TEACHER’S GUIDE FOR OHSP ONLINE MODULE
GRADE 7 SCIENCE
Writers: Cielo L. Alcera
SECTION 1. GENERAL INSTRUCTIONAL DESIGN
QUARTER:
UNIT TOPIC(S):
Diversity of Materials in the Environment
LESSON 2 :
SOLUTION
MODULE MAP:
SOLUTION
KINDS OF SOLUTION BASED ON
SATURATION
FACTORS AFFECTING SOLUBILITY
NATURE OF SOLUTE AND SOLVENT
UNSATURATED
TEMPERATURE
SATURATED
CONCENTRATION
PRESSURE
SUPERSATURATED
% BY MASS
% BY VOLUME
STAGE I: ESTABLISHING DESIRED LEARNING OUTCOMES
1
CONTENT STANDARD:
Demonstrate understanding of the types of solutions, ways of describing their concentration and
the factors affecting their solubility.
PERFORMANCE STANDARD:
Prepare different concentrations of simple mixtures that offer some practical use and in the most
efficient way without sacrificing its quality
COMPETENCIES:
a. Investigate on the different types of solution such as saturated, supersaturated,
unsaturated
b. Explain the difference between percentage by weight and percentage by volume of
solution
c. Identify and explain the factors affecting solubility
d. Conduct simple investigations using process common to the locality (e.g finding out
the effect of varying salt concentrations on red egg preparation)
e. Identify components of investigation such as problem, hypothesis, method of testing
the hypothesis ( identifying independent and dependent variables) and conclusions
based on evidence.
f. Recognize that the design of an investigation should show fair testing
(M) ENDURING UNDERSTANDING: Students will understand that
1. Understanding the types of solution and expressing its concentration may lead them to its
practical use in our everyday life.
2. Using simple investigation may help them discover ways on how solutions in the environment
work in most efficient ways without sacrificing quality
ESSENTIAL QUESTIONS:
1. How are solutions formed?
2.
How can the knowledge of solutions help us create products useful in everyday life?
2
(T) TRANSFER GOAL:
Students on their own will be able to design and produce a good food product by utilizing their
knowledge in concentration of solution. Thus, they could be able to make a power point
presentation of making food products like delicacies which would be commercial and at the same
time will minimize the disposal of garbage in the community.
NOTES:
1. The Unit Map. This unit covers the topic SOLUTION. The module map shows the kinds of
solution based on saturation. This topic serves as an introduction to the discussion of the
quantitative description of concentration of solution. This is addressed by the percent by mass
and percent by volume as ways of expressing concentration of solution. Factors affecting
solubility was also tackled in this lesson. This would deepen the students’ understanding on how
solution behaves in different conditions. This learning unit is different from other units because
its scope is limited to the basic knowledge of solution. This topic does not tackle some concepts
like colligative properties and other ways of expressing concentration of solution like molarity,
molality and normality .This will be discussed in the succeeding lessons.
2. The Content Standard and Enduring Understanding. As indicated by the content standard,
the goal for this unit topic is for students to understand that knowing the types of solution and
expressing its concentration may lead them to its practical use in our everyday life and using
simple investigation may help them discover ways on how solutions in the environment work in
most efficient ways without sacrificing quality.
This aspect of the unit topic is important to understand because some common problems students
encounter in this topic involves difficulty in preparing simple solutions , mathematical
computations of concentration of solution identifying materials as solution colloid or suspension
Certain studies and research such as done by Christopher Horton entitled ,”Student Alternative
Conceptions in Chemistry (Originally: Student Misconceptions and Preconceptions in
Chemistry)”, also point out that for this topic some students’ misconceptions are as follows:
1. Air is not seen nor touched so it cannot be a solution.
2. Increase in temperature will also increase the solubility of all solute in a solvent.
3. When a solid is dissolved in water the water takes on properties of the sugar.
4. Sugar becomes water on dissolving.
5. Dissolving sugar in water is a chemical change.
6. All solutions are in liquid form.
The problem may be observed in the classroom or in student works when students classify
solution as compounds, that after dissolving something , they think that new substance has been
formed. When they were asked to give examples of solution, they give only those which are in
liquid state because they think that all solutions are in liquid form.
3
Thus, the learning problem may be remedied and addressed if students see that understanding the
types of solution and expressing its concentration may lead them to its practical use in our
everyday life and using simple investigation may help them discover ways on how solutions in
the environment work in most efficient ways without sacrificing quality
3. The Essential Question and Learning Competencies. In order for students to construct this
underlying meaning, students will answer the EQ, “How are solutions formed? “ and “ How can
the knowledge of solutions help us create products useful in everyday life?”
With an open-ended EQ, students will search for the answer in different ways and develop the
understanding and acquire the related competencies.
