LESSON PLAN IN SCIENCE 7

Empathy – June 3-6, 2019

I. OBJECTIVES:
A. Content Standards
The learners demonstrate an understanding of the classification of matter
B. Performance Standards
The learners should be able to complete a graphic organizer about the classification
of matter
C. Learning Competencies/Objectives
To recognize the different classifications of matter with its corresponding properties
and examples
S7MT-Id-3, S7MT-Ie-f-4, S7MT-Ig-h-5

II. SUBJECT MATTER

A. Topic: Diversity of Materials in the Environment
B. References: Science Grade 7 Teacher Guide Quarter 1
Learner Module for Grade 7 Science pages 1-16
C. Materials: Learner Module for Grade 7 Science pages 1-16
Concept Map about the Classification of Matter
III. PROCEDURE
A. Preliminaries
Prayer
Checking of Attendance
Orientation of the grading system, class rules and expectations
Review of Previous Lesson from Grade 6

B. Motivation
Present the question: What is Matter?
What’s the Matter Game
Divide the class into 2 groups. Each group will have a certain side of the blackboard.
Write as many common materials to be found in a certain place, ex. classroom,
hospital, kitchen, etc.
The group with more materials to give will win.

C. Lesson Proper
1. Activity
Introduce the concept map to be completed by the students. Ask them to answer
the activity in their notebook.

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2. Analysis
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Ask the following students to identify
mesog aare the classifications of matter:
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a. PURE SUBSTANCE ANDaMIXTURE
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b. ELEMENT AND COMPOUND p e
at ia AND COMPOUNDS
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c. TYPES OF MIXTURE, ELEMENTS
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 3. Abstraction
Discuss the following concepts about matter:
 Matter is anything that occupies space and has mass.
 A substance is a form of matter that has a definite composition and distinct
properties.
 A mixture is a combination of two or more substances in which the
substances retain their distinct identities
 An element is a substance that cannot be separated into simpler substances
by chemical means.
 A compound is a substance composed of atoms of two or more elements
chemically united in fixed proportions.

4. Application
Oral Recitation
Give the properties or examples that the student will have to identify what
classification of matter is asked.

IV. EVALUATION
Give the written quiz about the classification of matter

V. ASSIGNMENT
Assign the students to go to a sari-sari store and let them list the products being sold
at least 20 products. They will identify which of the production is a homogenous mixture or a
solution

Prepared by:

URS ARMAN E. NUYAD

Teacher 1

Checked by:

TEODORA P. BARING
Principal II
 LESSON PLAN IN SCIENCE 7
Empathy – June 10-13, 2019

I. OBJECTIVES:
A. Content Standards
The learners demonstrate an understanding of the classification of matter
B. Performance Standards
The learners should be able to identify which is solution/homogenous mixture and
which is not.
C. Learning Competencies/Objectives
To investigate properties of unsaturated or saturated solutions.
S7MT-Ic-2

II. SUBJECT MATTER

A. Topic: Diversity of Materials in the Environment: Solutions
B. References: Science Grade 7 Teacher Guide Quarter 1
Learner Module for Grade 7 Science pages 1-16
C. Materials: Learner Module for Grade 7 Science pages 1-16
Experiment Materials: Cups, Water, Salt, Sugar, Oil, Seeds and Stirrer

III. PROCEDURE
A. Preliminaries
Prayer
Checking of Attendance
Review of Previous Lesson

B. Motivation
Let the students list the products they can see in the sari-sari store. Ask them which
among the product are solutions.
Let them describe the products in terms of appearance, color, odor, and taste.
.
C. Lesson Proper
1. Activity
Group Activity:
Let them do the activity: WHAT ARE THE PROPERTIES OF SOLUTIONS?

Describe the properties/characteristics of the following samples:

Sugar, salt, seeds, juice, cooking oil.

2. Analysis
After the activity, ask the following students the following questions:
How many phases did you observe of the following mixture produce?
Which are the solutes? How about the solvent?
Which of the samples are solutions?
 3. Abstraction
Through Oral Recitation:
Based on the activity they have done, they can conclude that solutions have
the following characteristic:
1. It is homogeneous. It is a mixture of one phase only. The components
are so well mixed that all parts of the solution appear the same.
Solutions have the same composition and properties throughout.
2. A solution is often clear and transparent.

Explain the different examples of solutions which are natural and

manufactured/processed.

4. Application
Write if the mixture is a SOLUTION or NOT SOLUTION.
1. Sand and water
2. Sugar and water
3. Alcohol and water
4. Mud and water
5. Gulaman and water

IV. EVALUATION
Give the written quiz

V. AGREEMENT
Bring a cup of water for the next activity

Prepared by:

URS ARMAN E. NUYAD

Teacher I

Checked by:

TEODORA P. BARING
Principal II
 LESSON PLAN IN SCIENCE 7
Empathy – June 17-20, 2019

I. OBJECTIVES:
A. Content Standards
The learners demonstrate an understanding on scientific ways of acquiring
knowledge and solving problems
B. Performance Standards
The learners should be able to design a procedure in solving a problem
C. Learning Competencies/Objectives
To describe the components of a scientific investigation;
S7MT-Ia-1

II. SUBJECT MATTER

A. Topic: Ways of Acquiring Knowledge and Solving Problems
B. References: Science Grade 7 Teacher Guide Quarter 1 pages 5-12
Learner Module for Grade 7 Science pages 12-16
C. Materials: Learner Module for Grade 7 Science pages 12-16
Demonstration materials: cups, water, stirrer, juice powder

III. PROCEDURE
A. Preliminaries
Prayer
Checking of Attendance
Review of Previous Lesson

B. Motivation
Ask some students to share things that they want to discover or to invent. Let them
describe why they want to know it and how they are going to do it.

C. Lesson Proper
1. Activity
Show a demonstration on how to solve a problem.
Teacher Demonstration: The Effect of Stirring
Problem: How is the stirring affect how fast the solid dissolves in liquid.
Hypothesis: The stirring makes the solid dissolves faster in the liquid.

Let the students observe and identify the steps and components of the scientific
method.

2. Analysis
After the demonstration, have a post activity self reflection:
What I have learned from the demonstration activity?
What are the steps in the scientific method?
What are the things to consider in doing investigation?

