Sci 7 LP Separating Components of A Mixture (Unit 1, Mod. 2, Act. 1)

DEL MONTE NATIONAL HIGH SCHOOL
Del Monte, District II, IGaCoS
LESSON PLAN IN SCIENCE

JUNE 24, 2019
Topic / Title Separating Components of a Mixture

Grade Level Grade 7
Time Allotment 60 minutes
Teacher Erika Camel P. Lacno
Learning Competency
Distinguish mixtures from substances based on a set of properties
Objectives
By the end of class, students should be able to:
1. Collect distilled water and salts from seawater
2. Compare the residue collected from distillation and evaporation with table salt using flame test
ELICIT (Access prior knowledge). Materials/Assessment Tool
1. Students will be given the pre-assessment to gauge their prior knowledge  Science 7 Learner’s
about mixtures and substances. They will be answering 10 questions in 10 minutes. Material
2. Ask the students about the characteristics of mixtures learned in Grade 6.  Paper and pen
Let the students write the characteristics on the board.
ENGAGE (Get the students’ minds focused on the topic (short; question or picture).
Students will be asked the following questions:
1. In the earlier grades, you experienced separating components of a mixture.
What are the separation techniques do you remember? Were you also able to recall
distillation and evaporation?
2. Is seawater a mixture? Can you separate the components of seawater?
What do you think are the components of seawater?
EXPLORE (Provide students with a common experience).
The teacher will tell the students that the focus of the lesson is on separating  Science 7 Learner’s
components of a mixture, particularly seawater and comparing the residue Material
collected with table salt using flame test. The students will watch a video clip of  Science Activity Notebook
distillation and evaporation using seawater and flame test to be able to answer the  Laptop and projector
questions in Activity 1 (Unit 1, Module 2) entitled “Seawater! See Water and Salts.
Key Questions:
1) What do you see? Did you notice the solid that was left after all the liquid
has evaporated?
2) How does the color of the flame of the residue compare with that of table
salt? What can you say about the identity of the residue from Part A?
The students will be grouped into 10. The teacher should make sure that every
student will observe the demonstration on the video clips.
EXPLAIN (Teach the concept. Should include interaction between teacher and students).
1) Discuss some techniques in separating the components of a mixture.  Manila paper and marker
a) Decantation  PowerPoint presentation
b) Filtration
c) Distillation
d) Evaporation
2) Discuss some of the distillation techniques and ask the students the possible
reason for such techniques. Allow the students to think or give them prompt
questions that may lead them to think of the reasons.
3) Let the students answer the key questions in the activity. Tell them to write
their observations in a manila paper and present them on the class.
4) Inform the students that mixtures, despite the homogeneity, are made up
of components and can be separated through separation techniques including
distillation and evaporation.
ELABORATE (Students apply the information learned in the Explain).
Ask the students to give examples of mixtures that can be separated and their
 Science Activity Notebook
corresponding components. Each group will give 3 mixtures.
EVALUATE (How will you know the students have learned the concept)?
Students will be evaluated through the answers to the key questions and their group  Science Activity Notebook
performance.
EXTEND (Deepen conceptual understanding through use in new context).

Short-answer response  Paper and pen
1. In the activity, you were able to observe the separate the components of seawater
–water and salts through distillation and observation? Why can’t you use other
separation techniques like decantation or filtration in separating the components of
seawater?
Remarks
Reflection
A. No.of learners who

earned 80% on the
formative assessment.
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?
References
DepEd Grade 7 Science Learner’s Material
DepEd Grade 7 Science Teacher’s Guide

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DEL MONTE NATIONAL HIGH SCHOOL

Del Monte, District II, IGaCoS

LESSON PLAN IN SCIENCE

Topic / Title Separating Components of a Mixture

EXTEND (Deepen conceptual understanding through use in new context).

A. No.of learners who

B. No.of learners who

C. Did the remedial

D. No.of learners who

F. What difficulties did I

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