4. The Performance Standard and the Transfer Goal. Another important goal as indicated by
the performance standard is for students to on their own , to design and produce a good food
product by utilizing their knowledge in concentration of solution. Thus, they could be able to
make a power point presentation of making food products like delicacies which would be
commercial and at the same time will minimize the disposal of garbage in the community.
If students are able to demonstrate this, then students are able to transfer their learning to real life
situations. Examples of situations in real life where students will apply the competencies and
demonstrate the understanding are the following.
1. Identify the solutions with higher concentration of harmful chemicals like acids, bases etc
2. Produce simple products which could be used in daily life activities using their
knowledge in concentration of solution.
STAGE II: OBTAINING EVIDENCES OF UNDERSTANDING THROUGH
VARIED ASSESSMENTS
A. UNIT ASSESSMENT MAP:
TYPE
KNOWLEDGE
UNDERSTANDING
AND SKILLS
(MEANING)
TRANSFER
(ACQUISITION)
PRE-ASSESSMENT/
Pre-Test( NG)
DIAGNOSTIC
FORMATIVE
EXERCISE NO. 1
Questions after web
surfing on properties
4
ASSESSMENT
Comprehension
Check on Nature of
solution (G)
of solution and kinds
of solution (NG)
EXERCISE NO. 2
Web Quiz
Comprehension
Check Points on
Formation of
Solution(G)
on solubility (NG)
Questions after
Activity No. 4 (NG)
Experiment
Worksheet for “I Can
Do It” Experiment
(G)
Experiment
Worksheet for “Just
Cant Get Enough”(G)
EXERCISE NO. 3
Comprehension
Check on kinds of
solution based on
Saturation.(G)
Worksheet for Home
Made Experiment
using solubility Graph
(G)
EXERCISE NO. 4
Work Sheet on
Concentration of
Solution(G)
EXERCISE NO. 5
GRAPH ANALYSIS
Comprehension
Check on
Solubility(G)
Work Sheet(G)
5
Guide questions for
Interactive
Experiment(NG)
SUMMATIVE
ASSESSMENT
POST TEST(G)
SELF-ASSESSMENT
SELF REFLECTION
(NG)
Guide questions for
Factors Affecting
Solubility(G)
Guide Questions For
video on Fondant
Making(NG)
SELF CHECK on the
web Website
No.1(NG)
SELF CHECK on the
web Website
No.2(NG)
NG – Not Grade
G – Graded
Six Facets of Understanding: Explanation, Interpretation, Application, Empathy, Perspective,
Self-Knowledge
B. TABLE OF SPECIFICATION:
With right
composition and
proportion
LESSON /
CONTENT
A. Nature and
Kinds of Solution
KNOWLEDGE
/ SKILLS (40%)
MEANINGTRANSFER
MAKING (30%) (30%)
NO. OF
ITEMS
1, 2, 3
9,10
15,16
7
B. Solubility and
Concentration of
Solution
C. Factors
Affecting Solubility
4, 5. 6
11,12
17,18
7
7,8
13,14
19,20
6
SUB-TOTAL
NO. OF
ITEMS: 8
SUB-TOTAL
NO. OF ITEMS:
6
SUB-TOTAL
NO. OF
ITEMS: 6
TOTAL NO.
OF ITEMS
(100%): 20
C. PRE-ASSESSMENT MATRIX:
CO
Levels of
What will I
MC ITEM
CORRECT
6
DE
A
Assessment
Knowledge
(15%)
assess?
LC:
Identify
and explain
the factors
affecting
solubility
Water is a polar compound. Which of the
following will readily dissolve in water?
a. Starch
b. fats
c. Salt
d. aluminum
Investigate
on the
different
types of
solution
such as
saturated,
supersatura
ted,
unsaturated
A
Process/Skil
ls
(25%)
LC:
Identify
and explain
the factors
affecting
solubility
What is most likely to happen if more
solute is added to an unsaturated solution?
a. Added solute will no longer dissolve
b. Crystals will form
c. Added solute will readily dissolve
ANSWER AND
EXPLANATION
Ans: C
Salt is an ionic
compound which has
a negative and
positive pole thus, its
ions Na+ and Clwill be attracted to
the partial negative
and partial positive
poles of water.
Unsaturated solution
has not reached yet
the maximum
amount that it can
dissolve thus; it can
still accommodate
more solute.
d. Added solute will just float at the top of
the solution.