3. Abstraction
Through Class Discussion, list the steps of doing investigation:
.
1. formulate a specific question or problem to a testable form
 2. formulate a hypothesis
3. select and justify a procedure to be used in answering the specific
question
4. identify the dependent and independent variables in the investigation
5. carry out the procedure that includes a fair test
6. make observations that are relevant to the specific question
7. make measurements using appropriate devices and units
8. record and report all observations and data
9. interpret patterns from the data gathered
10. infer and explain relationships from the data; and
11. draw a conclusion from the results obtained, including a statement to
12. support or reject the hypothesis.

4. Application
By small group activity (let them do on their own)
1. Make a testable problem/question
2. Based from the problem, formulate a hypothesis
3. Design the procedure of the experiment.

IV. EVALUATION
Give the written quiz

Prepared by:

URS ARMAN E. NUYAD

Teacher I

Checked by:

TEODORA P. BARING
Principal II
 LESSON PLAN IN SCIENCE 7
Empathy – June 24-27, 2019

I. OBJECTIVES:
A. Content Standards
The learners demonstrate an understanding on some important properties of
solutions
B. Performance Standards
The learners should be able to prepare different concentrations of mixtures
according to uses and availability of materials
C. Learning Competencies/Objectives
To investigate properties of unsaturated or saturated solutions;
S7MT-Ic-2

II. SUBJECT MATTER

A. Topic: Ways of Acquiring Knowledge and Solving Problems
B. References: Science Grade 7 Teacher Guide Quarter 1 pages 5-12
Learner Module for Grade 7 Science pages 8-11
C. Materials: Learner Module for Grade 7 Science pages 8-11
Experiment materials: cups, water, stirrer, food coloring, aniel

III. PROCEDURE
A. Preliminaries
Prayer
Checking of Attendance
Review of Previous Lesson

B. Motivation
Ask the students about examples of solution in home, store and other places.
Example: Alcohol 70%, 40%
Gold 24 karat, 18 karat
Juice drinks
Why do these solutions have different concentration?
How to prepare the different concentration of solutions?

C. Lesson Proper
1. Activity
Conduct the experiment: Activity 3
What is the Evidence that a Solution is saturated?

After performing this activity you will be able to:

a. determine how much solid solute completely dissolves in a given volume
water; and
b. describe the appearance of a saturated solution

2. Analysis
After the activity, have a post activity questions:
a. What are the appearances of the different solutions?
b. At what amount of solute is needed to reach the point that the solvent
can no longer dissolve the remaining solute?
c. Which of the sample solutions is the concentrated one? Why?
 3. Abstraction
Through class discussion, tackle the following important points:
 In Activity 3, you have observed that there is a maximum amount ofsolute that
can dissolve in a given amount of solvent at a certain temperature. This is
what is called the solubility of the solute

 The solution that contains the maximum amount of solute dissolved by a

given amount of solvent is called a saturated solution. If you add more solute
to the solvent, it will no longer dissolve

 A solution is unsaturated when it contains less solute than the maximum

amount it can dissolve at a given temperature.

4. Application
Compare and Contrast the Saturated and Unsaturated Solution

IV. EVALUATION
Give the written quiz

Prepared by:

URS ARMAN E. NUYAD

Teacher I

Checked by:

TEODORA P. BARING
Principal II
 LESSON PLAN IN SCIENCE 7
Empathy – July 1-2, 2019

I. OBJECTIVES:
A. Content Standards’
The learners demonstrate an understanding on some important properties of
solutions
B. Performance Standards
The learners should be able to prepare different concentrations of mixtures
according to uses and availability of materials
C. Learning Competencies/Objectives
To express concentrations of solutions quantitatively by preparing different
concentrations of mixtures according to uses and availability of materials;
S7MT-Id-3

II. SUBJECT MATTER

A. Topic: Ways of Acquiring Knowledge and Solving Problems
B. References: Science Grade 7 Teacher Guide Quarter 1 pages 5-12
Learner Module for Grade 7 Science pages 8-12
C. Materials: Learner Module for Grade 7 Science pages 8-12
Calculator, examples

III. PROCEDURE
A. Preliminaries
Prayer
Checking of Attendance
Review of Previous Lesson

B. Motivation

Ask the students about following products: Alcohol products: Isopropyl Alcohol, Ethyl
Alcohol, Vinegar, Agua Oxinada.
Are these products 100% pure? Why?
What are the other components of the product? How do we measure the
concentration of the product?

C. Lesson Proper
1. Activity
 Have them a copy from the module: Expressing Concentrations of Solutions.
 Consider the given situation:
 In the Activity 3, how many teaspoon of solute is needed to reach the point
that the 10mL of water can no longer dissolve the remaining solute?
 If every teaspoon is equal to 5 grams, how much mass does the solute has in
saturated state?
 Let the students answer the given questions.

2. Analysis
After the activity, have a post activity questions:
a. From the given situation, how do we measure the concentration of the
solution?
b. How do we express the concentration of the solution?
c. Why do we need to measure the concentration of the solution?
 3. Abstraction
 Through class discussion, tackle the following important points:
When there is a large amount of dissolved solute for a certain volume of
solvent, the solution is concentrated. A dilute solution has a small amount of
dissolved solute in comparison to the amount of solvent.

 Quantitative Expression of a Concentration:

o percent by volume, which is the amount of solute in a given volume of
solution expressed as grams solute per 100 millliter of solution (g/100
mL), and
o percent by mass, which is the amount of solute in a given mass of
solvent expressed as grams solute per 100 grams of solution.

Example:
Sample problem 1
How many mL of ethyl alcohol are present in a 50 mL bottle of rubbing alcohol?
(Show the Solution)

Sample problem 2
A one peso coin has a mass of 5.5 grams. How many grams of copperare in a one
peso coin containing 75% copper by mass?
(Show the Solution)

4. Application
Using Practice Drill, let the students solve the problem:
1. How many mL of Isopropyl Alcohol are present in a 200 ML bottle of rubbing
alcohol with 70% concentration?
2. In a 100 mL of Alcohol solution, there is 40 mL water. What is the
concentration of the alcohol solution in percent by volume?

