ATATAG K TO 10 CURRICULUM

School: Visit DepEdResources.com for More Grade Level: 7

MATATAG Name of Teacher EDLYN U. PAGARA Learning Area: SCIENCE (CHEMISTRY)
K to 10 Curriculum
Teaching Dates and Time: SEPTEMBER 16 - 20, 2024 (WEEK 8) Quarter: First
Weekly Lesson Log

I. CURRICULUM CONTENT, STANDARDS, AND LESSON COMPETENCIES

A. Content The learners shall learn the properties of solutions such as solubility and reaction to litmus paper and other
Standards indicators.

B. Performance By the end of the quarter, the learners shall demonstrate an understanding of the role of solute and solvent in solutions
Standards and the factors that affect solubility.

C. Learning Learning Competency

Competencies The learners shall be able demonstrate how different factors affect the solubility of a solute in each solvent; identify
and Objectives solutions such as acids, bases, and salts which can be found at home, and in school that react with litmus paper; and
demonstrate proper use and handling of science equipment.
Learning Objectives
At the end of the lesson, the learner shall be able to:
1. explain how temperature affects the solubility of solid material.
2. explain how the nature of solute/particle size and solvent affect the rate of solubility.
3. identify solutions such as acids, bases, and salts which can be found at home, and in school that react with litmus
paper
4. identify the different science equipment, demonstrate the proper handling of science equipment, and appreciate the
importance of science equipment.

D. Content Factors Affecting Solubility

Types of Solutions
Proper Use and Handling of Science Equipment

E. Integration Biochemistry, biology, environmental science, medicine and healthcare, education and research, food science and
nutrition, analytical techniques
II. LEARNING RESOURCES

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● Science 7 Q1 PIVOT Learning Materials pages 20-24

● Asuncion, Alvie et.al “Science Grade 7 Learners Material” First Edition 2017, 111-112
● Set-up of Filtration (3D diagram). Retrieved from https://quizlet.com/hk/241654822/set-up-of-filtration-3-d-diagram/
● Saturated vs. Unsaturated Solutions. Retrieved from https://chemistrynonmetals.wordpress.com/solubility/

III. TEACHING AND LEARNING PROCEDURE NOTES TO TEACHERS

A. Activating Prior DAY 1

Knowledge Short Review
Guided by the illustrations, the learners will calculate word problems on concentration
of solution.

1. What is the % of concentration of sugar in 355 mL coca cola?

2. What is the % concentration of sugar in 591 mL of Gatorade?

B. Establishing 1. Lesson Purpose

Lesson Purpose The learners should be able to explain how temperature affects solubility of a solid
material.

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2. Unlocking Content Vocabulary

Ask the learners to read the following sentences. Then let them determine the meaning of
the underlined words through the context clues. (5 minutes)
1. Solubility is the degree to which a substance dissolves in a solvent to make a
solution. (Amount, lack, loss, differ)

2. Similar ratios of solutes can be used to investigate the effect of temperature

difference on their solubility. (Difference, percentage, whole, disproportions)

3. Wine is a mixture of alcohol and fermented fruits. (non-alcoholic, fresh, soured,

sweet)
4. Temperature affects the solubility of a material. (condition, coolness, high
temperature, hotness and coldness).

C. Developing and 1. Explicitation

Deepening The learners will be asked to read and understand the text.
Understanding
Solubility is the ability of a solid, liquid, or gaseous chemical substance (referred to
as the solute) to dissolve in solvent (usually a liquid) and form a solution. The solubility
of a substance fundamentally depends on the solvent used, temperature and pressure.
The solubility of a substance in a particular solvent is measured through the
concentration of the saturated solution. A solution is considered saturated when adding
additional solute no longer increases the concentration of the solution.

The solubility of a given solute in each solvent typically depends on temperature.

For many solids dissolved in liquid water; solubility tends to correspond with increasing
temperature. As water molecules heat up, they vibrate more quickly and are better
able to interact with and break apart the solute.

Solubility can be found in everyday life. For example:

1. Salt or sodium chloride – usually soluble in water at 20°C.
2. Sugar usually dissolves in water molecules at 20°C.
3. Gelatin - soluble in water in the presence of heat.

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4. Powdered juices are a mixture of sugar, flavorings, and preservatives, usually

soluble in water at 20°C.
1. Wine is a mixture of alcohol and fermented fruits.
2. Soap - since it contains carbon, hydrogen, and salt, it dissolves in contact with
water.
3. Oxygen – oxygen atom, dissolved in water, is essential for the aquatic world's
inhabitants and other living things.