Based on the solubility curve, what is the
solubility of KNO3 at 45C?
a.50g/100g of water
b. 100g/75g of water
c.75g/100g of water
d.100g/50g of water
Ans: C
The answer can be
traced in the graph
by drawing a line
between 40 and 50
(that’s 45 ◦C) going
up to the curve of
KNO3 . The point of
intersection is the
solubility of the
substance in grams
with 100g of water
at 45 ◦C
7
http://www.dynamicscience.com.au/tester/
solutions/chemistry/solutions/solubilitycur
ves.html
Explain the
difference
between
percentage
by weight
and
percentage
by volume
of solution.
In the laboratory, there are four solutions
with the following combinations of water
and hydrochloric acid. What should be the
order if you are to arrange them in order of
increasing concentration?
I. 120ml water and 30
ml HCl
Ans: C
Solution:
I.% v/v =
30ml/120ml x
100%=25.0%
II. %v/v = 40
ml/80ml x 100% =
15 m HCl
50%
III. 40 ml water and
III .%v/v = 15ml
/40ml x 100% =
37.5%
II. 80 ml water and
40ml HCl
a. I,II,III, and IV
b. I,IV,II and III
IV. 180 ml ofwaterIII. % v/v = 20ml
and 20 ml of HCl /180ml x100%=
11.11%
Based on
computation of % by
volume, C gives the
correct order from
lowest to highest
concentration
8
c. IV,I,III and II
d. IV, III,II and I
M
Understandi
ng
(30%)
ENDURING
UNDERSTA
NDING:
It was noticed that the characterized taste
of soda drinks is more enhanced when it is
cold rather that if it is at room temperature.
Which of the following explains why?
Ans. B
Solubility of gaseous
substance in liquid
solvent is favoured
at lower temperature
a. Flavours are more stable at lower
temperature
b. The solubility of the gas component of
soda drink is increased at lower
temperature.
c.The solubility of gas component of soda
drink is decreased at lower temperature.
d.The concentration of flavour increases as
the temperature decreases.
MISCONCE
PTIONS:
That only
stirring will
make the
dissolving
process easy.
During summer time, Danny sells iced tea
and juice in their canteen. He noticed that
when sugar is added to the water with ice,
undissolved solids settle at the bottom of
the container. Which of the following will
best solve the problem?
Solubility of solid
increases as
temperature rises.
a. Shake well the container
b. Stir the liquid vigorously
c. Incorporate the sugar and iced tea
in the crushed ice so that when ice
melts solids also dissolve
d. Dissolve first the sugar and tea in
hot water before adding it into the
water in the container.
9
T
Product/Per
formance
(30%)
GRASPS
You are a worker at a small salt factory in
your town. During rainy season ,the usual
problem is the greater budget on LPG gas
for evaporating sea water. Which of the
following processes will you suggest to
solve the problem.
Ans. A
Addition of crystal
will initiate “seeding
process” which is
crystallization.
a. Boil sea water. When it is already
saturated, let it cool .Then add
some salt crystals to initiate
crystallization.
b. Subject the seawater to lower
temperature to make it saturated.
Then initiate crystallization.
c. Add salt crystals before boiling
d. Add sea water while boiling to
increase its concentration
D.
POST-ASSESSMENT MATRIX:
CODE
A
Levels of Assessment
Knowledge
(15%)
What will I assess?
LC:
Investigate on the
different types of
solution such as
saturated,
supersaturated,
unsaturated
MC ITEM
A solution is
said to be
supersaturated
if
a.It can still
dissolve more
solute
b.It has reached
its maximum
amount of
solute that it
can dissolve
thus it can no
longer
accommodate
CORRECT
ANSWER AND
EXPLANATION
Ans. C
Supersaturated
solution has
amount of solute
more than what it
can dissolve and
was heated to
dissolve the
added solute.
Heat helps the
solution increase
its solubility
10
more solute.
c.It has amount
of solute more
than what it can
dissolve and
was heated to
dissolve the
added solute.
d.Its amount of
solvent is
greater than the
amount of
solute
Identify and explain
the factors affecting
solubility
Increasing the
pressure will
also increase
the solubility of
a gas being
dissolved in a
liquid. Which
of the following
solutions is
affected by
pressure?
Ans. C
Carbonated drinks
have gaseous
components which
are affected by
pressure.
a.Iced tea
b. sea water
c.Carbonated
drinks
d.rubbing
alcohol
A
Process/Skills
(25%)
LC:
Identify and explain
the factors affecting
solubility
A saturated
solution can
hold 15 grams
of solute per
Ans. C
45g of solute only
needs 300g of
11
100g of H2O.
Suppose you
stir 45g of the
solute in 500g
of water, what
type of solution
will you
produce?
water to be
saturated therefore,
with 500g of water,
the solution
becomes
unsaturated.
a.Saturated
b.concentrated
c.Unsaturated.
d.supersaturated
Tincture of
iodine is a
solution of
iodine in
alcohol. In a
30g bottle ,it is
stated that it is
2% by mass
solution, How
many grams of
iodine is
present in this
given volume?
