EXEMPLAR SCIENCE LESSON PLAN

GRADE LEVEL QUARTER / DOMAIN WEEK & DAY NO. PAGE NO.
SEVEN FIRST GRADING/ MATTER W7 D1 1

I. OBJECTIVES
The learners demonstrate an understanding of classifying substances as
A. Content Standards
elements or compounds.
The learners shall be able to make a chart, poster, or multimedia
B. Performance Standards
presentation of common elements showing their names, symbols and uses.
The learners shall be able to recognize that substances are classified into
C. Learning Competencies/ elements and compounds. (S7MT-Ig-h-5)
Objectives
Write the LC code for Specifically, the learners should be able to:
each 1. differentiate elements from compounds
2. give examples of elements and compounds used in everyday living
II. CONTENT Elements and Compounds
III. LEARNING RESOURCES
A. References
1. Teacher’s Guide pages
2. Learner’s Materials pages
 Padolina, Ma. Cristina D. et al. Conceptual and Functional Chemistry
3. Textbook pages
(Quezon City, VIBAL Publishing House, Inc.), pp. 32-37
4. Additional Materials from
Learning Resource (LR)
portal
http://wps.prenhall.com/wps/media/objects/165/169061/blb9ch0102.html
B. Other Learning https://www.cteonline.org/cabinet/file/62d8074c-5431-4671-9be2-
Resources bb632bd420ed/Compound_vs_Element_chart.pdf

IV. PROCEDURES
Raise the flag:
A. Reviewing previous 1. Show 10 examples of matter (pictures). Ask the learners to classify them
lesson or presenting the as mixture or substance. (Refer to Teacher Handout on page 4)
new lesson 2. Ask the learners the reason for their classification to check their
understanding of mixture and substance.
Word Banking:
1. Post or write the word SUBSTANCES on the board. Inform the learners
B. Establishing a purpose that Substances are found everywhere. Then ask, “Can you give
for the lesson examples of Substances around you?” Write them on the board.
2. Since substance occurs everywhere it is necessary to group them
together for us to easily understand them.
This is where I belong: (Classifying)
C. Presenting Post 20 word cards on the board. Ask the learners to group them into two.
examples/instances of
the new lesson They should be able to give the basis of their classification. Refer to Teacher
Handout on page 5)
Collaborative Learning:
1. Divide the learners into several groups.
D. Discussing new concepts
and practicing new skills 2. Distribute the activity sheet on each group.
#1 3. Let the learners perform activity 1: Elements vs. Compound (refer to
Activity Sheet on page 9)
 EXEMPLAR SCIENCE LESSON PLAN
GRADE LEVEL QUARTER / DOMAIN WEEK & DAY NO. PAGE NO.
SEVEN FIRST GRADING/ MATTER W7 D1 2

E. Discussing new concepts Document Based Questions:

and practicing new skills
#2
F. Developing mastery
(leads to Formative
Assessment 3)
G. Finding practical
applications of concepts
and skills in daily living
H. Making generalizations
and abstractions about
the lesson
I. Evaluating learning
J. Additional activities for
application or
remediation
V. REMARKS
Strengthen the concepts of elements and compounds by asking questions
based on the documents/text.
Accountable Talk/Collaborative Learning:
The learners share the result of the activity within the groups during group
activity and among the class during Class discussions.
The learners will give examples of elements and compounds, where they
can find them and their uses.
The learners will construct a graphic organizer to summarize the lesson for
the day.
Identify whether the following are characteristics of an element or
compound. Check the appropriate column.
ELEMENT COMPOUND
1. consists of two or more kinds of atoms
2. cannot be decomposed into simpler
substance
3. examples are gold, boron and carbon
4. has properties that are different from
their
components.
5. can be represented by chemical formula
Have the learners design a shirt showing the element or compound of their
choice. The design must have the element symbol/chemical formula and
name of the chosen element/compound and its uses.

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

Writer/s:
 EXEMPLAR SCIENCE LESSON PLAN
GRADE LEVEL QUARTER / DOMAIN WEEK & DAY NO. PAGE NO.
SEVEN FIRST GRADING/ MATTER W7 D1 3

Team Members:

TEACHER HANDOUT
 EXEMPLAR SCIENCE LESSON PLAN
GRADE LEVEL QUARTER / DOMAIN WEEK & DAY NO. PAGE NO.
SEVEN FIRST GRADING/ MATTER W7 D1 4

Teacher’s Notes

 Recall the previous lesson on mixtures and substances using the “Raise the Flag” Activity. In this
activity, 10 pictures will be presented/shown to the class. The learners will classify each picture as
mixture or substance by raising the flag for every picture presented. Red flag must be raised for
mixture while blue flag for substance. The teacher must inform the students to raise the flag
immediately after the teacher said the word “GO”. ( Flags must be prepared a day before the
lesson).
Sample Pictures (Raise the Flag)

MIXTURES SUBSTANCES
(RED FLAG) (BLUE FLAG)

