I. Objectives: School Grade Level Teacher Learning Areas Science Teaching Dates and Period Quarter

DAILY School Inopacan NHS Grade Level 7
LESSON Teacher Ariel L. Baguio Learning Areas Science

LOG Teaching November 6, 2018
Dates and G8 Maroon 1:00 -2:00 Quarter 2nd
Period
I. OBJECTIVES
Demonstrate an understanding of the common properties of acidic
A. Content Standards and basic mixtures.
Properly interpret product labels of acidic and basic mixtures and

B. Performance practice safe ways of handling acids and bases using protective
Standards clothing and safety gear.
Investigate the properties of acidic and basic mixtures using

C. Learning
natural indicators (S7MT-Ii-6)
Competencies/
1. Investigate the properties of acidic and basic mixtures using natural
Objectives
(Write the LC code) indicators.
2. Give examples of acids and bases that they encounter in their everyday life
II. CONTENT Acids and Bases
III. LEARNING RESOURCES

A. References Science 7 Learner’s Module
1. Teacher’s Guide
pp 5-7
2. Learner’s Materials
3. Textbook pages
4. Additional Materials Google related searches

from Learning
Resource (LR) portal
B. Other Learning slideshare.com
Resources
Daily Routines (Prayer, Whereabouts of Learners and class rules)
IV. PROCEDURES
A. Elicit Students are grouped into 4 with names element, compound, homogeneous
and heterogeneous mixtures. The groupings will be the same until the end of
the period. The group will say “kami yun” when the description about the topic
given by the teacher refers to them. The description are as follows:
1. has more than one type of atom
2. separate parts can be seen
3. has two or more substances
4. components are physically combined
5. Occupies space and has mass
Students will further answer the following questions briefly:
1. What are some classifications of matter?
2. How is matter classified?
In today’s lesson, we will classify certain groups of matter in a different way
based on their distinctive properties.
Show pictures of different swimming pools using a PowerPoint Presentation.
Let students focus on the swimming pool crowded with a lot of people. Make
B. Engage them realize how contaminated that swimming pool is and its effect to humans
when not treated.
For health reasons, swimming pools are regularly treated with chemicals that
are usually called “chlorine” (Calcium hypochlorite or sodium hypochlorite) as
disinfectants. The effectiveness of these disinfectants depends on how acidic
or basic the water is. Pool owners must therefore measure and, if necessary,
adjust, the acidity of their pool through a pH test kit.
 What do the terms acidic, basic and pH test mean?
ICT integration & Health Integration
To give students the idea on how they will classify substances, the teacher
C. Explore will mix the prepared substances to show color changes. (Mixtures of turmeric
and rubbing alcohol, baking soda and water, and vinegar) Ask students how
many substances in the said mixtures? What are they? (Numeracy)
Key Question: Why does a substance give a distinctive color when mixed with
Other substance?
Students will perform the activity “Acids and Bases at Home.” The activity
aims to investigate the properties of acidic and basic mixtures using plant
indicator and classify them as acid or base. This will allow learners to think
like a scientist and follow steps in experimentation
(Scientific Method Integration)
Key Questions:
1. What color is the indicator in acidic solution? In basic solution?
2. Are cleaning products more likely to be acidic or basic?
3. Are food products more likely to be acidic or basic?
The teacher will assess students’ laboratory activity performance by group.

The teacher should see that the students follow the procedure and safety
precautions in activity. This will allow learners to understand the step by step
procedures through reading. (Literacy)
(Teach the concept. Should include interaction between teacher and students).
D. Explain Each group will present their laboratory report. After the report, the
teacher will give inputs on important concepts missed by the students.
He will also give feedback on their laboratory activity group performance
The students will perform the activity “What does an antacid do?” Acids are
said to “neutralize” bases, and vice versa. In this activity the students will
E. Elaborate investigate the effect of these substances to each other and define the word
neutralize. This will lead them to answer the question
How does an antacid work to counteract excess stomach acid?
½ crosswise
F. EVALUATE 1. What are the properties of acidic and basic mixtures?

2. Give (3) examples of Acids and Bases you can find at Home.
Short-answer response
Part A (individual). Proper Handling of Acids and Bases
1. Read labels of acidic and basic household substances found in your
home.
2. Write briefly your practice of handling these products safely.
G. EXTEND
Part B (by group). The Acid Rain
1. Explain the acid rain phenomenon
2. Describe the impact of acid rain on humans and the environment.
3. Give ways of preventing the adverse effects of acid rain.
Mastery Level No. of Learners
Mastery (96-100 %)
Closely Approx. Master (86-95 %)
Moving Towards Mastery (66-85 %)

V. REMARKS/ Average Mastery (35-65 %)
REFLECTION
Low (15-34 %)
Very Low (5-14 %)
Absolutely no mastery (0-4 %)
Number of Learners Present
CPL
Prepared by:
ARIEL L. BAGUIO
Subject Teacher
Checked by:
JASMIN M. RAMIREZ
Master Teacher I
Noted by:
ALEJANDRO P. RENOMERON
School Principal II

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DAILY School Inopacan NHS Grade Level 7

LESSON Teacher Ariel L. Baguio Learning Areas Science

Properly interpret product labels of acidic and basic mixtures and

Investigate the properties of acidic and basic mixtures using

II. CONTENT Acids and Bases

III. LEARNING RESOURCES

4. Additional Materials Google related searches

The teacher will assess students’ laboratory activity performance by group.

How does an antacid work to counteract excess stomach acid?

F. EVALUATE 1. What are the properties of acidic and basic mixtures?

Closely Approx. Master (86-95 %)

Moving Towards Mastery (66-85 %)

Very Low (5-14 %)

Absolutely no mastery (0-4 %)

Number of Learners Present

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