IV. EVALUATION
Give the written quiz

Prepared by:

URS ARMAN E. NUYAD

Teacher I

Checked by:

TEODORA P. BARING
Principal II
 LESSON PLAN IN SCIENCE 7
Empathy – July 3-4, 2019
2 hours session

I. OBJECTIVES:
A. Content Standards’
The learners demonstrate an understanding on scientific ways of acquiring
knowledge and solving problems
B. Performance Standards
The learners should be able to identify the different variables in an experiment
C. Learning Competencies/Objectives
To describe the components of a scientific investigation;
S7MT-Ia-1

II. SUBJECT MATTER

A. Topic: Ways of Acquiring Knowledge and Solving Problems
B. References: Science Grade 7 Teacher Guide Quarter 1 pages 5-12
Learner Module for Grade 7 Science pages 8-12
C. Materials: Learner Module for Grade 7 Science pages 8-12
Calculator, examples

III. PROCEDURE
A. Preliminaries
Prayer
Checking of Attendance
Review of Previous Lesson

B. Motivation
Let the students do the “If I am a Scientist…”, with this have them to express the
questions or problem they want to solve or discover if the will be a scientist.
After the activity, have them to present their answers in the class.
Afterwards, ask the following:
“What are you going to do to test or solve the problem?”

C. Lesson Proper
1. Activity
Provide an example of conducting a scientific method.
To investigate how the size of the solid being dissolved affects how fast it
dissolves in water.
Provide the following for the investigation:
1. question in testable form
2. the hypothesis
3. Dependent variables, independent variables and controlled variables
4. Conclusion

2. Analysis
By group have the students read the situation:
Mario wants to know the effect of different colors of light on the growth of plants.
She believes that plants can survive best in white light. She buy 5 ferns of the
same species, which are all approximately the same age and height. She places
one in white lights, one in blue light, one in green light, one in red light and one in
the closet. All ferns are planted in Miracle-Grow and given 20ml of water once a
 day for 2 weeks. After the two weeks, Suzie observes the plants and makes
measurements.
GEUSE

3. Abstraction
The dependent variable is the factor or condition that is
measured or responding in an experiment
the change or result that occurs due to the independent variable
the “what will happen” in an experiment
The independent variable is the factor or condition that is
changed in an experiment directly caused by the experimenter
manipulated in the experiment
the “what you do” in the experiment
The control variables (factors that are kept the same)

4. Application
Using the given situation in analysis stage let the group to identify the
variables:

Independent Variables

Dependent Variables

Control Groups

Experimental Groups

Constants

IV. EVALUATION
Give the written quiz

Prepared by:

URS ARMAN E. NUYAD

Teacher I

Checked by:

TEODORA P. BARING
Principal II
 LESSON PLAN IN SCIENCE 7
Empathy – July 8-9, 2019
2 hours session

I. OBJECTIVES:
A. Content Standards’
The learners demonstrate an understanding on the properties of substances that
distinguish them from mixtures
B. Performance Standards
The learners should be able to investigate the properties of mixtures of varying
concentrations using available materials in the community for specific purposes
C. Learning Competencies/Objectives
To distinguish mixtures from substances based on a set of properties;
S7MT-Ie-f-4

II. SUBJECT MATTER

A. Topic:Substances and Mixtures
B. References: Science Grade 7 Teacher Guide Quarter 1 pages 17-26
Learner Module for Grade 7 Science pages 17-26
C. Materials: Learner Module for Grade 7 Science pages 17-26
Seawater, pure water, containers, screen

III. PROCEDURE
A. Preliminaries
Prayer
Checking of Attendance
Review of Previous Lesson

B. Motivation
Write the words: Substance and Mixture on the blackboard.
Ask a few students to write on the board the examples of a substance and also for
the Mixtures:
Check the answer of the students through class discussion.

C. Lesson Proper
1. Activity
“Looks may be Deceiving”
Use the seawater and the pure water as samples of a mixture and a substance
respectively.
With the same container, orient to the students that looks may be deceiving on
looking on the samples.
Let them identify which of the two samples is a substance or a mixture. By using
the senses, let them record the color, taste, odor, appearance, boiling and
melting of the two samples.

2. Analysis
Let the students record and analyze the properties observe on the two samples
Sample A Sample B
Taste
Odor
Color
Boiling
Melting
 3. Abstraction
Through the use of class discussion, elucidate the following:
A substance melts completely/smoothly, while a mixture takes longer time to
completely melt.
A substance has a constant boiling temperature, while a mixture boils at a
temperature range.
Characteristics of Mixtures
 may be homogeneous or heterogeneous
 made up of two or more components
 components may be separated/recovered by physical means such as
filtration, and distillation
 amount of components may vary
 may be solid, liquid or gas

4. Application
Using Venn diagram, compare and contrast the Substance and Mixture

IV. EVALUATION
Give the written quiz

Prepared by:

URS ARMAN E. NUYAD

Teacher I

Checked by:

TEODORA P. BARING
Principal II
 LESSON PLAN IN SCIENCE 7
Empathy – July 10-12, 2017
3 hours session

I. OBJECTIVES:
A. Content Standards’
The learners demonstrate an understanding of classifying substances as elements
or compounds
B. Performance Standards
The learners should be able to investigate the properties of mixtures of varying
concentrations using available materials in the community for specific purposes
C. Learning Competencies/Objectives
To recognize that substances are classified into elements and compounds;
S7MT-Ig-h-5

II. SUBJECT MATTER

A. Topic:Elements and Compounds
B. References: Science Grade 7 Teacher Guide Quarter 1 pages 27-45
Learner Module for Grade 7 Science pages 28-38
C. Materials: Learner Module for Grade 7 Science pages 27-45
Periodic Table, Laptop, food label(nutritional facts), paste, scissors

III. PROCEDURE
A. Preliminaries
Prayer
Checking of Attendance
Review of Previous Lesson

B. Motivation
Have you heard important elements or minerals needed by our body?
Give examples of elements and minerals needed by our body.
Describe food sources you can find it?
What are the function of the elements in our body?

C. Lesson Proper
1. Activity

Activity 3
The “Matter” on Labels
Refer to the labels of different food products below

List down in Table 3 the compounds in the product label and the constituent
elements. There are cases that you will need to look up the constituent elements.
 2. Analysis
Table 3. Compounds and their constituent elements written in the food labels
Food Product Compound Constituent Element
1. Cereal Drink
2. Chocolate candy
3. Soy sauce

3. Abstraction
Discuss the following concepts:
The elements in food are in combination with other elements and the resulting
compounds are referred to as minerals. Thus, you are not eating the elements
themselves.