Ans. B
2% is equivalent to
0.02 x 30g = 0.6g
a.6g
b.0.6g
c. 12g
d. 60g
M
Understanding
(30%)
The instruction
ENDURING
UNDERSTANDING: given in the
bottle of liquid
Sosa, says
Ans. D
Less amount of
solvent will make a
12
remove first the
water before
adding
sufficient
amount of
liquid Sosa into
the clogged
sink. Which of
the following
best explains
why?
solution more
concentrated.
a.Liquid Sosa
reacts violently
with water
b.Liquid Sosa is
not effective in
the presence of
water
c.Water will
increase the
concentration of
liquid Sosa so it
will be less
effective.
d.Water will
decrease the
concentration of
liquid Sosa so it
will be less
effective.
MISCONCEPTION:
Which of the
following is the
fastest way to
dissolve a solid
in a liquid?
a.stir equal
amounts of
Ans. D
Increase in
temperature aside
from stirring will
aid the dissolving
process of an ionic
solid in a liquid
especially water
13
solid and liquid
vigorously
b.all amount of
solid in a lot of
the liquid
c.mix a lot of
the solid in the
liquid
d.heat and stir
the liquid and
solid mixture
.
T
Product/Performance GRASPS
(30%)
Joy is working
at a local
candied fruit
factory. She
noticed that
when sugar is
added to the
water in candy
making process
, there remain
undissolved
particles that
settle at the
bottom of the
container.
Which of the
following will
best solve the
problem?
Ans. D
Solubility of solid
increases as
temperature rises.
a.Shake the
mixing
container very
well.
14
b.Stir the liquid
vigorously.
c.Incorporate
the sugar with
other
ingredients,add
water then stir.
d.Dissolve first
the sugar in hot
water before
adding it into
large amount of
water in the
container.
E. PERFORMANCE TASK:
Scenario:
Performance task:
Your place is one of the biggest banana producing barangay in the region. Every year, the harvest
of banana is very abundant that some spoiled banana fruits were just thrown into the garbage. As
a nutritionist, you are requested by the chairman to make a power point presentation to be used in
a seminar which will be participated by housewives and interested women in the community .The
presentation will be about making products like delicacies, soap, etc which we can use in our
daily life activity out of banana to be able to minimize its disposal and at the same time increase
livelihood of the community.
Your presentation should include procedures in making the product, documentation of the process
and expected profitability. It will be evaluated based on content, practicality and use of visual
materials.
15
Outline:
Goal :
to be able to minimize banana fruit disposal and at the same time
increase livelihood of the community
Role :
nutritionist
Audience:
house wife and women in the community
Situation-:
over production of banana in a your barangay
Product or Performance :
power point presentation
Standards :
content, practicality and use of visual materials.
F. RUBRIC:
CRITERIA
CONTENT
USE OF
VISUAL
MATERIA
LS
Outstanding
4
Satisfactory
3
Developing
2
Beginning
1
Excellent
Satisfactory
Developing
Needs
improvement
The content of
the power point
presentation is
complete with
additional
information that
reflects student’s
deep
understanding.
Very
comprehensive.
The content of
the power
point
presentation is
comprehensive
and acceptably
sufficient.
The content
of the power
point
presentation
is
comprehens
ive but
insufficient
The content
of the power
point
presentation
is
insufficient
and not
comprehensi
ve.
Contain pictures
or video of the
actual process
and complete
description or
explanations
Contain
pictures or
video of the
actual process
and complete
description or
explanations
All of the
expected
information
were
discussed.
Some
expected
information
were not
discussed.
Contain
pictures or
video of the
actual
process but
description
or
STUDENT TEACHE
RATING
R
RATING
Expected
information
were not
discussed.
Does not
contain
pictures or
video of the
process
16
were provided.
were provided
explanations
were not
provided.
Practicality of
all suggested
processes were
discussed and
encouragement
to do the
process is
emphasized.
Practicality
of some the
suggested
processes
were
discussed
but does not
give
encouragem
ent.
Additional
details or tips to
improve
products were
included.
PRACTIC
ALITY OF
RECOMM
ENDATIO
NS
Practicality of all
suggested
processes were
discussed and
encouragement
to do the process
is emphasized.
Additional
information like
tips on how to
increase profit
without
sacrificing the
quality of the
product were
added.
.
Practicality
of the
suggested
processes
were not
discussed
OVERALL
RATING
NOTES:
1. The Unit Assessment Map. The lesson assessment map provides an overview of all the
assessments done in the lesson. In general, students are assessed according to the four
components of the new grading system (Knowledge, Process or Skills, Understanding and
Transfer). In turn, these four areas reflect the three goals of assessing for understanding namely,
Acquisition, Meaning Making and Transfer or simply known as A-M-T.
