facts
1. Milk 2. Food Grade
EVALUATE
2. Chocolate Drink 3. Non-Food Grade
3. Fish 4. Ingredients
4. Meat 5. Food Labels
5. Candy
What are the 4 names Identify the group/ family and
officially added to the uses of the following
periodic table of elements? elements:
1. Copper
EXTEND
Answer: 2. Mercury
Nihonium, Moscovium, 3. Silicon
Tennessine and Oganesson 4. Silver
5. Gold
V. REMARKS
VI. REFLECTION
 80% and Above:
 Below 80%:
DIVISION OF ILOILO
La Paz, Iloilo City

lesson
remediation
solve?

Weekly Lesson Log
DIVISION OF ILOILO
La Paz, Iloilo City

Junior High School

Date:
I. OBJECTIVES
Content Standard Classifying substances as elements
The common properties of acidic and basic mixtures.
The Learners demonstrate an understanding of: or compounds
Make a chart, poster, or multimedia
Performance Standard presentation of common elements Properly interpret product labels of acidic and basic mixture, and practice safe ways of handling acids and bases
The Learners should: showing their names, symbols, and using protective clothing and safety gear.
uses.
Recognize that substances are
Learning Competency classified into elements and Investigate properties of acidic and basic mixtures using natural indicators.
The Learners should be able to: compounds.
Code: S7MT-Ig-h-5 S7MT-II-6
Performance Task Prepare a natural acid – Identify properties of acids Describe pH scale and the Discuss the safe ways
base indicator using and bases. importance pH in in handling acids and
common plants. sustaining life. bases and appreciate
DAILY TASK
the importance of
neutralization to our
daily life.
II. CONTENT Elements and Compounds Acids and Bases
Teacher’s Guide
IV. LEARNING TASKS
Students will make any of Show pictures of vinegar, What is an indicator? How did you determine an How do you handle
ELICIT the following: liquid sosa, softdrinks, acidic and a basic muriatic acid when
baking soda. Let the
DIVISION OF ILOILO
La Paz, Iloilo City
1. Brochure of elements students arrange the How did you prepare your substance using plant cleaning the bathroom
that are essential to life pictures into 2 groups. plant indicator? indicator? and comfort room?
2. Multimedia presentation Is there other method that
of common elements can be used to distinguish
showing their names, acidic and basic
symbols, sources and uses. substances?
Cite an example.
Discuss the rubrics that will How did you classify the How can we determine the Show pictures of Based on the
be used to evaluate their substances? acidity and basicity of a hydrangea flowers. characteristics of acid
outputs. substance using a plant and bases, how can we
Do you have these indicator? What are these flowers? safely and properly
ENGAGE
substances at home? Do you think it is possible handle these
Do you know the color to change the color of substances?
scheme for eggplant or hydrangea flowers?
camote indicator?
Essential Question: Essential Question: Essential Questions:
How to determine if a substance is an acid or a base? How important is pH in What are the safe ways
sustaining life? of handling acids and
bases?
How important is
neutralization to our
daily life?
Perform Activity #1 Part A. Discuss the color scheme Discuss pH and its Role playing on proper
EXPLORE
Preparation of Plant for plant indicators. Refer importance in determining handling of acids and
Indicator to LM page 50. the acidity and basicity of bases.
Refer to LM pages 47 – 48. a substance.
Perform Activity #1 Part B. Guide questions will be
Final product to be used as Determining acidity or Perform Activity #2 given for the video
indicator for the next basicity of some Color Range, pH scale analysis.
activity. common household Refer to LM page 62.
--- End of Session --- items.
DIVISION OF ILOILO
La Paz, Iloilo City
Show video on
Perform Activity #1 Part C. application of
Determining the acidity neutralization:
or basicity of water from https://www.youtube.co
different sources. m/watch?v=TzNw9o8C
Refer to LM pages 49 – pRY
52.
Students will present their Students will present their Students will explain the
EXPLAIN output and report the output. message of the role
results. play they presented.
How do we distinguish Show the following What are the
acids from basis by using videos: applications of acids
plant indicator? https://www.youtube.com/ and bases in the
watch?v=x-nI3Ws7nxQ following situation:
Were you able to find out treating indigestion,
how strongly acidic or https://www.youtube.com/ using toothpaste to
basic the mixture you watch?v=zQowljL8e5E avoid tooth decay,
used? treating soil, and
ELABORATE
How important is the soil treating factory waste?
Are there other methods pH when planting crops?
used to distinguish acidic
from basic mixtures? Why pH is important for
living things?
How do we maintain the

pH balance in our body?
Activity Performance and Activity Report will serve 1. What is the ideal pH Activity Performance
Output will serve as as evaluation. of our blood? and Video Analysis
EVALUATE evaluation. 2. What method can be Output will serve as
used in preserving evaluation.
foods?
DIVISION OF ILOILO
La Paz, Iloilo City
3. What plants can resist

and grow in acidic
soil?
4. What substance shall
be used to neutralize
soil?
5. What is the pH of
neutral substances?
Think and ponder:
The color of Hydrangea
flowers is dependent upon
the pH of the soil. It what
ways can you alter the pH
of the soil to get the
desired color of
hydrangea flower?
EXTEND
Perform Activity #3:

What happens to metals
when exposed to an
acidic mixture?
Refer to LM pages 57 –
58.
V. REMARKS
DIVISION OF ILOILO
La Paz, Iloilo City
VI. REFLECTION
 80% and Above:
 Below 80%:
lesson
remediation
solve?