A product label that lists sodium as a nutrient does not mean that you will be
eating the element sodium. It means that the composition of one of the
ingredients includes sodium. In the case of soy sauce, the ingredient is
monosodium glutamate.

4. Application
For the compounds that are found in the nutritional facts and ingredients: let the
students to find the constituent elements that are found there.

IV. EVALUATION
Give the written quiz

Prepared by:

URS ARMAN E. NUYAD

Teacher I

Checked by:

TEODORA P. BARING
Principal II
 LESSON PLAN IN SCIENCE 7
Empathy – July 15-16, 2019
2 hours session

I. OBJECTIVES:
A. Content Standards’
The learners demonstrate an understanding of classifying substances as elements
or compounds
B. Performance Standards
The learners should be able to investigate the properties of mixtures of varying
concentrations using available materials in the community for specific purposes
C. Learning Competencies/Objectives
To recognize that substances are classified into elements and compounds;
S7MT-Ig-h-5

II. SUBJECT MATTER

A. Topic:Elements and Compounds
B. References: Science Grade 7 Teacher Guide Quarter 1 pages 27-45
Learner Module for Grade 7 Science pages 28-38
C. Materials: Learner Module for Grade 7 Science pages 27-45
Periodic Table, Laptop

III. PROCEDURE
A. Preliminaries
Prayer
Checking of Attendance
Review of Previous Lesson

B. Motivation
Give examples of substances:
Water
CO2
Ethyl Alcohol
Sodium Chloride
Oxygen
Iron
Nitrogen
Identify which of the following is an Element and a Compound.
Let the students describe the elements that are found on the given compounds.

C. Lesson Proper
1. Activity
By Group, let the students examine the features and parts of the PERIODIC
TABLE:
Ask the students to locate the parts of the table:
Element Name, Element Symbol, Group No.

2. Analysis
Name and symbol of some elements and the group number it belongs to:
Name Symbol Atomic # Group Number Family/Group
Beryllium
 Germanium
Phosphorus
Boron
Vanadium
Chlorine
Argon
Silicon

3. Abstraction
Through Class discussion, explain the following concepts:
There is the systematically organize all of the 118 elements in what we call the
periodic table of elements or sometimes simply referred as periodic table.
Scientists agreed to give symbols for each element. This is very helpful especially to
those elements with long names

4. Application
Identify what element is asked of the following description:
Element symbol:
Au
Al
K
He
Ba

Uses:
Found in bones, teeth
Found in hemoglobin
Most abundant gas in the atmosphere

IV. EVALUATION
Give the written quiz

Prepared by:

URS ARMAN E. NUYAD

Teacher I

Checked by:

TEODORA P. BARING
Principal II
 LESSON PLAN IN SCIENCE 7
Empathy – July 17-18, 2019

I. OBJECTIVES:
A. Content Standards’
The learners demonstrate an understanding the common properties of acidic and
basic mixtures
B. Performance Standards
The learners should be able to properly interpret product labels of acidic and basic
mixture, and practice safe ways of handling acids and bases using protective
clothing and safety gear
C. Learning Competencies/Objectives
To investigate properties of acidic and basic mixtures using natural indicators;
S7MT-Ii-6

II. SUBJECT MATTER

A. Topic:Elements and Compounds
B. References: Science Grade 7 Teacher Guide Quarter 1 pages 27-45
Learner Module for Grade 7 Science pages 28-38
C. Materials: Learner Module for Grade 7 Science pages 27-45
Periodic Table, Laptop

III. PROCEDURE
A. Preliminaries
Prayer
Checking of Attendance
Review of Previous Lesson

B. Motivation
Present a certain multivitamin product in a class.
Let them enumerate the important elements/minerals, vitamins needed by our body

C. Lesson Proper
1. Activity
Using the periodic table, by group let the students to find the element symbols,
properties, and uses of the following elements:

Calcium Chromium
Magnesium Copper
Potassium Fluorine
Selenium Iron
Sodium Iodine
Sulfur Manganese
Zinc

2. Analysis
Have the students a copy of the information about the Essential Elements in the
module.
Let them identify the sources, uses and the deficiency conditions of the given
minerals:

Microminerals/Macrominerals I Source I Function I Deficiency Conditions

 3. Abstraction
Through Class discussion, explain the following concepts:
The elements in food are in combination with other elements and the resulting
compounds are referred to as minerals
Any ingredient added to food should be safe to eat in terms of quality
and quantity. By quality, these ingredients must be food grade. A substance
undergoes a process before it becomes food grade. It is only after that, a
substance may be safely added as a food ingredient. If it is a non-foodgrade
substance then it should not be added to products that are meant to
be ingested.

4. Application
A student may choose one element and find moreinformation about it. A
poster or something similar may be done as ifthe student is trying to promote that
element.

Name of the element

Element Symbol, Atomic Number, Atomic Mass
Properties
Uses

IV. EVALUATION
Give the written quiz

Prepared by:

URS ARMAN E. NUYAD

Teacher I

Checked by:

TEODORA P. BARING
Principal II
 LESSON PLAN IN SCIENCE 7
Faith – Aug 7-8, 2017
Empathy – Aug 8, 2017

I. OBJECTIVES:
A. Content Standard
The learners demonstrate an understanding the common properties of acidic and
basic mixtures
B. Performance Standard
The learners should be able to properly interpret product labels of acidic and basic
mixture, and practice safe ways of handling acids and bases using protective
clothing and safety gear
C. Learning Competencies/Objectives
To investigate properties of acidic and basic mixtures using natural indicators;
S7MT-Ii-6

II. SUBJECT MATTER

A. Topic:Acids and Bases
B. References: Science Grade 7 Teacher Guide Quarter 1 pages 41-49
Learner Module for Grade 7 Science pages 46-60
C. Materials: Learner Module for Grade 7 Science pages 46-60
Periodic Table, Laptop

III. PROCEDURE
A. Preliminaries
Prayer
Checking of Attendance
Review of Previous Lesson

B. Motivation
Provide a list of substances to the class:
Vinegar
Orange
Softdrinks

Soap
Toothpaste
Shampoo
Questions:
What are the similarities among the substances in each group? In terms of
taste and texture?
What are the differences between the two groups?

