GAD-based iC CEBU Lesson Exemplar Grade Level: 7 Learning Area: Science Quarter: I Duration: 60 minutes Learning Area/s Integrated: Integration Approach Used: (Please tick.) Multidisciplinary Interdisciplinary Transdisciplinary * Theme-based I. 21st Century Skills to be developed (Please tick.) √ Communication √ Critical Thinking Learning and Innovation √ Information Media and Technology Problem Solving Life and Career II. Focused Learning Competency S7MT-Ic-2. investigate properties of unsaturated or saturated solutions III. Focused GAD-based Principle to be Integrated promote equality in decision making and conducting the experiment IV. Intended Learning Outcomes Knowledge Skills Attitude Values V. Learning Content/s describe some observable characteristics or properties of common solutions at home or in stores identify the parts of a solution by conducting an experiment appreciate the importance of the different solutions in the society show willingness and cooperation in doing a given task Diversity of Materials in the Environment ( Parts of a Solution) Concept Solutions are homogenous form. It may be solids dissolved in liquids or gases dissolved in liquids. There are solutions where gas is dissolved in another gas a liquid in another liquid, or solid in another solid. Themes SOLUTIONS (Beverages) Learning Materials manila paper, pentel pens, worksheets, pictures demonstrate disaster preparedness and mitigation actions based on given situations (different form of homogenous solution that might toxic or nontoxic in the society ) DRRE Concepts K to 12 Grade 7 Curriculum Guide, K to 12 Grade 7 Science Learner’s Material, pp. 3-6, Science and Technology 7, pp. 59-60 https://joyfoodsunshine.com/paleo-vanilla-coconutcoffee-creamer/ https://m.wikihow.com/Make-Dry-Milk-Taste-Like-FreshMilk?amp=1 https://images.app.goo.gl/nwrcPi6JASTm7Rfy5 References VI. Learning Experiences (5 Es) 1. Engage (10 minutes) Picture Analysis (4pics, 1 word) - The teacher will show a picture to the learners. Ask the learners to look deeply at the picture. Have the learners describe about what they see on the picture. Have them guess /come up with one word that describes the four pictures. Mixing milk and coffee Mixing milk and water SOLUTION Mixing vinegar and soy sauce - 2. Explore (15 minutes) Mixing water and Kool Aid powdered juice After guessing the word, the teacher will call a volunteer to share her/his ideas about the word “SOLUTION”. HANDS ON ACTIVITY / EXPERIMENT Note: Prior to this activity, the teacher already grouped the students into five. The teacher will let the learners perform an activity. The learners will identify the parts of solution and explain/ illustrate what really happens to both the solute and the solvent in a solution. Presentation of Materials and Procedure Have each group prepare the following: A plastic pitcher Drinking glass ( for each member ) Ladle or any utensils for stirring 30g powdered juice in sachets (1L pack) of any brand Assigned each group different drinks or flavors of juices such as apple, grapes, mango, orange, lemon, strawberry or iced tea Procedure and Work Period 1. Each group will prepare their respective juices in class. 2. Pour in 1L of clean water in their pitchers. Then add the powdered juices. Observe. Let them take down their observations in science notebook. 3. Explain Ask a representative from each group to answer the questions based on the (10 minutes) experiment that was conducted. 1. What happened to the powdered juice when it pours to the water? Possible answer: The powdered juice dissolves. 2. What happened to the water when it mixes to the powdered juice? Possible answer: The colour of the water changes. 3. Which of the substance that was used in the experiment that is considered as solute and solvent? Why? Possible answer: The powdered juice is the solute because it is the one that dissolves in the experiment. And the water is the solvent because it is the one will dissolve. 4. When do we consider if a substance is a solution or not? Possible answer: A substance becomes a solution when it is mixed with another substance that will result of one/single phase and its particles cannot be seen by the naked eye. But if it’s the other way around automatically is not a solution 4. Elaborate Group Activity: (15 minutes) - With the same groupings let the learners perform this activity. - From the pictures that are shown at the beginning of the lesson, students will choose one of it to be used in identifying the parts of solution which are the solute and solvent. - Let them explain the characteristics that make this picture as an example of a solution. Example: SOLUTE SOLVENT Note: A solution is not always a liquid; it can be solid, liquid, or gas. In addition, solutions may either be found in nature or are manufactured. Ask the learners to cite more examples of solutions they regularly come across with. Let them go to the canteen to identify the product solutions that can be found there. And list them down on the manila paper that is provided when they go back in the classroom. Let them describe the characteristics of solution that are common to the cited products. Product Solutions Found at Home or in Stores Coffee or tea (sugar added to solution) Carbonated beverages Bleach (sodium hypochlorite dissolved in water) Characteristics - A solution is a homogenous mixture of two or more substances It compose of one/single phase The particles of solute in a solution cannot be seen by the naked eye The solute from a solution cannot be separated by any mechanical means Powdered drinks 5. Evaluate Paper and Pencil Test (10 minutes) A. Identify the solute and the solvent in each solution below. Write the answers in your notebook. 1. A teaspoon of sugar dissolved in a cup of water Answer: solute – teaspoon of sugar; solvent – water 2. 10 g carbon mixed with 20 g iron Answer: solute - 10 g carbon; solvent – 20 g iron 3. 15 mL ethylene glycol poured into 35 mL water Answer: solute - 15 mL ethylene glycol; solvent - 35 mL water VII. Learning Enablement ( to be done after class hours in school or at home) Study in advance of the following words below: a. Unsaturated solution b. Saturated solution c. Super Saturated Solution Reflection (DepED Order No. 42, s. 2016) 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? D. No. of learners who have caught up with the lesson E. No. of learners who continue to require remediation F. Which of my learning strategies worked well? Why did these work? G. What difficulties did I encounter which my principal or supervisor can help me solve? Prepared by MARIEJOY V. ADLAWAN Teacher I Manduang Integrated School, Minglanilla District I Reviewed: Verified: MA. CHONA R. REDOBLE, Ed.D Education Program Supervisor -English MARY ANN P. FLORES, Ed.D.n Chief, Curriculum Implementation Division Recommending Approval: LEAH B. APAO, Ed.D., CESE Assistant Schools Division Superintendent Approved: MARILYN S. ANDALES, Ed.D., CESO V Schools Division Superintendent