2. The Pre and Post Assessment Matrix and Table of Specification. The assessment matrices
code items according to A-M-T. The distribution of these items in the table of specification
follows the distribution of percentages for the areas of the grading system. Hence, 40% of the
test items are coded A (since Knowledge is 15% and Process Skills is 25%), 30% of the items
17
are coded M, and another 30% for T. This coding is the backbone of the OHSP assessment
system. The OHSP system tracks students’ performance in A-M-T. Teachers can always retrieve
in real time the results of students’ test in these areas. Results are given in both tabulated and
graph forms.
The diagnostic or pre-test assessment matrix determines students’ prior knowledge on
SOLUTION. These are seen in test items no.… The pre-test also measures students’
misconceptions on solubility of substances. These are done through test items no. 18 and 19.
Note though that the OHSP system randomizes the sequence of the test items and the options in
each item. To find out how students individually scored in the tests, go to and click on in OHSP
system Student List. Next, select Student name. View student’s Performance Record. Then scroll
down to desired topic and click on date of completion. View student’s Test Score per item and
the item’s code (A-M-T).
The post-test assessment matrix evaluates the changes in students’ misconceptions as seen in test
items no.16. Hence, when reviewing test scores, it is important to see how students particularly
score in these items as well as the other items related to understanding . Student performance in
these items will indicate the kind of intervention that needs to be done.
The OHSP system also shows to the teacher the items where most of the students score well or
poor in. Teachers can also trace the corresponding activity in the lesson where the content of the
test item is discussed. Teachers can then check on student performance in those activities and
determine how their answer prepared them for the corresponding test item.
3. Interventions Based on Test Scores. If students are not able to do well in A-coded items,
teachers may consider doing the following interventions :
a. Advice students to take more online quizzes.
b. Give students some practice problems on topics which they find difficulty.
c. Retake some exercises given and rethink on the items where they answered wrong.
If students are not able to do well in M-coded items, teachers may consider doing the following
interventions:
a. Advise students to view more videos on preparing solutions, solubility and concentration
of solution.
b. Give students more home activities where they could prepare simple solutions
If students are not able to do well in T-coded items, teachers may consider doing the following
interventions:
18
a. Ask students to research on solutions in industry, medicine and foods so that they may
realize its significance in our daily life.
b. Ask the students to identify solutions at home and indicate their functions/ importance.
You may also add asking them how could it be without these solutions that they have
identified.( disadvantages)
3. Verifying Student Test Scores. Teachers may also verify student scores in A-coded
items by asking students to do or answer the following in a live chat or face-to-face
setting:
a. What solutions are in solid form? Liquid form? Gaseous form?
b. What would make a solute dissolve faster in a solvent?
c. Differentiate saturated, unsaturated and supersaturated solution.
Teachers may also verify student scores in M-coded items by asking students to do the following
in a live chat or face-to-face setting:
a. How would you prepare a supersaturated solution?
b. How do you prepare 24% by volume ethyl alcohol solution?
c. How do you prepare 15% by mass salt solution?
d. Design an experiment to determine the solubility of an unknown solute.
Teachers may also verify student scores in T-coded items by asking students to do the following
in a live chat or face-to-face setting:
a. Describe the video on crystallization of a supersaturated solution.
b. Describe how molecules of solute and solvents interact on the solution process.
c. Describe how fondant making process is related to solution.
19
5. Map of Conceptual Change. Another important indicator of student growth in thinking is the
unit’s map of conceptual change. For this unit, the chosen map is Anticipation Reaction Guide.
The students are asked to answer this map at different points in the lesson, namely - Explore,
Firm Up, Deepen, Transfer) … The students’ cognitive growth is qualitatively assessed by
comparing the students’ prior knowledge and new knowledge. In the unit’s map for conceptual
change, the students show their prior knowledge by answering first column of the ARG in
Explore Part during Deepen stage. The students articulate their new knowledge by filling up the
last column of the ARG during the end of deepen part These parts indicate transitional processes
between prior and new knowledge development. Teachers are encouraged to every now and then
retrieve and monitor students’ answers in this map. Student answers in this map provide clear
data for teachers in terms of their cognitive development.
6. Formative Assessments. In order to assure student success in the summative assessments, the
listed formative assessments check on the following performances as indicators of student
mastery and readiness: Check points after web page reading, work sheets for experiments and
guide questions after web surfing and VIDEO viewing are given as formative assessments..