C. Lesson Proper
1. Activity

Have the students to copy the important concepts and information about the two
groups of substances:
Acid and Base
Examples of acids are acetic acid in vinegar and citric acid in fruit juices. The
solution used for cleaning toilet bowls and tiles is 10-12% hydrochloric acid. It is
 commonly called muriatic acid. These acids in these mixtures make the mixtures
acidic.

An example of a base is sodium hydroxide used in making soaps

and drain cleaners. Sodium hydroxide is also called lye or caustic soda. A common
drain cleaner used in most homes in the Philippines is called sosa.
Another base is aluminum hydroxide used in antacids. The bases in these
mixtures make the mixtures basic.

2. Analysis
Have the students to do the Venn diagram between acid and base to compare
and contrast the two types of compounds:
Acid Base

3. Abstraction
Through Class discussion, explain the following concepts:
A common indicator is litmus, a dye taken from the lichen plant. Litmus turns
red inacidic mixtures and becomes blue in basic mixtures.
Another method can be used to distinguish acidic from basic mixtures. It is
through the use of the pH scale, which extends from 0 to 14.
The pH scale was proposed by the Danish biochemist S.P.L. Sorensen. In this scale,
a sample with pH 7 is neutral. An acidic mixture has a pH that is less than 7. A basic
mixture has a pH that is greater than 7.

4. Application
Through the use of the module in pages: 55-56
Explain the importance of the different acids and bases
1. pH and the Human Body
2. Use of pH in Food Processing and Fruit Preservation
3. Control of pH in Soil
4. pH of Rainwater
5. Maintaining pH of Personal Care Products

IV. EVALUATION
Give the written quiz

Prepared by:

RALPH D. REMULTA
Teacher I

Checked by:

TEODORA P. BARING
Principal II
LESSON PLAN IN SCIENCE 7
Faith – Aug 14-15, 2017
Empathy – Aug 15-16, 2017

I. OBJECTIVES:
A. Content Standards’
The learners demonstrate an understanding of properties of metals and nonmetals
B. Performance Standards
The learners should be able to investigate the properties of metals and non-metals
using available materials in the community for specific purposes
C. Learning Competencies/Objectives
To describe some properties of metals and non-metals such as luster, malleability,
ductility, and conductivity.
S7MT-Ij-7

II. SUBJECT MATTER

A. Topic:Metals and Non-metals
B. References: Science Grade 7 Teacher Guide Quarter 1 pages 51-57
Learner Module for Grade 7 Science pages 61-71
C. Materials: Learner Module for Grade 7 Science pages 61-71
Periodic Table, Laptop

III. PROCEDURE
A. Preliminaries
Prayer
Checking of Attendance
Review of Previous Lesson

B. Motivation
Ask the students to use their periodic table to answer the following questions:
1. What is a metal?
2. What is a non-metal?
3. Find examples of metal and non-metal elements from the periodic table.

C. Lesson Proper
1. Activity
Have the students to identify the properties of metals by giving situations where it
exhibits its characteristics:
 a. Pounding the tin can into a thin sheet
b. Drawing the copper into thin wires
c. Iron nail attracted to the magnets
d. Electricity travels through a metal rods.

2. Analysis
Think-Pair - Share
By pair, let the students answer the following questions:
Explain the following:
a. What is malleability?
b. What is ductility?
c. Does a metal good conductor of electricity?
d. Is metal exhibit magnetism?
e. What are the properties of non-metals

3. Abstraction
Through Class discussion, explain the following concepts:
Many metals are ductile. This means that metals can be drawn into
wires. An example is copper
Some metals are malleable. This means that they can be hammered
or rolled into thin sheets without breaking. An example is aluminum
Some metals are magnetic. This means that they are attracted by a
magnet. The common ones are iron, nickel and cobalt.

The general properties of metals are luster, ductility, malleability and

magnetic properties.

4. Application
Using the periodic table, locate at least 5 metals, 5 non-metals and 1
metalloid.
Identify the properties of the following elements being located.

IV. EVALUATION
Give the written quiz

Prepared by:

RALPH D. REMULTA
Teacher I

Checked by:

TEODORA P. BARING
Principal II
LESSON PLAN IN SCIENCE 7
FAITH - August 22-24, 2017
EMPATHY – August 23-25, 2017

I. OBJECTIVES:
A. Content Standards’
The learners demonstrate an understanding of the different levels of biological
organization in human and animals
B. Performance Standards
The learners should be able to make a report about the importance of the different
levels in our body organization
C. Learning Competencies/Objectives
To describe the different levels of biological organization from cell to organism;
S7LT-IIc-3

II. SUBJECT MATTER

A. Topic: Levels of Biological Organization (Human and Animals)
B. References: Science Grade 7 Teacher Guide Quarter 2
Learner Module for Grade 7 Science pages 77-85
C. Materials: Learner Module for Grade 7 Science pages 77-85
Pictures of human torso, organism, etc
Visual aids
Set of ballpens, Manila Paper/Cartolina/Pentel Pen
III. PROCEDURE
A. Preliminaries
Prayer
Checking of Attendance
Review of Previous Lesson

B. Motivation
”Ballpen Disassembly Activity”
Conduct the “Ballpen Disassembly Activity” to show the how important the
parts in the function of a whole thing.
 Present to the class the new lesson by associating the activity to the new
topic.
Ask the following questions:
What are organisms? What makes them up?

C. Lesson Proper
1. Activity
To be answered individually:
1st Activity:
Show a picture model of a Human Torso
Ask them the following questions:
What parts of the human body do you see?
To which organ systems do these parts belong?
How do these organ systems work together?

2nd Activity:
Show the pictures to the class of different organs in the human body such as
heart, kidney, and other parts
Ask them the following questions:
What is the function of the organ?
What will happen to the organism when its organ is injured or diseased?

2. Analysis
Through the use of graphic organizer, show to them different levels of biological
organization. Let them describe each level of organization from organism level to
cellular level.

3. Abstraction
.Discuss with the class the following important points of the graphic organizer:
A. Human, Plants and Animals are organisms
B. Organisms are made up of organ systems
C. Organ Systems are made up of organs
D. Organs are made up of tissues
E. Tissues are made up of cells
Discuss with the class also how to keep our body healthy in terms of our daily
living.

4. Application
Activity I on pages 78-81 in Learner’s Module.
They will answer only the questions about human and animal biological
organization.
The activity is done by group. They will write their answers on their paper.

