School:
Teacher:
BARASOAIN MEMORIAL
INTEGRATED
SCHOOL
Grade Level:
Cylve T. Baggay
7
Learning
Area:
SCIENCE
Quarter:
1ST QUARTER WEEK 9
October 25, 2023
Date:
DAILY LESSON PLAN
I. OBJECTIVES
A. Content Standards
The learners demonstrate
understanding of 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
Write for the LC code for each
Express concentrations of solutions
quantitatively by preparing different
concentrations of mixtures according to
uses and availability of materials
(S7MT-Id-3)
Expressing Concentration of Solution
Quantitatively
II. CONTENT
III. LEARNING RESOURCES
A. References
1. Teacher’s Guide pages
Science 7 Teacher’s Guide pp. 6-8
2. Learner’s Materials pages
Science 7 Learner’s Material pp. 9-12
3. Textbook pages
Practical Science 7 pp. 81-83
4. Additional Materials from Learning
Science 7 Quarter 1 Module 5 pp. 9-17
Resource (LR) portal
B. Other Learning Resources
Powerpoint Presentation
Video clip
Activity Sheet
Materials for the activity:
Common household materials
Beakers
Weighing scale
C. Valuing
Value the importance of knowing how
to calculate the concentration of
solution in the preparation of common
household solutions used in the
following activities such as cooking, and
cleaning and in medicines (paracetamol
oral solution).
IV. PROCEDURES
Preliminary Activities
COT-RPMS INDICATORS TO
BE OBSERVED
1. Practice Health and Safety Protocols
Indicator 5
2. Opening Prayer
Managed learner behavior
constructively by applying
positive and non-violent
discipline to ensure a
learning- focused
environment.
3. Checking of Attendance
4. Quick “Kumustahan”
5. To introduce the topic, learners are
prompted with pictures related to
the topic (Picture Analysis).
6. Communicating with the learners
the learning objectives
At the end of the lesson, the learners
will be able to:
1. describe the concentration of
solution quantitatively;
2. solve the mass of solute or the
concentration of the solution
given two variables; and
3. participate in collaborative
work in preparing different
concentrations of
solutions/mixture
A. Review previous lesson or presenting
the new lesson (Elicit)
Game-based Learning
Indicator 5
Have the learners match the type of
solution with its corresponding
illustration through a Memory Game.
Managed learner behavior
constructively by applying
positive and non-violent
discipline to ensure a
learning- focused
environment.
The teacher will open all the boxes so
the learners are able to see what’s
behind the box. Then, after a while all
pictures and texts will be hidden.
If the two boxes are the type of solution
and its corresponding illustration, then
the learner gets a point. If the two
squares are different, then there is no
point. Learners must try to remember
where the matching pairs are.
B. Establishing a purpose for the lesson.
(Engage)
Learning across curriculum
Indicator 1
HOW TO COOK PUTO BUMBONG
Applied knowledge of
content within and across
https://www.youtube.com/watch?v=eD curriculum teaching areas
93Ba5Dh1A&ab_channel=ABSCBNBalitangAmerica
Indicator 8
Ask: How important is it to follow the
recipe?
Discuss how the concentration affects
the taste and texture of the dish.
Selected, developed,
organized and used
appropriate teaching and
learning resources,
including ICT, to address
learning goals.
Indicator 3
Applied a range of teaching
strategies to develop critical
and creative thinking, as
well as other higher order
thinking skills.
C. Presenting examples/instances of the
new lesson (Engage)
Problem-based Learning
Indicator 1
Present how to express concentration of
solution quantitatively.
Applied knowledge of
content within and across
curriculum teaching areas
Indicator 2
Given the equation, have the learners
solve a problem in 1 minute.
Used a range of teaching
strategies that enhance
learner achievement in
literacy skills and numeracy
skills.
A solution is prepared by mixing a 20g
of sodium chloride in 80g of water.
What is the percent concentration of
solute?
D. Discussing new concepts and
practicing new skills #1(Explore)
Inquiry-Based Learning
Have the learners perfom a simple
activity.
Instructions:
1) Learners will choose a solute and
solvent from the provided options.
2) Learners will calculate the
concentration of the solution using the
given formula.
Indicator 4
Managed classroom
structure to engage learners
individually or in groups, in
meaningful exploration,
discovery and hands on
activities within a range of
physical learning
environment.
E. Discussing new concepts and
practicing new skills #2
They will measure the amounts of
solute and solvent using beakers and
weighing scale to prepare the
solution/mixture.
Rubric:
- Correct calculation: 5 pts
- Accurate measurement: 5 pts
F. Developing mastery (Explain)
The teacher will explain the concept of
concentration, including its definition,
formula, and units of measurement.
Learners will engage in a discussion to
clarify any misconceptions and ask
questions.
Indicator 7
Planned, managed and
implemented
developmentally sequenced
teaching and learning
processes to meet
curriculum requirements
and varied teaching
contexts.
Indicator 1
Applied knowledge of
content within and across
curriculum teaching areas
Indicator 8
Selected, developed,
organized and used
appropriate teaching and
learning resources,
including ICT, to address
learning goals.
G. Finding practical applications of
concepts and skills in daily living.
(Elaborate)
Have the learners analyze the situation:
1.
Health practitioners recommend us
to use 70% alcohol than 40%
alcohol as disinfectant to fight
COVID- 19. What do you think is the
reason?
2.
Your younger brother has fever.
Your mother bought a paracetamol
from the nearby drugstore. It is
indicated in the label to add 250 ml
of distilled water to prepare the
solution.
Indicator 3
Applied a range of teaching
strategies to develop critical
and creative thinking, as
well as other higher order
thinking skills.
Can you make it 300 ml instead of
250 ml?
Why or why not?
H. Making generalizations and
abstractions about the lesson.
(Elaborate)
How can we express the concentration
of a solution quantitatively?
Indicator 2
Used a range of teaching
strategies that enhance
learner achievement in
literacy skills and numeracy
skills.
I. Evaluating learning
Differentiation:
Choose 1 question to answer (5 pts).
Question 1: Calculate the % by mass
concentration of a milk solution with
25g of solute and 100mL of solvent.
Question 2: A solution has a
concentration of 0.5%. How many
grams of coffee are needed to prepare
500 mL of this solution?
Question 3: Compare the
concentrations of two solutions, one
with 10g of solute and 200mL of
solvent, and the other with 20g of solute
and 500mL of solvent. Which solution
has a higher concentration?
J. Additional activities for application or
remediation
Indicator 9
Designed, selected,
organized and used
diagnostic, formative and
summative assessment
strategies consistent with
curriculum requirements.
Indicator 6
Used differentiated,
developmentally
appropriate learning
experiences to address
learner’s gender, needs,
strengths, interests and
experiences.
Have the learners solve this:
1. Sterling silver contains 95% silver. If
a necklace made of sterling silver
weighs 15g, what is the mass of the
silver dissolved in the necklace?
V. REMARKS
VI. REFLECTION
A. No. of learners who earned 80% in the
evaluation.
B. No. of learners who require additional
activities for remediation who scored below 80%.
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 they 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?
CYLVE T. BAGGAY
Signature over Printed Name of the Teacher
ANGELA LG. LOLONG
Signature over Printed Name of the Observer