7. Student’s Answers to Recurring Essential Question. Another way of doing formative
assessment is to retrieve and examine how students answer the Essential Question. The unit’s EQ
is/are the following: How are solutions formed? How can the knowledge of solution help us
create products that are useful in our daily life activity?. The student is asked to answer the EQ
in these different parts, namely: Explore, Firm Up, Deepen, Transfer.
Teachers are encouraged to compare the students’ final answers to the EQ with the desired EU.
If the student’s answers are far or different from the EU, the teacher may check on the way
students are doing in the activities and determine the appropriate intervention.
8. The Performance Task and Rubric. With regards to the performance task, this is designed
according to the transfer goal in Part 1. The standards in the performance task are reflected in the
first column of the rubric. These rubric criteria are also aligned with the performance standard
because it effectively measures students’ understanding of the nature and properties of solution.
The rubric criteria related to understanding is content. With this criteria, students are evaluated
on their understanding of the kinds of solution, concentration of solution such as % by Mass and
% by Volume. The rubric criteria related to the competencies or skills are practicality of
recommendations. With these criteria, students are evaluated on understanding on how the
knowledge of solution can be used in daily life activity.
Students achieve the performance standard when they or their work scores Satisfactory for each
criteria in the rubric. Students whose works exceed the Satisfactory criteria score Outstanding.
Note the additions in the descriptor which indicate extra work on the part of the students.
20
Students whose works have errors score either as Developing or Beginning. Note the parts of the
descriptors which indicate deficiencies.
The submission of the performance task may be done online because they will be using power
point presentation as they output
STAGE III: CONDUCTING THE LEARNING PLAN
A. UNIT ACTIVITIES MAP:
ACTIVITIES FOR
ACQUIRING
KNOWLEDGE
ACTIVITIES FOR
MAKING MEANING
AND DEVELOPING
AND SKILLS
UNDERSTANDING
ACTIVITIES LEADING TO
TRANSFER
EXPLORE
ACTIVITY NO. 1
Anticipation-Reaction
Guide (I)
FIRM UP
ACTIVITY NO. 2
ACTIVITY NO. 4
Web Surfing
Video Viewing (I)
On Properties and Kinds of
Solution (I)
On Formation of Solution
Molecules of solute and
Solvent during dissolution
ACTIVITY NO. 5
“I Can Do It” Experiment
(G)
Preparing the three kinds of
solution based on saturation
ACTIVITY NO.7
ACTIVITY NO. 6
Concept Reading (I)
“Just Can’t Get Enough”
21
Saturation of Solution
(G)
Preparing solution based on
saturation.
ACTIVITY NO. 8
Homemade Experiment
using solubility graph
DEEPEN
ACTIVITY NO. 9
ACTIVITY NO. 10
Lecture on composition of
solution (I)
Video Viewing on

% by mass
% by volume
Proof

Kinds of solution
based on saturation
Crystallization of
supersaturated
solution(I)
Karat
.
ACTIVITY NO.11
Video Viewing on
Solubility of some
substances in water (I)
ACTIVITY NO. 1
ACTIVITY NO. 12
Anticipation-Reaction
Guide (I) (Revisit)
Graph Analysis
Solubility of different solutes
in water (I)
ACTIVITY NO. 13
Interactive experiment on
dissolving substances. (I)
ACTIVITY NO. 14
Video Viewing on Factors
22
Affecting Solubility (I)
TRANSFER
ACTIVITY NO. 15
Viewing Fondant Making
video (I)
Follow up activity
Fondant Making at home (G)
ACTIVITY NO. 16
TRANSFER TASK (G)
Letter in parentheses after every activity indicates the following modes: I for individual work or G for group work
and WC for whole class. Resource material used for the activity is indicated in italics.
B. UNIT ASSESSMENT-ACTIVITIES MATRIX:
CODE
Levels of
Assessment
A
Knowledge
(15%)
What will I assess?
LC:
Identify and explain
the factors affecting
solubility
MC ITEM
Water is a polar
compound. Which of
the following will
readily dissolve in
water?
a.Starch
b.fats
c.Salt
d.aluminium
CORRECT
ANSWER
AND
EXPLANATIO
N
Ans: C
RELAT
ED
ACTIVI
TIES
Activity
No. 11
Salt is an ionic
compound
which has a
negative and
positive pole
thus, its ions
Na+ and Clwill be
attracted to the
partial negative
and partial
positive poles
of water.
23
Ans: C
What is most likely to
happen if more solute
is added to an
unsaturated solution?
a.Added solute will
no longer dissolve
b.Crystals will form
Unsaturated
solution has
not reached yet
the maximum
amount that it
can dissolve
thus; it can still
accommodate
more solute.
c.Added solute will
readily dissolve
d.Added solute will
just float at the top of
the solution.
