DEMONSTRATION TEACHING LESSON PLAN

IN SOLUTIONS

Grade Level: 7 No. of Hours 60 minutes

Domain Matter
Cluster Diversity of Materials in the Environment
Lesson Solutions
Content Standards The learners demonstrate an understanding of some important properties of solutions
Performance The learners demonstrate an understanding of prepare different concentrations of
Standards mixtures according to uses and availability of materials
Learning The learner should be able to investigate properties of unsaturated or saturated
Competency and solutions
Code S7MT-Ic-2
Objectives At the end of the lesson, students should be able to:

 describe the properties and components of solutions;

 investigate the amount of solute that can dissolve in a given amount of solvent; and
 describe the appearance of unsaturated and saturated solutions.

Elicit
A. Reviewing previous 5 Activity: Memory Match Up Using Kahoot!
lesson or minutes
presenting the new  Begin by introducing the Kahoot! Quiz Show activity as a fun and
lesson competitive way to review the previous lesson.
 Divide the students into small groups or allow them to work
individually, depending on the availability of devices.
 Instruct the students to open the Kahoot! website or app on their
devices.
 On your device or the main computer connected to the projector or
large screen, log in to your Kahoot! account and create a new quiz
based on the key concepts from the last lesson.
 Customize the quiz by adding multiple-choice questions, images,
videos, or other multimedia elements to make it engaging and
visually appealing.
 Once the quiz is ready, launch it and provide the students with the
unique game PIN to join.
 Make sure all students have joined the game before proceeding.

Engage
B. Establishing a 10 Activity 1: Mystery Solution Stations!
purpose of the minutes
lesson  Divide the class into small groups of 3-4 students.
 Set up labeled stations around the classroom, each containing a
different solution. Place a cup or container with the solution at each
station.
 Provide each group with a laminated card containing a question
related to one of the stations' solutions. Assign each group a station
to start with.
 Instruct the groups to visit their assigned station, observe the
solution, and discuss the question provided on their card.
 Encourage students to carefully examine the solution's properties,
such as color, transparency, odor, and any visible particles.
 Instruct each group to record their observations and discuss
possible answers to the question on their card.

Processing Questions:
 What did you observe on the different solutions?
 What have you noticed or record about the different solutions
 presented?

Explore
C. Discussing new 15
concepts and minutes  Introduce the concept of solutions
 Show a short video or use visual aids to help students visualize and
understand the concept
 Described the properties and components of a solution
 investigate the amount of solute that can dissolve in a given amount
of solvent; and describe the appearance of unsaturated and
saturated solutions.
 Engage students in a brief brainstorming activity where they think of
real-life examples of solutions (e.g., coffee, salt and water, ).
 Ask students to share their examples and discuss how did he/she
knows that it is a solution.

Activity
 Begin by discussing the concepts of saturated and unsaturated
solutions with the students.
 Explain that a saturated solution is one in which the solvent has
dissolved the maximum amount of solute it can hold at a given
temperature, while an unsaturated solution can still dissolve more
solute.
 Divide the class into small groups of 3-4 students.
 Provide each group with a set of materials, including salt or sugar,
graduated cylinders or measuring cups, water, beakers or clear
cups, and stirring rods or spoons.
 Instruct each group to conduct an investigation to explore the
concepts of saturated and unsaturated solutions
 . After the investigation, reconvene the class and facilitate a
discussion to share their findings and observations.

Explain

D. Developing mastery 10  Break down the components of solution: solvent and solute and the
minutes types of solution: saturated and unsaturated
 Explain that the solvent component is present in greater amount,
while the solute component is the one that dissolved.
 Discuss the solubility
 Provide examples to illustrate the concepts.

Elaborate
E. Finding practical 10
application of minutes  Discuss the saturated and unsaturated.
concepts in daily  Teach students how to determine the saturated and unsaturated
living.
mixtures.
 Provide examples.

Recapitulation: Guess Who!

 The teacher will randomly pic a letter in a jar and those students
F. Making
whose name start with the letter will determine it it’s a saturated or
generalization and
unsaturated mixture.
abstractions about
the lesson
Saturated or Unsaturated?

1. Salt in water
2. Monggo seeds in water
3. Powdered juice in water
4. Cooking oil in water
 5. White vinegar in water

Evaluate
G. Evaluating learning 8 Directions: TRUE or FALSE
minutes Write TRUE if the statement is correct and if it is wrong write FALSE.

1. A solution is a mixture of two or more substances that are evenly

distributed and cannot be separated by filtration.
2. Solubility refers to the ability of a substance to dissolve in a
particular solvent.
3. The solute is the substance that does the dissolving in a solution.
4. When a solid dissolves in a liquid, the resulting solution is always
a homogeneous mixture.
5. The concentration of a solution is the amount of solute present
compared to the amount of solvent.

Directions: Write the letter of the correct answer.

1. Which of the following is an example of a homogeneous mixture?

a) Sand and water
b) Oil and vinegar
c) Salt and pepper
d) Orange juice with pulp

2. What is the solute in a solution of saltwater?

a) Salt
b) Water
c) Both salt and water
d) None of the above

3. Which factor does NOT affect the solubility of a solid solute in a

liquid solvent?
a) Temperature
b) Pressure
c) Surface area of the solute
d) Stirring or agitation

4. A solution with a pH of 3 would be classified as:

a) Acidic
b) Basic
c) Neutral
d) Alkaline

5. What is the process called when a gas is dissolved in a liquid?

a) Condensation
b) Evaporation
c) Dissociation
d) Carbonation.
Extend
H. Additional activities 2 Assignment:
for application or minutes At your home, Give at least five examples of solutions. Determine whether
remediation each solution is saturated or unsaturated, and identify the solvent and
solute within each solution. Take pictures of the solutions and print them on
a short bond paper, alongside labels indicating their saturation status,
solvent, and solute.

Submitted and Implemented By: Checked and Observed By:

LOVELY C. FRONDA MARJORIE P. LACAP PhD
BSE Science III-3 Instructor