Weekly Lesson Log
DIVISION OF ILOILO
La Paz, Iloilo City

Junior High School

Date:
I. OBJECTIVES
Content Standard Properties of metals and non-metals.
Performance Standard
Learning Competency Describe some properties of metals and nonmetals such as luster, malleability, ductility, and conductivity.
Code: S7MT-Ij-7
Summative Identify properties of metals and Identify oxides of metals and Summative Performance Task
DAILY TASK
Assessment non-metals. non-metals. Assessment
II. CONTENT Metals and Non-metals
Teacher’s Guide 54 – 55
Learner’s Materials 60 – 63 63 – 69
IV. LEARNING TASKS
Which element is the best How will you differentiate metals Making of improvised
conductor? Metals or nonmetals? from non-metals based on their electrical conductivity
properties? tester.
ELICIT
Why non-metals like silicon is Discuss the rubrics that
widely used in the industry? will be used to evaluate
their outputs.
DIVISION OF ILOILO
La Paz, Iloilo City
How can we identify the Are you familiar with acid rain?
properties of metals? Non- How harmful is acid rain to the
metals? environment?
ENGAGE
What compounds are
responsible for the formation of
acid rain?
Essential Question: Essential Question:
What are the properties of metal How will the metals and
and non-metals? nonmetals be distinguished if
the acidity of their oxides will be
tested?
Perform Activity #1 Perform Activity #2
Which can conduct electricity? Acidity of the Oxides of
Metals or nonmetals? Metals and Non-metals
Refer to LM pages 62 – 63. Refer to LM pages 67 – 69.
EXPLORE
Report can be presented using
the template:
Electrical
Sample Appearance
Conductivity
Aluminum
Iron
Copper
Iodine
Sulfur
Students will explain their output Students will explain their output
using the Guide Questions on LM based on the questions on LM
EXPLAIN
page 63. pages 68 – 69.
DIVISION OF ILOILO
La Paz, Iloilo City
How do we identify the properties What is the oxide of metal?

of metals and non-metals? How about the oxide of
nonmetal?
ELABORATE
Cite some uses of metals and
nonmetals.
Activity Performance and Output Activity Performance and Output

EVALUATE will serve as evaluation. will serve as evaluation.
What are the properties of Bring the materials

metalloids? for the electrical
EXTEND conductivity tester
What are uses of metalloids? construction.
V. REMARKS
VI. REFLECTION
 80% and Above:
 Below 80%:
lesson
remediation
DIVISION OF ILOILO
La Paz, Iloilo City

solve?

Weekly Lesson Log
DIVISION OF ILOILO
La Paz, Iloilo City

Junior High School

Date:
I. OBJECTIVES
Content Standard Properties of metals and non-metals.
Performance Standard
Learning Competency Describe some properties of metals and nonmetals such as luster, malleability, ductility, and conductivity.
Code: S7MT-Ij-7
DAILY TASK Performance Task Summative Assessment Quarterly Assessment
II. CONTENT Metals and Non-metals
Teacher’s Guide
Learner’s Materials
IV. LEARNING TASKS
What materials did you use in constructing your tester?
ELICIT and ENGAGE
What considerations in the design and materials did you
observe?
EXPLORE and EXPLAIN Presentation and testing of outputs.
ELABORATE What modifications can be done to improve your tester?
EVALUATE Activity Performance and Output will serve as evaluation.
V. REMARKS
DIVISION OF ILOILO
La Paz, Iloilo City
VI. REFLECTION
 80% and Above:
 Below 80%:
lesson
remediation
solve?

Weekly Lesson Log

Grade 7 Quarter 1

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Grade 7 School Vicente Aguilar National high School Grade Level 7

Week No. 1 DAY 1 DAY 2 DAY 3 DAY 4 DAY 5

Differentiate each step. How do the 3 hypotheses Show supplemental video on

Which of my teaching strategies worked

Prepared by: Checked by:

Grade 7 School Vicente Aguilar National high School Grade Level 7

Week No. 2 DAY 1 DAY 2 DAY 3 DAY 4 DAY 5

Essential Question: Essential Question: Essential Question: Essential Question:

solute from solvent? Gaseous Gas Gas

Solid solutions, the solute

Show supplemental video on

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Grade 7 School Vicente Aguilar National High School Grade Level 7

Week No. 3 DAY 1 DAY 2 DAY 3 DAY 4 DAY 5

How about mathematical

Introduce Percent by Mass,

Did the remedial lessons work?

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Grade 7 School Vicente Aguilar National High School Grade Level 7

Week No. 4 DAY 1 DAY 2 DAY 3 DAY 4 DAY 5

How do we separate salt

--- End of Session ---

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Grade 7 School Vicente Aguilar National High School Grade Level 7

Week No. 5 DAY 1 DAY 2 DAY 3 DAY 4 DAY 5

Show pictures of improvised Is it possible to separate If you were given a chance to

Bring the materials for How does industrial chemists

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Grade 7 School Vicente Aguilar National High School Grade Level 7

Week No. 6 DAY 1 DAY 2 DAY 3 DAY 4 DAY 5

Did the remedial lessons work?

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Grade 7 School Vicente Aguilar National High School Grade Level 7

Week No. 7 DAY 1 DAY 2 DAY 3 DAY 4 DAY 5

How do we maintain the

3. What plants can resist

Perform Activity #3:

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Grade 7 School Vicente Aguilar National High School Grade Level 7

Week No. 8 DAY 1 DAY 2 DAY 3 DAY 4 DAY 5

How do we identify the properties What is the oxide of metal?

Activity Performance and Output Activity Performance and Output

What are the properties of Bring the materials

What difficulties did I encounter which

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Grade 7 School Vicente Aguilar National High School Grade Level 7

Week No. 9 DAY 1 DAY 2 DAY 3 DAY 4 DAY 5

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