SCIENCE LESSON PLAN

GRADE QUARTER / DOMAIN DATE

LEVEL
QUARTER 1 - CHEMISTRY JULY 29, 2019
7

I. OBJECTIVES Remarks
The learners demonstrate an understanding
A. Content
of: the common properties of acidic and basic
Standards
mixtures
The learners demonstrate an understanding
B. Performan of: properly interpret product labels of acidic
ce and basic mixture, and practice safe ways of
Standards handling acids and bases using protective
clothing and safety gear.
Investigate properties of acidic and basic
mixtures using natural indicators; and
Objectives:
At the end of the lesson, 75% of the learners
are expected to
C. Learning 1. differentiate acids and bases based on
Competenc color reactions to a plant indicator.
ies/ 2. find out through group activity if a given
Objectives sample is acidic or basic using the plant
(Write the indicator; and
LC code) 3. entails idea the importance of knowing
the household products based on its
acidity and basicity

S7MT-Ii-6

II. CONTENT How can you tell if a mixture is acidic or

a basic?
III. LEARNING
RESOURCES

A. References
1.
Teacher’s Guide TG: pages 17-18
pages
2. Learner’s LM: pages 21-23
Materials pages
3. Textbook
pages
4. Additional
Materials
 from
Learning
Resource
(LR) portal
B. Other
Learning
Resources
IV.
PROCEDURES
Teacher’s Activity Learners Activity
A. Reviewing ELICIT
previous
1. Students are The group will say
lesson or This part of the
grouped into four (4) “kami yun” when
presenting lesson targets
with names element, the description
the new COT #2 which
compound, given by the
lesson intends to apply
homogeneous and teacher refers to
heterogeneous a range of
them. teaching
mixtures.
2. The description are strategies to
as follows: develop critical
1. has more than one 1a. compound and creative
type of atom thinking as well
2. separate parts can 2a.heterogeous as higher order
be seen mixtures thinking skills
3. uniform in 3a.homogeneous
appearance mixtures
4a.element
4. has one type of
atom 5a.compound
5. separated into 2
substances
chemically
6a. element
6. cannot be separated
into simplest
substance
chemically

In today’s lesson, we
will investigate the
color reactions of
certain household
materials using a plant
indicator.
 (In this part, present
the objectives of the
day’s lesson)
UNLOCKING OF
DIFFICULTIES
Plant indicator- tells you The students will
whether a substance is read the words
an acid or a base using that they may
plant. encounter
Acids taste sour, are throughout the
corrosive to metals, lesson.
change litmus (a dye
extracted from lichens)
red, and become less
acidic when mixed with
bases.
Bases taste bitter, feel
slippery, change litmus
blue, and become less
basic when mixed with
acids.
C. EXPLORE
Discussing
Pre activity:
new
1. Divide the class
concepts
into 4 groups. Learners will sit by This part of the
and
2. Encourage the group as lesson targets
practicing instructed. COT indicator #3
learners to
new skills
collaborate and Students work that intends to
#1
cooperate with their cooperatively with manage
group mates one another. classroom
3. Remind the class to structure to
have a presenter engage learners,
and secretary. individually or in
4. Ask each group to groups…
prepare the
Discussing
samples of the The students will
new concepts
different household read the procedure
and practicing
items. from the activity
new skills #2
5. The teacher will set sheets.
time limit of 15
minutes to perform
the activity.
6. The teacher will
give precautionary
 measures in
handling household
This part of the
materials.
7. The reporter will be lesson targets
the one to discuss COT indicator #2
the result of the which intends to
activity in class. apply a range of
Activity Proper: teaching
The teacher will monitor The students will strategies to
the correctness of the perform the develop critical
activity based on the activity and and creative
procedure on their observe the color thinking…
activity sheets. reactions and
identify the acidity
or basicity of the
household items
using the plant
indicator.
Post Activity
discussions: This part of the
lesson targets
The teacher will post the COT indicator #
expected results of the The presenter of 5. Which aims to
activity and the students each group will plan, manage
will compare and discuss discuss the results and implement
the misconceptions if of the activity.
developmentally
there’s any.
sequenced
teaching and
learning
processes.

such as vegetables lesson targets

contain compounds called COT #2 which
anthocyanins. intends to apply
A typical anthocyanin is a range of
red in acid teaching
purple in neutral strategies to
blue in basic solution.
develop critical
Eggplant and mayana
and creative
Extract(anthoxanthins)
yellow -strong base thinking as well
colorless- acid as higher order
addition to anthocyanin thinking skills
Purple Camote tops
pink-acid
green-base
ELABORATE This part targets
COT indicator #1
In your grade IV Science, that intends to
 you studied about apply knowledge
grouping different of content within
materials based on their and across
properties. curriculum
teaching areas
Can you explain why do Yes.
we need to group certain It is important to LC Code:
household materials group the S4MTIa-1
based on their household items so (within curr),
properties? that they will not
contaminate each
other.
Some of the acids
and basics are
corrosive and it
may damage our
skin.
For instance,
Vinegar should not
be placed with
soaps because the
vinegar will smell
like a soap and it
will not be used for
cooking.
(answers may
vary)

In your elementary level This part targets

you discussed about the COT indicator #4
importance of reading . that intends to
food labels in selecting manage learner’s
and purchasing foods to behavior
eat and things to use. constructively by
applying positive
dis
What are some of the
things that we need to The acidity and
consider in choosing the basicity of the
household items that we
household
are using every day? explains the
materials that we
E. Finding importance of
practical are using every reading food
applications of day. labels in selecting
concepts and Is it important for us to and purchasing
skills in daily know the basicity and foods to eat
living acidity of the foods that Yes, because some H4N-Ib-23
we eat and the things we household items
 use in our everyday life? contain acid and
base that might
cause irritation and
diseases to our
body.
Can you site one of the
household items that Answers may vary
contains acid or base and
Drinking soft drinks
how it affects to
everyday cause
someone’s health?
hyperacidity and
heartburn because
of too much acid in
After your activity, you the stomach.
Making already observe about
generalizations the reactions of common
and abstractions household items to plant
about the lesson indicator.

F. Evaluating
learning Directions: Identify the
correct answer to each
Expected answers
question.
1. Force
1. It is the push or
2. Displacement
pull
2. It refers to the
distance with
3. Work
direction
3. It is the product of
the force applied to
move an object and
the displacement in
the direction of that
force

Directions: Identify
whether work is done or
work is not done in the
following situations
(pictures will be 4. Work is done
provided) 5. Work is done

4. A girl pulling her

cart 6. No work is
5. A man lifting a box done
from the floor to be
placed on a table
6. Cindy carrying her 7. Work is done
bag going to Capiz (by the
NHS gravity)
 7. A mango fruit 8. Work is done
falling from a
branch 9. No work is
8. A boy throwing a done
ball
Sideward
10. No
9. A man carrying a
work is done
sack of rice on his
head from the farm
to his house.
10. John pushing
the wall of SPA
building
a. Additional EXTEND
activities
for Find for the formula for
application calculating work
or
remediatio
n
V. REMARKS
VI.
REFLECTION
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? 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?

Prepared by:

GILBERT C. GALAGATE
Master Teacher II
Capiz National High School
Checked and Approved:

JUDY B. DUNTON
SSHT-V, Science
STE Coordinator