1. Worked Example
1. What is solubility?

2. How does temperature affect the solubility of a solid material? When a solution
is heated, what do the molecules of solvent (water) do with the solute?

3. Is solubility important to daily life? Why? Why not?

3. Lesson Activity
The learners will conduct a simple investigation by group to see how fast coffee Refer to Learning Activity
dissolves in cold and hot water. Sheet #1

Title: How Fast Does Coffee Dissolve in Hot Water? Cold Water?

Materials:
2 cups hot water 2 stirrers
2 cups cold water measuring cups
instant coffee powder measuring spoon
clear plastics cups

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Procedure:
1. Place 1/2 cup of cold water in a cup.
2. Place 1/2 cup of hot water in another cup.
3. At the same time, add 1/2 teaspoon of coffee in each cup.
4. Stir the solution for 10 seconds and observe.
5. Stir the solution for another 10 seconds and observe.

Note:
The procedure mentioned above, is only one method learners can use in performing
the activity. Different ratios of coffee can be assigned to investigate the effect of
temperature on the solubility of material. Safety Notes:
The learners will discuss the result of the investigation by answering the guide questions: Be careful when handling
1. At what temperature does coffee dissolve faster? Slower? boiling water, as it can
2. Does temperature affect the solubility of coffee? Give evidence based on your cause burns. Use
observations. appropriate safety
3. What is the relationship of temperature and solubility? precautions and equipment
4. When a coffee is added to hot water, what do the molecules of solvent (water) do with when dealing with hot
the solute (coffee)? water. Do not pour the
boiling water in plastic cups.

D. Making Learners’ Takeaways

Generalizations Using the spider diagram, the learners will write down the effects of temperature
differences on the solubility of a solid material.

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Reflection on Learning
Does conducting investigations help you better understand the effect of temperature
difference on the solubility of a solid material? If yes, how?

IV. EVALUATING LEARNING: FORMATIVE ASSESSMENT AND TEACHER’S REFLECTION NOTES TO TEACHERS

A. Evaluating 1. Formative Assessment ANSWER KEY:

Learning Written Work. 1. D
The learners will be given a set of questions which will serve as formative assessment 2. A
to evaluate their learning outcomes for the day’s lesson objectives and competencies. 3. C
4. B
Directions: Read each question carefully and write only the letter of the correct answer
5. A
on a separate sheet of paper.
1. What is the maximum amount of solute that can be dissolved in a fixed amount
of solvent at a given temperature?
A. Dilution
B. Dissolution
C. Percent by mass

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D. Solubility

2. All the following affects the solubility of a solid in a liquid EXCEPT:

A. Pressure
B. Stirring
C. Surface area
D. Temperature

3. Which of the processes can help solids dissolve faster?

A. Decrease the amount of solvent.
B. Decrease the temperature of the solution.
C. Increase the temperature of the solution.
D. Increase the amount of solute.

4. Which method below will not speed up the rate of salt dissolving in water?
A. Increasing the surface area of the solute
B. Decreasing the temperature of the solvent
C. Stirring the solute into the solvent
D. Heating the solvent before adding the solute

5. A greater amount of sugar will dissolve in warm water than in cold water. What
is the factor affecting solubility?
A. Temperature of solvent
B. Nature of solute
C. Amount of solute
D. Manner of stirring

6. Homework
The learners will be tasked to have an advance reading on the factors affecting
solubility such as particle size and stirring.

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A. Activating Prior DAY 2 ANSWER KEY:

Knowledge 1. TEMPERATURE
Short Review 2. SOLUBILITY
The learners will unlock the hidden words. Write the word in the space provided. 3. SOLUTE
4. SOLVENT
1. EEETTRRAPUM - is the degree of hotness or coldness of a body.

2. LLIISOUBTY - is the degree to which a substance dissolves in a solvent to make a

solution.

3. EOULST- is the substance being dissolved.

4. EOLNSTV - the substance doing the dissolving.

B. Establishing Lesson 1. Lesson Purpose

Purpose The learners will compare the solubility of different solid substances when
exposed to a solvent with varying temperatures.