IV. EVALUATION
The output for the activity 1 will be presented through gradedreporting with the use
of manila paper and/or cartolina. Each group will assign two members to report their
work.

V. ASSIGNMENT
Each group will be assigned to a particular organ to present on the next session.
 Instruct them to do research and/or make an interview to gather information about
some common disease and/or injuries on their assigned organ that is to be reported on
the next meeting

Prepared by:

RALPH D. REMULTA
Teacher 1

Checked by:

TEODORA P. BARING
Principal II

LESSON PLAN IN SCIENCE 7

Faith – Aug29-Sept 4, 2017
Empathy – Sept 4-5, 2017

I. OBJECTIVES:
A. Content Standards’
The learners demonstrate an understanding of the different levels of biological
organization in plants
B. Performance Standards
 The learners should be able to make a report about the importance of the different
levels in our body organization
C. Learning Competencies/Objectives
To describe the different levels of biological organization from cell to organism;
S7LT-IIc-3

II. SUBJECT MATTER

A. Topic: Levels of Biological Organization (Plants)
B. References: Science Grade 7 Teacher Guide Quarter 2
Learner Module for Grade 7 Science pages 77-85
C. Materials: Learner Module for Grade 7 Science pages 77-85
Pictures of plants and its parts
Visual aids
Paper/Cartolina/Pentel Pen

III. PROCEDURE
A. Preliminaries
Prayer
Checking of Attendance
Review of Previous Lesson

B. Motivation
Check their previous understanding about human body system.
Identify the organs belonging to what body system:
For example:
What organs are part of the Digestive System?

C. Presentation of Assignment
By group, they will report to the class their output for the Activity 2 about
some diseases/injuries on major organs of the human body based from their
research.

D. Lesson Proper
1. Activity
Show a picture model of a Plant Parts
Ask them the following questions:
A. What parts of the plants do you see?
B. To which organ systems do these parts belong?
C. How do these organ systems work together?
D. What will happen to the plants when its organ is injured or diseased?

2. Analysis
Group Dynamics
Let them perform the Activity I on pages 78-81 in Learner’s Module.
They will answer only the questions about plant biological organization.
The activity is done by group. They will write their answers on their paper.
 3. Abstraction
Show the pictures to the class of different parts of the plants.
Through the use of discussion , discuss the parts and functions of plants by the
different levels of biological organization of plants
The plants have two major organ system: shoot system and root system.
In the shoot system, it is composed of organs such as stems, leaves, flowers and
fruits. While in the root system, are roots and some underground stem.
Each organ is composed of specialized cells which is the basic structural and
functional unit of life
.

4. Application
Ask a student to re-explain the graphic organizer about the levels of biological
organization from cells to organisms in plants

IV. EVALUATION
There will be a long quiz about the levels of biological organization among human,
animals and plants

Prepared by:

RALPH D. REMULTA
Teacher 1

Checked by:

TEODORA P. BARING
Principal II
LESSON PLAN IN SCIENCE 7
Faith – Aug11-Sept 13, 2017
Empathy – Sept 12-14, 2017

I. OBJECTIVES:
A. Content Standards’
The learners demonstrate an understanding of the difference between animal and
plant cells
B. Performance Standards
The learners should be able make a diagram depicting the difference between
animal and plant cells
C. Learning Competencies/Objectives
To differentiate plant and animal cells according to presence or absence of certain
organelles;
S7LT-IId-4

II. SUBJECT MATTER

A. Topic: Animal and Plant Cells
B. References: Science Grade 7 Teacher Guide Quarter 2 Pages 75 – 81
Learner Module for Grade 7 Science pages Pages 87-95
C. Materials: Learner Module for Grade 7 Science Pages 87-95
Pictures of plant and animal cells
Visual aids
Paper/Cartolina/Pentel Pen

III. PROCEDURE
A. Preliminaries
Prayer
Checking of Attendance
Review of Previous Lesson

B. Motivation
Show to the class a picture view of a plant and animal cells as magnified in a
microscope.
Let them describe and differentiate the appearance of the two different cells.
Ask the following questions:
Are all cells the same?
If not, in what ways are they different?
Present to the class the topic of the new lesson with the objective
 C. Lesson Proper
1. Activity
Show to the class a picture of plant and animal cells with the label of its
organelles and functions. Have them a drawing activity by copying the diagram on
their paper.

2. Analysis
Group Dynamics
Let them perform the Activity I on pages 88-90 in Learner’s Module.
They will have their Venn Diagramming activity to compare and contrast the
parts of plant and animal cell. Their output will be presented in the paper.

3. Abstraction
With the use of visual aids, explain the organelles that are the same for both
plant and animal cells. Afterwards, the organelles the are found only plants cells
and so with the animal cells.

4. Application
By group, they are going to make a diagram with color and design depicting the
difference between animal and plant cells

IV. EVALUATION
Oral Quiz for the different organelles of plant and animal cells

V. ASSIGNMENT
Have them a research about functions of cell organelles.
 Prepared by:

RALPH D. REMULTA
Teacher 1

Checked by:

TEODORA P. BARING
Principal II

LESSON PLAN IN SCIENCE 7

Faith – Sept18-20, 2017
Empathy – Sept 19-20, 2017

I. OBJECTIVES:
A. Content Standards’
The learners demonstrate an understanding of the parts and functions of the
compound microscope
B. Performance Standards
The learners should be able to recognize the parts and function as seen in the
microscope
C. Learning Competencies/Objectives
Identify parts of the microscope and their functions
S7LT-IIa-1

II. SUBJECT MATTER

A. Topic: Microscopy
B. References: Science Grade 7 Teacher Guide Quarter 2 Pages 75 – 88
Learner Module for Grade 7 Science pages Pages 95 – 101
 C. Materials: Learner Module for Grade 7 Science Pages 95 - 101
Visual aids /Laptop Presentation(SWF)/Computer Simulation
Microscope
Diagram of a microscope with its labeled parts
III. PROCEDURE
A. Preliminaries
Prayer
Checking of Attendance
Review of Previous Lesson

B. Motivation
Show a picture of a microscope in front of them. Then show to them an example of a
specimen to be mounted on the microscope.

Ask them the following question:

What is the equipment?
What is the function of it?

C. Lesson Proper
1. Activity
Show to the class a diagram of a microscope without the label of the parts and let
the students label the partsone-by-one of the microscope.