A
Process/Skills
(25%)
LC:
Explain the difference
between percentage
by weight and
percentage by volume
of solution
A jeweller came to
your house and
offered your mother
some items. She said,
all items are in good
quality but in
different carat. Your
mother asked you to
choose one. If the
following items are
of the same price,
which will you
choose?
Based on
computation of
% by mass,
letter A has the
highest amount
(mass) of pure
gold
a.10g 14K bracelet
b. 15g 5K Bangles
c. 3g 18K earrings
d. 8g 14K necklace
.
24
M
Understanding
(30%)
The basic steps in
ENDURING
UNDERSTANDING: washing our clothes
are
Knowledge of
solution helping us in
our daily life acitvity
I. initial rinsing to
remove superficial
dirt
Ans: A
Less volume of
solvent will
make the
solution more
concentrated.
II. application of soap
for cleansing
III. final rinsing to
remove soap
In step I and III we
use greater volume of
water than that of
step II. Which of the
following best
explains why?
a.Small volume of
water will make the
soap solution
concentrated thus, it
will work efficiently
in the laundry.
b. To conserve water,
you lessen its volume
at the middle step.
c. It is the instruction
given in the manual
d. It is the old
practice handed over
to us
MISCONCEPTION:
25
T
Product/
Performance
(30%)
GRASPS
C. SCAFFOLD FOR TRANSFER:
LEVEL 1
DIRECTED
PROMPT
1. Inform the
students the skills
they are expected to
demonstrate.
2. Provide step-bystep instruction on
how to do the skills
and check their
work.
3. Provide this task
during Firm Up or
Interaction stage.
LEVEL 2
OPEN PROMPT
1. Provide students
another task similar to
that given in Level 1.
2. Instead of giving a
step-by-step
instruction, prompt the
students to do the steps
on their own. If
different procedures
are given, ask students
to choose which
procedure they would
use. Students may also
be asked to vary the
steps they learned.
3. Provide this task
during Firm Up or
Interaction stage.
LEVEL 3
GUIDED
TRANSFER
1. Provide a real
world situation where
the skills taught in
Levels 1- 2 are
applied.
2. Instead of directing
the students step-bystep to use the skills
they learned in
previous levels, ask
students to look back
on the skills they
learned and determine
which of these they
would use to meet the
requirements of the
given task.
3. Provide this task
during Deepen or
Interaction stage.
LEVEL 4
INDEPENDENT
TRANSFER
1. Provide a real
world situation
similar to Level 3
where the skills taught
in Levels 1-2 are
applied.
2. Purposely refrain
from suggesting to
students to use the
skills they learned in
Levels 1-2. Have
students on their own
figure out which of the
skills they learned in
previous levels they
would use to meet the
standards in the given
task.
3. Provide task during
Transfer or
Integration stage.
Students will acquire
initial knowledge about
components, properties
and kinds of solution by
web page reading and
surfing They will also
view videos on how
molecules interact during
solution process.,
Students will further
enhance their learning by
performing experiments on
preparing different kinds of
solution based on saturation.
Students will discover how
factors like temperature
,pressure and nature of
solute and solvent can
affect solubility . this will
be done by viewing
crystallization process and
its application in fondant
making.
Performance Task :
They will take
comprehension check
test for evaluation.
Multiple choice test on
the web will also be
They will also perform
experiment on preparing
solution using the solubility
graph as the basis.
Computations on the
concentration of solution
will also be performed by
the students to check how
they could apply
To further deepen their
understanding they will try
to do fondant making at
home.
Your place is one
of the biggest banana
producing barangay in the
region. Every year, the
harvest of banana is very
abundant
that
some
spoiled banana fruits were
just thrown into the
garbage. As a nutritionist,
you are requested by the
chairman to make a power
point presentation to be
used in a seminar which
will be participated by
housewives and interested
26
taken by the students.
mathematical skills in
solution.
women in the community
.The presentation will be
about making products
like delicacies, soap, etc
which we can use in our
daily life activity out of
banana to be able to
minimize its disposal and
at the same time increase
livelihood
of
the
community.
Your presentation should
include procedures in
making
the
product,
documentation of the
process and expected
profitability. It will be
evaluated
based
on
content, practicality and
use of visual materials.
NOTES:
1. The Unit Activities Map and Assessment-Activities Matrix. The unit activities map shows
the different activities done in the lesson. The activities are designed to address the different AM-T learning goals. Acquisition activities in particular are also matched according to the
required and added competencies. The A activities involve defining solubility, saturated,
supersaturated, unsaturated solution. During M activities, students calculated concentration of
solution in terms of % by mass and % by volume. Also, students uses the concepts of karat and
proof to determine the amount of solute in solution. In T activities, students are given real life
situations in which they could apply their knowledge of solution.