2. Unlocking Content Vocabulary

The piece the learners will read serves as a springboard for a much deeper
discussion of solubility. They will also be asked to cite unfamiliar terms, phrases or
sentences.
Three Factors Affecting Dissolving
The rate of dissolving is a very important property of solutions. The rate of dissolving
depends on several factors:
• Temperature
• Agitation
• Particle size

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For most solid solutes, the rate of dissolving is greater at higher temperatures. At high
temperatures, the solvent molecules have greater kinetic energy and collide with
undissolved solid molecules more frequently.

Agitating a mixture by stirring or shaking the container increases the rate of dissolving.
Agitation brings fresh solvent into contact with undissolved solute.

Decreasing the size of the particles increases the rate of dissolving. When a large
mass of solute is broken into smaller pieces, the surface area in contact with the
solvent increases.

Solubility and Particle Attractions

The reasons why a solute may or may not dissolve in a solvent are related to the
forces of attraction between the solute and the solvent particles. When the forces of
attraction between different particles in a mixture are stronger than the forces of
attraction between like particles in a mixture, a solution forms.

C. Developing and 1. Explicitation

Deepening Refer to Learning Activity
Understanding Ask learners to investigate how factors such as temperature, particle size, and stirring Sheet #2
affect the solubility of a substance and the rate at which substances dissolve.

Title: Size Matters!

Materials: Safety Notes: Be careful

4 cups hot water measuring when handling boiling
cup/beaker 2 teaspoon crushed salt measuring water, as it can cause burns.
spoon Use appropriate safety
2 tablespoon of rock salt precautions and equipment
when dealing with hot
Procedures: water. Do not pour the
1. Place 20 mL of hot water in a cup. boiling water in plastic cups.
2. Place another 20 mL of hot water in another cup.

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3. At the same time, add 2 teaspoons of rock and crushed salts to each cup.

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4. Stir the salt in each cup for 10 seconds and observe.

5. Record your observation.
6. Set aside both containers/
7. After 5 minutes, observe closely the bottom of the container.

2. Worked Example
Discuss the result of investigations. Ask the following questions:
1. Which dissolves faster in hot water: rock salt or crushed salt?
2. Does temperature affect how fast rock salt and crushed salt dissolve in water?
Give evidence based on your observations.
3. Does particle size affect how fast rock and crushed salts dissolve in water?
Give evidence based on your observations.

3. Lesson Activity
The learners will arrange the correct sequence of process of dissolving at particle
level by writing down a number before each step. The diagram serves a guide in
identifying the steps.
SOLUBILITY OF SUGAR

Particles of sugar begin to break of from the lump.

Eventually, all the sugar particles become evenly distributed throughout the
water.
More and more sugar particles move away and randomly bounce around.
A lump of sugar is dropped to a beaker with water.

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D. Making Learners’ Takeaways

Generalizations Using the spider diagram, the learners will write down the effects of particle size and
stirring on the solubility of a solid material.

Reflection on Learning
Does conducting investigations help you better understand how particle size and
stirring difference affect the solubility of a solid material? If yes how?

IV. EVALUATING LEARNING: FORMATIVE ASSESSMENT AND TEACHER’S REFLECTION NOTES TO TEACHERS

A. Evaluating 1. Formative Assessment ANSWER KEY:

Learning Written Work.
The learners will be given a set of questions, which will serve as formative assessment 1. B
to evaluate their learning outcomes for the day’s lesson objectives and competencies. 2. A
Directions: Read each question carefully and write only the letter of the correct answer 3. A
on a separate sheet of paper.
4. A
1. Which process or processes affects the speed of dissolving?
A. Stirring only 5. D
B. Particle size, temperature, stirring.

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C. Particle size only

D. Type of container used

2. Which factor would not affect the solubility of sugar in water?

A. Add salt to water.
B. Grind the sugar to make it finer.
C. Stir the water and sugar.
D. Heat the water and sugar.

3. Imagine that you performed an experiment in which you dissolved different samples of sugar
(sugar cubes, extra fine sugar ad regular table sugar) into water samples to compare how
long they took to dissolve. What factor would be at least important to the design of this
experiment?
A. All samples must be tested exactly at the same time.
B. The sugar samples must contain sugar and water only.
C. All water samples must have the same temperatures.
D. The same amount of sugar must be placed in each sample.

4. How does shaking or stirring a mixture of solute and solvent affect a solution?
A. It increases the rate of dissolving.
B. It decreases the rate of dissolving.
C. It increases the solubility of solute.
D. It decreases the solubility of solute.