 The teacher must ask the learners the give the reasons for their classification to check their
understanding of the concept of mixture and substance. Clarification must be done immediately
for any misconceptions.
 Inform the learners that numerous substances are found in the environment. Call some volunteers
to give examples. Ask them to write their answer on the board (Word banking)
 EXEMPLAR SCIENCE LESSON PLAN
GRADE LEVEL QUARTER / DOMAIN WEEK & DAY NO. PAGE NO.
SEVEN FIRST GRADING/ MATTER W7 D1 5

 Inform the students that the answers written on the board will be checked later. Post 20 cards with
names of either elements and compounds written on each card. Let the learners classify them into
2 groups.
Illustration of This is Where Do I Belong

Car
Sodium Chloride n Chlo bo
ge n
gen itro rine
ydro de N
H xi Silver Sodium
O Oxygen
e
Hyd
ro hydroxid
Chlo gen
Magnesium Ca ride
Flu lciu
Magnesium oxide or m Carbon
id
e
Monoxide
chloric
Hydro Silico
n
acid
Fer
Sul rous Hydrogen
ph
ate Sodium
Calcium
Gold Bicarbonate

GROUP A
GROUP B

 This activity can be done individually. The learners will be given 2-3 minutes to group the words.
After the allotted time, call someone to answer it on the board and let the other learners compare
their work. If the teacher would like to have it by group, prepare sets of cards depending on the
desired number of groups.
 Ask the learner the basis used in grouping the words together. This will be used as a spring board
for elements and compounds. Let the students identify which group is an element and which one is
the compound. The learners can also differentiate element from a compound based on the result
of the activity.
Elements are substances composed of only one kind of atom while  Compounds are
substances composed of two or more elements, so they contain two or more kinds of atoms.
 Divide the class into several groups and let them perform Activity No. 1: Elements vs. Compounds.
 After the learners conducted the activity, the teacher will facilitate the discussion using guided
questions provided on the activity.
 Added information for the teacher.
1. Element can be represented by a chemical symbol while a compound is represented by
chemical formula.
 EXEMPLAR SCIENCE LESSON PLAN
GRADE LEVEL QUARTER / DOMAIN WEEK & DAY NO. PAGE NO.
SEVEN FIRST GRADING/ MATTER W7 D1 6

Figure 1 Each element contains a unique kind of atom. Elements might consist of individual atoms, as in (a),
or molecules, as in (b). Compounds contain two or more different atoms chemically joined together, as in (c).
http://wps.prenhall.com/wps/media/objects/165/169061/blb9ch0102.html

2. At the present time 118 elements are known. These elements vary widely in their
abundance, as shown in Figure 2. For example, only five elements account for over 90%
of the Earth's crust: oxygen, silicon, aluminum, iron, and calcium. In contrast, just three
elements (oxygen, carbon, and hydrogen) account for over 90% of the mass of the
human body

Figure 2 Elements in percent by mass in (a) Earth's crust (including oceans and atmosphere)
and (b) the human body.
http://wps.prenhall.com/wps/media/objects/165/169061/blb9ch0102.html
3. Some of the more familiar elements are listed in Table 1, along with the chemical
abbreviations—or chemical symbols—used to denote them.

SOME COMMON ELEMENTS AND THEIR SYMBOLS

The symbol for each element consists of one or two letters, with the first letter
capitalized. These symbols are often derived from the English name for the element,
but sometimes they are derived from a foreign name instead (last column in Table 1.2).
You will need to know these symbols and to learn others as we encounter them in the
text.
4. Most elements can interact with other elements to form compounds. Hydrogen gas, for
example, burns in oxygen gas to form water. Conversely, water can be decomposed into
its component elements by passing an electrical current through it. Pure water,
regardless of its source, consists of 11% hydrogen and 89% oxygen by mass. This
macroscopic composition corresponds to the molecular composition, which consists of
two hydrogen atoms combined with one oxygen atom. As seen in Table 1, the properties
of water bear no resemblance to the properties of its component elements. Hydrogen,
oxygen, and water are each unique substances.
COMPARISON WATER, HYDROGEN AND OXYGEN
 EXEMPLAR SCIENCE LESSON PLAN
GRADE LEVEL QUARTER / DOMAIN WEEK & DAY NO. PAGE NO.
SEVEN FIRST GRADING/ MATTER W7 D1 7

 Let the learners summarize the lesson using graphic organizer.

Example:

Photo ctredit:
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https://www.google.com.ph/search?
safe=active&tbm=isch&q=sample+of+mixture&chips=q:example+of+mixture,g_3:heterogeneous+mixture&sa=X&ved=0ahUKEwiSwY-
gwO_VAhWLTrwKHVNUAMEQ4lYILSgA&biw=1366&bih=589&dpr=1#imgdii=02JMZUJNTGWQLM:&imgrc=27DjlTZTN1s4LM:

