Q1-LC-Sep 04

Republic of the Philippines
Department of Education
REGION IV-A CALABARZON
CITY SCHOOLS DIVISION OF TANAUAN
LESSON EXEMPLAR
LEARNING COMPETENCY NO. 9
MATATAG K to 10 School Tanauan School Grade Level 7

Curriculum of Fisheries
Weekly Lesson Name of Teacher Maria Olivia A. Learning Area Science
Log Opulencia
Teaching Dates Sep 09, 2024 Quarter 1st
and Time 7:00-2:00
I. CURRICULUM CONTENT, STANDARDS, AND LESSON COMPETENCIES

A. Content The properties of solutions such as solubility and reaction to litmus
Standards determine their use
B. Performance By the end of the Quarter, learners recognize that scientists use
Standards models to describe the particle model of matter. They use diagrams
and illustrations to explain the motion and arrangement of particles
during changes of state. They demonstrate an understanding of the
role of solute and solvent in solutions and the factors that affect
solubility. They demonstrate skills to plan and conduct a scientific
investigation making accurate measurements and using standard
units.
C. Learning Explain the concept of concentration and its importance to various
Competencies fields
D. Learning 1. define concentration in their own words and identify its

Objectives scientific meaning
2. design and conduct a simple experiment to demonstrate the
effect of concentration on a chemical reaction. (Following
procedures, using tools)
3. appreciate the importance of accuracy and focus in scientific
experiments and daily activities.
II. CONTENT
A. Subject Matter Science
B. Area/s for 1. English
Integration
1. Students can explore synonyms, metaphors, or analogies for
C. Integrated
"concentration" in their own words, reinforcing their
Concept/s
understanding and communication skills.
III. LEARNING RESOURCES
A. References
B. Other Learning
1
Tanauan School of Fisheries
Brgy. Ambulong Tanauan City, Batangas
(043) 774-4039 / (043) 455-2109
depedtanauan.tsf.301154@deped.gov.ph
Resources
IV. TEACHING AND LEARNING PROCEDURES
Before/Pre-Lesson Proper
Activating Prior Begin by asking students, "What does the word 'concentration' mean
Knowledge to you?" Have them share their ideas and write them on the board.
This activates prior knowledge and allows students to explore the
concept in their own words
Ask follow-up questions like, "Can you think of situations where

something is concentrated? How does concentration affect those
situations?"
Lesson "Today, we'll learn about the scientific meaning of concentration and
Purpose/Intention how it affects chemical reactions. We'll also explore how clear
communication helps us understand science better."
Lesson Language Introduce the scientific definition of concentration. Use clear and
Practice concise language, but also encourage students to explain the
concept in their own words
Introduce related scientific terms like "solute," "solvent," "dilute,"

and "concentrated." Have students create a simple illustration or
write a sentence using each word.
During/Lesson Proper
Reading the Key "Imagine you have a bowl of juice. Sometimes the juice tastes really
Idea/Stem strong, and sometimes it's weak. What do you think makes the juice
taste stronger or weaker?"
Show two pictures: one of concentrated juice (small amount in a

glass) and one of diluted juice (large amount of juice in a glass with
water).
Developing "Concentration refers to the amount of a substance (solute)
Understanding of dissolved in another substance (solvent)."
the Key Idea/Stem
"Imagine a city. Concentration is like how many people live in a
certain area. A crowded city is highly concentrated, while a less
crowded city is dilute."
Play a quick vocabulary game: Write "solute," "solvent,"

"concentrated," and "diluted" on separate pieces of paper. Divide the
class into teams. Read out a definition, and the first team to identify
the correct term wins a point.
2
(043) 774-4039 / (043) 455-2109
Deepening Materials:
Understanding of  Mentos candies (2)
 Diet soda (2 cups, same brand preferred)
the Key Idea/Stem
 Measuring cups (2)
 Spoons (2)
 Beakers or clear glasses (2)
 Timer
Procedure:
1. Label the beakers as "High Concentration" and "Low
Concentration."
2. Prepare the solutions:
o High Concentration: Add 1 cup of soda to the "High
Concentration" beaker.
o Low Concentration: Add 2 cups of soda to the "Low
Concentration" beaker.
3. Start the timer: Simultaneously drop a Mentos candy into each
beaker and start the timer.
4. Observe and record: Observe the eruption in each beaker.
Record the time it takes for the eruption to subside (fizzing
stops).
5. Compare and discuss: Discuss why one eruption might have
been faster than the other, relating it to the concept of
concentration.
After/Post-Lesson Proper
Making Imagine you're a scientist studying a new medicine. How might the
Generalizations concentration of the medicine affect its effectiveness in treating a
and Abstractions disease?
Evaluating 1. Define concentration in your own words.
Learning 2. List three factors that might affect the taste of a beverage
besides its concentration.
3. Imagine you are designing an experiment to test how
concentration affects the rate of a chemical reaction. Briefly
describe the following:
Materials: What materials would you use in your experiment?
Procedure: What steps would you follow to conduct the

experiment?
Additional Activities
for Application or
Remediation (if
applicable)
3
(043) 774-4039 / (043) 455-2109
Remarks
Reflection
Prepared: Checked: Noted:
Maria Olivia A. Opulencia Catherine N. Guererro Florida M. Magabo

Teacher I, Science Master Teacher 1, Science Head Teacher III, Math-Sci
Dept.
Approved:
Dr. Shirley C. Siman, PhD.

Vocational School Administrator III
4
(043) 774-4039 / (043) 455-2109

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Republic of the Philippines

MATATAG K to 10 School Tanauan School Grade Level 7

I. CURRICULUM CONTENT, STANDARDS, AND LESSON COMPETENCIES

D. Learning 1. define concentration in their own words and identify its

IV. TEACHING AND LEARNING PROCEDURES

Ask follow-up questions like, "Can you think of situations where

Introduce related scientific terms like "solute," "solvent," "dilute,"

Show two pictures: one of concentrated juice (small amount in a

Play a quick vocabulary game: Write "solute," "solvent,"

Materials: What materials would you use in your experiment?

Procedure: What steps would you follow to conduct the

Prepared: Checked: Noted:

Maria Olivia A. Opulencia Catherine N. Guererro Florida M. Magabo

Dr. Shirley C. Siman, PhD.

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