LP01_Solutions_Class B (differentiated process)

DETAILED LESSON PLAN IN SCIENCE VII

(SOLUTIONS)

I. OBJECTIVES
At the end of the lesson, the students should be able to:

C – Identify the properties of solutions.

P – Perform various experiments on the properties of solutions.

A – Appreciate the value of solutions in everyday life.

II. SUBJECT MATTER

Topic: Solutions
References: Grade 7 Science Teacher’s Guide; Grade 7 Science Learner’s Module
Materials: salt, sugar, monggo seeds, cooking oil, hot and cold water, measuring cups,
filter paper, observation sheets, handouts, laptop computer

III. PROCEDURE

TEACHER’S ACTIVITY STUDENTS’ ACTIVITY

A. Preliminary Activities
1. Daily Routine
a. Prayer
b. Checking of Attendance
c. Greetings
2. Review (note: no previous topic)
3. Motivation
Class, most of you have tasted soft Soft drinks taste sweet, ma’am.
drinks, right? How do they taste?

What do you think makes it sweet? I think it contains sugar.

But we don’t see any particles of I think it is because the sugar is dissolved in
sugar in it, right? Why do you think the water, ma’am.
that is the case?

Very good! It is because the sugar is

DISSOLVED in the water. In other
words, it has formed a SOLUTION
with water.

Do you remember from your Grade 6 Solvent and solute, ma’am.

Science what the components of a
solution are?
 What is a solvent? The solvent is the component that dissolves
the solute. It is usually the one present in a
greater amount.

How about solute? The solute is the component that is being

dissolved.

Very good. Solutions are very

important in our daily lives. Many of
the things we use every day, like
vinegar and brine are examples of
solutions.

Do you want to learn more about Yes, ma’am.

solutions?

B. Developmental Activities
1. Presentation
Today we will learn about the
different properties of solutions.

2. Group Activity [note: this part is

differentiated]
For us to identify and understand the
different properties of solutions, I will
divide you into three groups. Each of
the groups will be given a separate
activity to perform.

Am I understood? Yes, ma’am.

(Teacher calls out names of students (Students go to their respective groups)

belonging in each group. [note:
Students who have verbal-linguistic or
logical-mathematical intelligence will
be assigned to Group 1; those with
visual-spatial intelligence to Group 2;
and those with kinesthetic intelligence
to Group 3.])

For Group 1, I will be giving you (Group 1 does as told.)

handouts to study and discuss among
yourselves. After 15 minutes, you will
be expected to report on the topic you
discussed.

For Group 2, you will be watching a (Group 2 does as told.)

short video about the properties of
solutions. After the 15 minutes, you
will be expected to report on the
characteristics of solutions.
[insert video url]

For Group 3, you will be performing a

series of experiments.

Experiment 1: Dissolve as much sugar (Students perform the experiment and fill in
in 20 ml of water as you can. You the table below.)
may stir the mixture for the sugar to
dissolve faster. Add the sugar Amount of sugar Observations
gradually until you come to a point added
where the water cannot dissolve any 1 teaspoon Sugar completely
sugar anymore. dissolved.
2 teaspoons Sugar completely
Record your observations in the table dissolved.
provided. 3 teaspoons Sugar completely
dissolved.
4 teaspoons Sugar completely
dissolved.
5 teaspoons Sugar completely
dissolved.
6 teaspoons Some sugar was
left in the bottom
of the container

Experiment 2: Get two cups with 20 (Students perform the experiments and fill
ml of water each. Place 1 tablespoon in the table below.)
of sugar in each cup. Stir the mixture
in the first cup and leave the second Mixture Time it took to
cup to stand. In which cup did the dissolve
sugar dissolve faster? Sugar in water (stirred)
Sugar in water (not
Experiment 3: Get two cups with 20 stirred)
ml of water each. In one cup, place 1 Coarse salt in water
tablespoon of coarse salt. In the other, Fine salt in water
place 1 tablespoon of fine salt. Which Sugar in cold water
dissolved faster? Sugar in hot water
Experiment 4: Get 2 cups. Place 20 ml
of cold water in one and 20 ml of hot
water in the other. Put 1 tablespoon of
sugar in each cup. In which cup did
 the sugar dissolve faster?

Record the time in which the

sugar/salt dissolves in the water for
each cup.

After performing your respective

experiments, copy your tables to a
piece of manila paper and choose a
reporter to present your findings to the
whole class.

3. Abstraction
(After 15 minutes.)

Okay class, are you done with your Yes, ma’am.

activities?

Who is the reporter for group 2?
Proceed with your report.
We have learned from watching the video
that a solution has a uniform appearance and
cannot be separated through filtration.
Another word for uniform appearance is
HOMOGENOUS. A solution, in other
words, is a HOMOGENOUS mixture in
which the components are so well mixed
that they cannot be distinguished. Mixtures
which are not solutions are called
HETEROGENOUS mixtures.

Thank you, Group 2. That was Yes, ma’am.

excellent. Is everything clear?