The Assessment-Activities Matrix also shows the activities which implement the established and
added competencies. This Matrix helps the teacher evaluate the readiness of a student to answer
a particular test item by looking at the student’s performance in a particular activity related to the
assessment. If the student does not do well in a set of test items, the teacher may go back to the
activity linked to the test item and see if the student was already having difficulty.
2. The Scaffold for Transfer. The T activities are also sequenced according to a certain
progression as indicated in the scaffold for transfer. The scaffold consists of four levels starting
with direct prompting and on to independent transfer. In the scaffold, students focus on the skill
using solution in real life situation. Students develop mastery of this skill by first in direct
prompt , acquire initial knowledge about components, properties and kinds of solution by web page
27
reading and surfing . This activity is done in explore and deepen parts of the module. Then in the
open prompt, students during the middle of the deepen, will try series of experiments on
solubility and factors affecting solubility. Next in the guided transfer done during end of deepen,
students will try to make fondant at home. Students are again asked to do a task similar in the
final level but this time in the independent level, students are evaluated according to their ability
to on their own will make a power point presentation about making products like delicacies, soaps etc
which we can use in our daily life activity ,out of local fruits like bananas . They will be using their
knowledge of solution in performing this task.
SECTION 2. STRATEGIES FOR BLENDED LEARNING:
INDEX OF STUDENT’S ONLINE TASKS:
STUDENT’S
ONLINE TASK
EFD
T
AM
T
1. Answering
Process
Questions based
on a given
Website’s
content or
interactivity
Firm
up
A-M Activity
no 2
Answering process questions after web surfing
on the nature of solution
2. Answering
mini-check-up
quizzes and
receiving
feedback
Firm
up
A
Answering comprehension mini quiz
ACTIVI
TY NO.
Exercise
No. 1
DESCRIPTION
Follow up quiz in the web by clicking this web
page
http://www.chem4kids.com/files/matter_solut
ion.html
3. Developing
Product Using
Web-based
Application 2.0
(state Web 2.0
application)
4. Posting in
28
Discussion
Forum any of the
following:
a. one’s ideas
b. one’s
questions
c. one’s
reflections
d. one’s
suggestions or
request
e. one’s
summary
5. Responding to
Other Students in
Discussion
Forum by
posting any of
the following:
a. one’s
comments
b. one’s
questions
c. one’s
reflections
d. one’s
suggestions or
request
e. one’s
summary
29
6. Chatting with
Teacher on any
of the following:
a. feedback on
answers to
process questions
b. performance in
assigned tasks
c. content that
needs clarification
d. instructions in
tasks that need
clarification
e. a live event
7. Chatting with
Teacher and
other Students on
any of the
following:
a. a. feedback on
answers to
process questions
b. performance in
assigned tasks
c. content that
needs
clarification
d.instructions in
tasks that need
clarification
e. a live event
f. discussion of a
30
topic in the
form of a
debate, panel
discussion,
interview or
role playing
8. Uploading and
Submitting
Individual File
on any of the
following:
a. answers to
activity
questions
b.
presentati
ons or reports
c. conversion of
Web
information to
another form
(e.g. outline,
flow chart,
table, graphic
organizer,
concept map,
drawing)
d. map of
conceptual
change
e. intervention
task given by
teacher
f. enrichment
task
31
9. Uploading and
Submitting
Group File on
any of the
following:
a. answer to
activity
questions
b. presentations
or reports
c. conversion of
information
from Website
or online
resource to
another form
(e.g. outline,
flow chart,
table, graphic
organizer,
concept map,
drawing)
d. map of
conceptual
change
e. intervention
task given by
teacher
f. enrichment
task
10. Sending by
clicking on page
email icon
questions to
teacher on any of
32
the following:
a. lesson
discussion
b. activity
instructions and
interactivity
c. system
navigation
11. Producing
an E-portfolio by
selecting best
works done in a
unit
INDEX OF WEB 2.0 APPLICATIONS
STAGE AND
LEARNING
GOAL
WEB 2.0
APPLICATION
ACTIVITY NO.
STUDENT TASK
AND ITS URL
(EFDT/A-M-T)
33
NOTES:
Web 2.0 is a term used to designate next-generation Websites which feature interactive
applications, particularly in the production of creative or original works. As indicated in the
above table, learners will be working with varied Web 2.0 applications.
For Acquisition, the student will be working with the following applications and producing a
specific work ( show a bullet points list and explain why it is classified as A)…:
For Meaning Making, the student will be working with the following applications and producing
a specific work ( show a bullet points list and explain why it is classified as A)…:
For Transfer, the student will be working with the following applications and producing a
specific work ( show a bullet points list and explain why it is classified as A)…:
34