2. Analysis
Ask the student about what they know about the microscope. Let them cite
scenarios or applications where a microscope is used by scientists, researchers
and other medical personnel.

Through the use of Computer Simulation, let them observe how the different
parts of microscope is being used.
After the activity, let them describe each parts and its function.

3. Abstraction
Discuss the microscope and its parts with their functions.And also, the techniques
in using microscope.

Cite the applications of microscopy in daily life.

4. Application
Number Head Game
 By group, each member is assigned to a particular number and they will answer
what particular part/function of a part of the microscope is asked.

IV. EVALUATION
Written quiz and Oral quiz

V. ASSIGNMENT
Give additional guide questions about microscopy to be answered at home.

Prepared by:

KARINA V. SALVA
Teacher 1

Checked by:

TEODORA P. BARING
Principal II
LESSON PLAN IN SCIENCE 7
Faith – Sept 25-27, 2017
Empathy – Sept 26-28, 2017

I. OBJECTIVES:
A. Content Standards’
The learners demonstrate an understanding of organisms that can only be seen
through the microscope, many of which consist of only one cell
B. Performance Standards
The learners should be able to engage to activities that will examine and study some
other microorganisms.
C. LearningCompetencies/Objectives
Identify beneficial and harmful microorganisms;
S7LT-IIf-6

II. SUBJECT MATTER

A. Topic: Fungi, Protist and Bacteria
B. References: Science Grade 7 Teacher Guide Quarter 2 Pages 93 – 101
Learner Module for Grade 7 Science pages Pages 103 - 111
C. Materials: Learner Module for Grade 7 Science Pages 103 - 111
Pictures, worksheet for the activity, visual aids

III. PROCEDURE
A. Preliminaries
Prayer
Checking of Attendance
Review of Previous Lesson

B. Motivation
Let the students do the “Name The Organism Activity”
Show some pictures and examples of organism. Allow them to identify the name of
the organisms.
Say:
“Today we will examine some living things which may also be found inour
environment. Ask yourself the question: „Are they also plants?

C. Lesson Proper
1. Activity
Distribute Activity 1on the Learning Module pages 104-106 and tell them to
answer Q1 to Q11 initially.
Show them some live examples of the given organism in the activity 1.

2. Analysis
Group Activity
By group, give them a few minutes to observe the specimens and write down
their answers the questions on LM page 107. Each group is assigned to observe
a particular organism as followed below:
Group 1 – mushrooms
Group 2 – green algae
 Group 3 – molds
Group 4 - seaweeds.

3. Abstraction
Group Reporting
Choose a representative per group to report their observation in front of the class.
After the reporting, there will be discussions of the similarities and differences
among the organisms.

Discuss their answers on the questions for the Activity 1.

Say: “The mushroom, lumot, molds and seaweeds are not plants. They are
organisms other than plants and animals. They belong to protists, bacteria and
fungi.

4. Application
In their notebook, allow them to make a table to present the name and
characteristics of the given organisms.
Name of the organism Characteristics Classification

IV. EVALUATION
Oral quiz

V. AGREEMENT
Instruct the students to prepare bread, plastic bags and plastic gloves if possible for the
next meeting’s activity.

Prepared by:

RALPH D. REMULTA
Teacher 1

Checked by:

TEODORA P. BARING
Principal II
LESSON PLAN IN SCIENCE 7
Faith – Oct. 9 & 10, 2017
Empathy – Oct 10 & 12, 2017
I. OBJECTIVES:
A. Content Standards’
The learners demonstrate an understanding of reproduction being both asexual or
sexual
B. Performance Standards
The learners should be able to explain the asexual reproduction
C. Learning Competencies/Objectives
D. To differentiate asexual from sexual reproduction
E. S7LT-IIg-7

II. SUBJECT MATTER

A. Topic: Continuity of life
B. References: Science Grade 7 Teacher Guide Quarter 2 Pages 107-113
Learner Module for Grade 7 Science pages Pages 112-121
C. Materials: Learner Module for Grade 7 Science Pages 112-121
Pictures, Laptop for simulation, worksheet for the activity, visual aids
III. PROCEDURE
A. Preliminaries
Prayer
Checking of Attendance
Review of Previous Lesson

B. Motivation
4 Pics and 1 Word Activity”
In the screen there will be four pictures which serve as a clue or hint for the
mystery word. Allow the students to guess the word by looking into the pictures and
the jumbled letters.
 _ __ __ __ __ __ __ __ __ __ __ __

` PRONDURECTIO
Ans: Reproduction

C. Lesson Proper
1. Activity
Oral questioning: Socratic Method
What is reproduction?
Possible answer: Reproduction is the process that produces babies, young
animals, or new plants

Why the organisms must reproduce?

Possible answer: In order to continue their own kind, organisms must
reproduce.

2. Analysis
Allow the students to have the copy about Asexual Reproduction.
Then, they will give answer to the following instructions:
Discuss the modes of reproduction: sexual and asexual reproduction

Explain the different types of asexual reproduction. To introduce each kind of

asexual reproduction, use the 4 Pics One Word activity.
 Vegetative reproduction
 Fission
 Budding
 Spore formation
 Regeneration

3. Abstraction
Using the module present to the class the different examples and concepts of
asexual
1. Organisms must reproduce to continue their own kind.
2. There are two major modes of reproduction: asexual and sexual
reproduction.
3. Asexual reproduction gives rise to offspring that are identical to the
parent.

4. Application
Discuss the advantages and disadvantages of asexual reproduction.
.
 IV. EVALUATION
Written quiz and Oral quiz with the pictures

V. ASSIGNMENT
Give additional guide questions about microscopy to be answered at home.

Prepared by:

RALPH D. REMULTA
Teacher 1

Checked by:

TEODORA P. BARING
Principal I

LESSON PLAN IN SCIENCE 7

Faith – Oct. 2 & 4, 2017
Empathy – Oct 3 & 5, 2017

I. OBJECTIVES:
A. Content Standards’
The learners demonstrate an understanding of organisms that can only be seen
through the microscope, many of which consist of only one cell
B. Performance Standards
The learners should be able to engage to activities that will examine and study some
other microorganisms.
C. LearningCompetencies/Objectives
Identify beneficial and harmful microorganisms;
S7LT-IIf-6
II. SUBJECT MATTER
A. Topic: Fungi, Protist and Bacteria
B. References: Science Grade 7 Teacher Guide Quarter 2 Pages 93 – 101
Learner Module for Grade 7 Science pages Pages 103 - 111
C. Materials: Learner Module for Grade 7 Science Pages 103 - 111
Pictures, worksheet for the activity, visual aids

III. PROCEDURE
A. Preliminaries
Prayer
Checking of Attendance
Review of Previous Lesson

B. Motivation
Let the students do the “Name The Organism Activity”
Show some pictures and examples of organism. Allow them to identify the name of
the organisms.
Say:
“Today we will examine some living things which may also be found inour
environment. Ask yourself the question: „Are they also plants?