5. These are the factors affecting the solubility of the substance EXCEPT:
A. Particle
B. Rate of stirring
C. Nature of solute and solvents
D. Humidity

2. Homework
The learners will be tasked to write in their notebooks the different solutions found at home
and in school.

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A. Activating Prior DAY 2 The teacher will explain to the

Knowledge learners that some everyday
Short Review words have different meanings
Learners will be asked to read the listed words based on the previous lesson and when used in science. It is
will supply the needed information: significant to recognize these
differences in word use in the
Acids Salts language.
Bases Solutions
The teacher will establish
the linkage of idea from the
1. Select one of the words above and write one sentence using the word in everyday definition of acids, bases, and
language. salts to identifying acidic,
2. Select one of the words above and write one sentence using the word in scientific basic, and salt solutions found
meaning. at home and in school.

B. Establishing 1. Lesson Purpose The teacher will facilitate

Lesson Purpose Explain to the learners that the lesson is all about acids, bases and salts and the discussion by asking
perform simple activity using solutions found at home and in school. the learners to give their
insights on the unfamiliar
2. Unlocking Content Vocabulary terms, phrases, or
The learners will be given reading material. After reading, they will mark and describe sentences cited/identified
unfamiliar terms, phrases, or sentences. in an operational manner.
Acids and bases are found all around us, and the currency of acid-base chemistry is
the proton, or hydrogen ion. Acid-base chemistry is part of everyday life, from baking Then, the teacher will
food to the innumerable reactions that keep the human body alive. Acid-base chemistry provide additional
is measured on the pH scale—the concentration of hydrogen ions in a solution. Buffers information/knowledge on
can control pH, whether used in the lab or in the acid- base components of human those cited/identified
blood. The role of acids and bases will be shown in food—from the rise of a cake to the terms, phrases, and
making of cheese. In the environment, acid rain plagues industrial portions of the sentences.
world; the chemical nature of acid rain reactions and the environmental response and
impact is part of acid-base chemistry.

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C. Developing 1. Explicitation Refer to Learning Activity

and Deepening The learners will perform a class activity entitled “Acid (and Base) Rainbows”. Sheet #3
Understanding
Objective:
At the end of the activity, the learners will be able to identify which solutions are
acids, base, and salt.

Materials:
Litmus paper (red and blue) vinegar tap water
10 plastic cups dishwashing liquid baking powder
Dropper coffee calamansi
Stirrer toothpaste
plastic teaspoon distilled water

Procedure:
1. Prepare 20 strips of litmus paper (10 blue, 10 red).
2. Place one (1) teaspoon of each sample in a plastic cup. Label the cups using a
marker and masking tape.
3. At each cup dip one (1) red and one (1) blue litmus paper for about 10 seconds
then remove and observe any color change. Be sure to put the paper towel under
the test strips so you do not spill any substances on the counter tops.
4. Record the change in color of the litmus paper in the correct column of the table.
5. Fill in the last column of the table. Is the substance an acid, base, or salt?
6. Repeat for the remaining substances.

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2. Worked Example
The learners will be asked to answer the table: The teacher will observe
learners’ answers and will
Substance Litmus Paper color change Acid, base or Salt
ask the learners to
volunteer their answers,
giving positive feedback.

3. Lesson Activity The teacher will select a

The learners will be asked to read out and answer the following questions: sample answer for all
1. What happens to the red litmus paper when you dip it on acid substances? learners to write down. This
2. What happens to the blue litmus paper when you dip it on acid substances? may come from one of the
3. What happens to the red litmus paper when you dip it on base substances? learners or from the sample
4. What happens to the blue litmus paper when you dip it on base substances? answers.
5. What happens to the blue and litmus paper when you dip it on salt substances?
6. What are the acidic solutions found at home and in school?
7. What are the basic solutions found at home and in school?

D. Making Learners’ Takeaways

Generalizations The teacher will highlight to the learners that the lesson is all about acid, base,
and salt, performing a simple activity and identifying the different acids, bases and
salts solutions found at home and school.
The learners will be asked to answer the listed question either by class discussion
or writing the answers in their worksheet.

Reflection on Learning
Has this lesson helped you to better identify the different acids, bases and salts
solutions found at home and in school?