https://www.google.com.ph/search?
safe=active&biw=1366&bih=589&tbm=isch&sa=1&q=gatorade&oq=gatorade&gs_l=psyab.3..0i67k1j0l3.169175.170455.0.1713
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https://www.google.com.ph/search?safe=active&biw=1366&bih=589&tbm=isch&sa=1&q=fruit+salad&oq=fruit+salad&gs_l=psy-
ab.3..0l4.99367.102492.0.103368.11.11.0.0.0.0.160.1292.0j10.10.0....0...1.1.64.psy-
ab..1.10.1288...0i67k1.PV3zgV1iyQI#imgrc=t91bHLTnpYP8pM:

https://www.google.com.ph/search?
safe=active&biw=1366&bih=589&tbm=isch&sa=1&q=example+of+homogenous+mixture&oq=example+of+homogenous+mixture&gs_l=psy-
ab.3...293575.306184.0.306817.40.34.0.0.0.0.225.4435.1j26j1.28.0....0...1.1.64.psy-
ab..12.22.3616.0..0j0i67k1j0i10i24k1.hQUkF0vBxT4#imgrc=uyGKUbqDAeqLGM:

https://www.google.com.ph/search?safe=active&biw=1366&bih=589&tbm=isch&sa=1&q=sugar&oq=sugar&gs_l=psy-
ab.3..0i67k1l2j0l2.52353.55931.0.56765.7.6.1.0.0.0.218.702.0j3j1.4.0....0...1.1.64.psy-ab..2.5.708.Yy0mZ0nOmMg#imgrc=z7WXTwGtjnrWLM:

https://www.google.com.ph/search?
safe=active&biw=1366&bih=589&tbm=isch&sa=1&q=sodium+bicarbonate&oq=sodium+bicarbonate&gs_l=psy-
ab.3..0l4.11375.17228.0.17563.20.20.0.0.0.0.180.2493.0j16.16.0....0...1.1.64.psy-
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 EXEMPLAR SCIENCE LESSON PLAN
GRADE LEVEL QUARTER / DOMAIN WEEK & DAY NO. PAGE NO.
SEVEN FIRST GRADING/ MATTER W7 D1 8

https://www.google.com.ph/search?
safe=active&biw=1366&bih=589&tbm=isch&sa=1&q=examples+of+gold&oq=examples+of+gold&gs_l=psy-
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https://www.google.com.ph/search?
safe=active&biw=1366&bih=589&tbm=isch&sa=1&q=examples+of+iron+&oq=examples+of+iron+&gs_l=psy-
ab.3..0l4.56822.57299.0.58915.4.4.0.0.0.0.125.457.1j3.4.0....0...1.1.64.psy-
ab..0.1.124.yppyvXPzp5o#imgdii=2kVs0GwSsfRqcM:&imgrc=xd8aWLluuG7fhM:

https://www.google.com.ph/search?q=examples+of+toothpaste&safe=active&source=lnms&tbm=isch&sa=X&ved=0ahUKEwj49-mly-
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 EXEMPLAR SCIENCE LESSON PLAN
GRADE LEVEL QUARTER / DOMAIN WEEK & DAY NO. PAGE NO.
SEVEN FIRST GRADING/ MATTER W7 D1 9

ACTIVITY SHEET

Activity No. 1 – Elements vs. Compounds

I. OBJECTIVE/S: 1. Differentiate elements from compounds.

2. Identify whether the substance is an element or compound.

II. MATERIALS: Concept Map of substance

III. PROCEDURES:
PART A.
1. Read and study the information given on the Concept Map and the text below.

Substances

Are either classified as

Elements Compounds

are composed of

only one kind of Two or more

atom kinds of atom

can further be classified as can further be classified as

Metal acid

Non Metal base

Metalloid organic

inorganic

Note that a compound:

• consists of atoms of two or more different elements bound together,
• can be broken down into a simpler type of matter (elements) by chemical means (but not
by physical means),
• has properties that are different from its component elements, and
• always contains the same ratio of its component atoms.
Note that an element:
• consists of only one kind of atom,
• cannot be broken down into a simpler type of matter by either physical or chemical means,
• can exist as either atoms (e.g. argon) or molecules (e.g., nitrogen), and
• can be distinguished by their atomic number.
A molecule consists of two or more atoms of the same element, or different elements, that
 EXEMPLAR SCIENCE LESSON PLAN
GRADE LEVEL QUARTER / DOMAIN WEEK & DAY NO. PAGE NO.
SEVEN FIRST GRADING/ MATTER W7 D1 10

2. Complete the table and answer the guide questions that follow based from the data obtained
on the Concept map and the text.
IV. ANALYSIS:

PART 1.

Table 1: Comparison between Elements and Compounds Chart

ELEMENT COMPOUND
Composition
Distinguishing Feature
Ability to breakdown
Classifications
Representation
Examples

PART 2.
Classify each of the following as elements (E) or compounds (C). Write the letter X
if it is neither elements nor compounds.

___ Dry Ice (CO2) ___Sugar (C6H12O6) ___Milk ___Iron (Fe)

___ Ink ___Sulfuric Acid (H2SO4) ___ Bismuth (Bi) ___ Energy
___ Krypton (K) ___ Gasoline ___Uranium (U) ___ Popcorn
___ Water (H2O) ___Alcohol (CH3OH) ___Pail of Garbage ___ Gold (Au)