C. Lesson Proper
1. Activity
Distribute Activity 1on the Learning Module pages 104-106 and tell them to
answer Q1 to Q11 initially.
Show them some live examples of the given organism in the activity 1.

2. Analysis
Group Activity
By group, give them a few minutes to observe the specimens and write down
their answers the questions on LM page 107. Each group is assigned to observe
a particular organism as followed below:
Group 1 – mushrooms
Group 2 – green algae
Group 3 – molds
Group 4 - seaweeds.

3. Abstraction
Group Reporting
Choose a representative per group to report their observation in front of the class.
After the reporting, there will be discussions of the similarities and differences
among the organisms.

Discuss their answers on the questions for the Activity 1.

Say: “The mushroom, lumot, molds and seaweeds are not plants. They are
organisms other than plants and animals. They belong to protists, bacteria and
fungi.
 4. Application
In their notebook, allow them to make a table to present the name and
characteristics of the given organisms.
Name of the organism Characteristics Classification

IV. EVALUATION
Oral quiz

Prepared by:

RALPH D. REMULTA
Teacher 1

Checked by:

TEODORA P. BARING
Principal II
LESSON PLAN IN SCIENCE 7
Faith – Oct. 16 & 18, 2017
Empathy – Oct 17 & 19, 2017
I. OBJECTIVES:
A. Content Standards’
The learners demonstrate an understanding of reproduction being both asexual or
sexual

B. Performance Standards
The learners should be able to explain the sexual reproduction
C. Learning Competencies/Objectives
To differentiate asexual from sexual reproduction
S7LT-IIg-7

II. SUBJECT MATTER

A. Topic: Continuity of Life
B. References: Science Grade 7 Teacher Guide Quarter 2 Pages 117-113
Learner Module for Grade 7 Science pages Pages 112-121
C. Materials: Learner Module for Grade 7 Science Pages 9112-121
Pictures, Laptop for simulation, worksheet for the activity, visual aids
III. PROCEDURE
A. Preliminaries
Prayer
Checking of Attendance
Review of Previous Lesson

B. Motivation
Find my flower activity
Group the class by 6 members. Let them go outside the classroom and have them to
find at least one flower.

C. Lesson Proper
1. Activity
Structure of a flower activity
Ask each group to bring the following: flowers (either 1 fresh or 1 withered).
Identify the following parts:
Petals, sepals, pollen grains, pollen tube, ovary, anther, stamen and
pistil.

2. Analysis
By observing the flower, let the students think critically in answering the
following questions

Why do you think the stigma is sticky?

How do you think pollen grains reach the pistil?

3. Abstraction
Discuss the following concepts:
 Pollination brings together the gametes of a flower and it occurs when a
pollen grain of the right kind lands on the stigma of the pistil. Each pollen forms a
tube that grows down through the pistil and reaches the ovule in the ovary.
Humans (and all animals that reproduce sexually) have cells called gametes.
Gametes are formed during meiosis and come in the form of sperm(produced by
males) or eggs (produced by females).

4. Application
Using Venn Diagram: Compare and Contrast the Sexual and Asexual
reproduction
.

IV. EVALUATION
Written quiz and Oral quiz

Prepared by:

RALPH D. REMULTA
Teacher 1

Checked by:

TEODORA P. BARING
Principal I
LESSON PLAN IN SCIENCE 7
Faith – Nov. 6 &8, 2017
Empathy – Oct 7&9, 2017
I. OBJECTIVES:
A. Content Standards’
The learners demonstrate an understanding of organisms interacting with each other
and with their environment to survive
B. Performance Standards
The learners should be able to describe the biological interactions in the
environment
C. Learning Competencies/Objectives

Describe the different ecological relationships found in an ecosystem

S7LT-IIh-10
Differentiate biotic from abiotic components of an ecosystem
S7LT-IIh-9

II. SUBJECT MATTER

A. Topic: Interactions
B. References: Science Grade 7 Teacher Guide Quarter 2 Pages 120-135
Learner Module for Grade 7 Science pages Pages 121-136
C. Materials: Learner Module for Grade 7 Science Pages 121-136
Pictures, Laptop for simulation, worksheet for the activity, visual aids
III. PROCEDURE
A. Preliminaries
Prayer
Checking of Attendance
Review of Previous Lesson

B. Motivation
 Find my flower activity
Group the class by 6 members. Let them go outside the classroom and have them to
find at least one flower.

C. Lesson Proper
1. Activity
What does it mean to be alive?
Visit your school garden or a pond near your school. On a separate sheet of
paper, describe or draw the place.

2. Analysis
Q1. What are the things that you see in your school garden or the pond?
Q2. Which of these things are living? Which of these things are nonliving?
Q3. Observe the things that you identified as living. What do they have
incommon?
Q4. Observe the things that you identified as nonliving. What do they have in
common?

3. Abstraction
Discuss the following concepts:
Explain to the students this set of populations that inhabit a certain area form
a community.
Biological interactions are the effects organisms in a community have on
one another.
In the environment no organism exists in absolute isolation, and thus every
organism must interact with other organisms and the environment
This relationship is called commensalism -- one organism benefits from the
host organism, while the host organism is neither positively nor negatively affected.
Another type of relationship is parasitism – one organism lives in or on
another organism (the host) and consequently harms the host while it benefits

4. Application
Which eats what? Identify which is the eater and the eaten
organism]]]]]]]]]]]]]]]]

Frog and insect

Cat and mouse
Spider and insect
Bird and earthworm
.

IV. EVALUATION
Written quiz
Prepared by:

RALPH D. REMULTA
Teacher 1

Checked by:

TEODORA P. BARING
Principal I