Okay, let’s move on. Group 3, please (Group 3 presents findings.)

present your findings.
For Experiment 1, we observed that after
adding 6 teaspoons of sugar, some of the
sugar cannot dissolve anymore.

For Experiment 2, we observed that stirring

the water and sugar solution makes the
sugar dissolve faster.

Very good! Now Group 1, based on
your discussions about the factors that
affect the time in which the solute
dissolves in the solvent, do the results
of Group 3’s experiments reflect what
you have discussed?
As you can see, the things discussed
by Group 1 reflected the results
obtained by the experiments
performed by Group 3.
Is everything clear so far?
C. Post-Activity
1. Generalization
Let’s see if you remember what we
have discussed today. Who can give
me some of the properties of a
solution?
What is a saturated solution?
For Experiment 3, smaller particles of salt
dissolve faster than bigger ones.
Finally, for Experiment 4, sugar dissolves
faster in hot water than cold water.
Indeed, ma’am! We have learned from our
discussions that there are two kinds of
solution. A solution which has taken in the
maximum amount of solute and cannot
dissolve any more is called a SATURATED
solution. A solution which can still dissolve
more solute is called an UNSATURATED
solution. In Group 3’s experiment, 5
teaspoons of sugar in 20 ml of water is a
saturated solution since it cannot take in any
more solute.
We have also learned that there are certain
factors that affect the rate in which the
solute dissolves in the solvent. Stirring
makes the solute dissolve faster because it
lets the solvent come into contact faster with
the corners and edges of the solute particles.
Smaller particles of solute have a greater
surface area than bigger particles. This
means that more of it is exposed to the
solvent and will therefore dissolve faster.
Finally, temperature has an effect on the rate
in which the solute dissolves in the solvent.
Generally, a solute dissolves faster in a
solvent of higher temperature.
Yes, ma’am.
A solution is homogenous and cannot be
separated by filtration.
A saturated solution is one which contains
the maximum amount of solute and cannot
dissolve any more.
 What are some of the factors that The solute can dissolve faster if the mixture
make the solute dissolve faster? is stirred, if the solute has smaller particles
and if the solvent has a higher temperature.

Excellent! You have really learned a

lot today.

2. Application
Solutions are very common in our (Answers vary.)
daily lives. Who can give me
examples of solutions we can find at
home or in the grocery?

3. Valuing
Good! See? Some of the things you (Answers vary.)
have just mentioned are very essential
to our daily lives. One cannot imagine
life without solutions. How important
are solutions to you?

IV. EVALUATION

Answer the following questions in a ¼ sheet of paper.

1. Which of the following is an example of a solution?

a. Catsup
b. Mud in water
c. Sugar dissolved in water
d. Ice cream
2. Which statement describes the solute?
a. It is the solid formed in solution.
b. It is the liquid part of the solution.
c. It is the component of a solution in smaller amount.
d. It is the component of a solution in bigger amount.
3. Which is more concentrated, a solution containing 5 grams of salt in 10 grams of water or
a solution containing 18 grams of salt in 90 grams of water? Show your calculations.
4. The label of the 200-mL rubbing alcohol that Mrs. Herrera bought shows that it contains
40% ethyl alcohol. What is the volume of ethyl alcohol does the rubbing alcohol contain?
Show your calculations.

For items 5 and 6: Joel and Ben wanted to find out how much salt is needed to make a saturated
solution in 100 mL of water. Use the following data to answer the questions below the table.

Step Amount of salt Observations

Number added
1 6 grams After stirring, salt completely dissolved.
 2 6 grams
3 6 grams
4 6 grams
5 6 grams
6 6 grams
7 6 grams
After stirring, salt completely dissolved.
After stirring, salt completely dissolved.
After stirring, salt completely dissolved.
After stirring, salt completely dissolved.
After stirring, salt completely dissolved.
After stirring, some salt is seen at the bottom of the
container.

5. Which is the solute of the solution? Which is the solvent?

6. In which step is the solution described as saturated solution? Explain your answer.
7. Give one reason why people stir coffee or juice in water after they have added sugar.

For items 8-10: A group of students was asked to investigate how fast sugar dissolves in cold and
in hot water?

8. If this is going to be a fair test, what variables should they control?

a. Amount of water and sugar in each cup, method of stirring, time when the solid
is added to water, how long each solution is stirred.
b. Amount of water and sugar in each cup, method of stirring, how long each
solution is stirred.
c. Amount of sugar in each cup; method of stirring, time when the solid is added to
water, how long each solution is stirred.
d. Amount of water in each cup, method of stirring, time when the solid is added to
water; how long each solution is stirred.
9. What is the dependent variable (what is being measured)?
I. The temperature of water.
II. The amount of sugar.
III. The length of time that sugar completely dissolves in hot water.
IV. The length of time that sugar completely dissolves in cold water.
a. I only
b. II only
c. II and III
d. III and IV
10. What is the independent variable in the investigation?
a. I only
b. II and III
c. I, II and III
d. II, III and IV

V. ASSIGNMENT

Do some further research about solutions. Are solutions always liquid? If no, give
examples of solid solutions. Write your answers in a ¼ sheet of paper.