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IV. EVALUATING LEARNING: FORMATIVE ASSESSMENT AND TEACHER’S REFLECTION NOTES TO TEACHERS

A. Evaluating Learning 1. Formative Assessment

The learners will be given a set of questions which will serve as formative assessment to evaluate
their learning outcomes for the day’s lesson objectives and competencies.
Direction: Read each question carefully and write only the letter of the correct answer on a
separate sheet of paper.

1. Acids gives some foods a/an taste. ANSWER KEY:

A. Sour 1. A
B. Alkali 2. B
C. Corrosive 3. D
D. Neutral 4. D
2. Which among the following solutions are acid? 5. B
A. Soap
B. Vinegar
C. dishwashing liquid
D. baking soda
3. Which of the following solutions are base?
A. Vinegar
B. Coffee
C. lemon juice
D. soap
4. What happen to the red litmus paper when dip in salt solution?
A. turns blue
B. turns green
C. turns yellow
D. no change in color
5. What happen to the blue litmus paper when dip in a vinegar?
A. turns green
B. turns red
C. turns yellow
D. no change in color

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ATATAG K TO 10 CURRICULUM

A. Activating Prior Day 4 Present and explain the

Knowledge lesson objectives to the
Short Review learners.
Based on the previous lesson about solutions, what are the things you need to
prepare? Write it on any scratch paper and place it on the bucket.

B. Establishing Lesson 1. Lesson Purpose

Purpose Present and explain the lesson objectives to the learners.
The learners can:
• identify the different science equipment,
• demonstrate the proper handling of science equipment, and
• appreciate the importance of science equipment.

2. Unlocking Content Vocabulary

Spot the Difference is a popular and

beneficial game that people of all ages enjoy
playing. It improves visual attention,
concentration, comparison, and scanning
skills in a fun way.

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Questions:
1. What are the things you found different from the two pictures?

2. Are you familiar with these things?

3. What is the setting of the picture?

C. Developing and 1. Explicitation

Deepening The learners will watch the video about science laboratory equipment. The learners
Understanding will write down important equipment’s they watched and its use.

YOUTUBE WATCH
https://www.youtube.com/watch?v=6eP1VUegldc

The teacher will facilitate the discussion by asking the learners to give their insights
first on the unfamiliar terms, phrases, or sentences cited/identified in an operational
manner.
Then, the teacher will provide additional information/knowledge on those
cited/identified terms, phrases, and sentences.

2. Worked Example
The learners will be grouped into four. Each group will have a respective station. At
each station, there will be a poster and a short video on how to properly handle the
equipment. The learners will take down and the different science equipment in each
station.

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The learners will be asked to read out and answer the following questions:
1. What are the science equipment use for measuring?
2. What are the four classifications of science equipment?
3. What is the main function of glassware?

3. Lesson Activity
1. How is the equipment grouped?
2. What is the importance of knowing the proper handling and use of the science The teacher will observe the
equipment? learners’ answers and will
3. How does this equipment help you and other fields such as medicine with their ask the learners to volunteer
tasks? their answers, giving
The teacher will observe the learners’ answers and will ask the learners to volunteer positive feedback.
their answers, giving positive feedback.

D. Making Learners’ Takeaways The teacher will highlight to

Generalizations The learners will be asked to answer the listed question either through class the learners that the lesson
discussion or writing the answers in their worksheets. is all about the proper
handling of science
Reflection on Learning equipment.
Has this lesson helped you to better identify the use and proper handling of science
equipment? If so, how?

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IV. EVALUATING LEARNING: FORMATIVE ASSESSMENT AND TEACHER’S REFLECTION NOTES TO TEACHERS

A. Evaluating Learning 1. Formative Assessment

Performance task.
The learners will draw one piece of scientific equipment and write its use and proper
handling. The learners will do their activity on a bond paper.
 5 points for scientific equipment
 5 points for the use and proper handling of science equipment

2. Homework
The teacher can assign homework to the learners about other science laboratory
equipment that was not mentioned in the discussion.

B. Teacher’s Remarks Note observations on

any of the following Effective Practices Problems Encountered
areas:

strategies explored

materials used

learner engagement/
interaction

others

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C. Teacher’s
Reflection Reflection guide or prompt can be on:

▪ principles behind the teaching

What principles and beliefs informed my lesson?
Why did I teach the lesson the way I did?

▪ students
What roles did my students play in my lesson?
What did my students learn? How did they learn?

▪ ways forward
What could I have done differently?
What can I explore in the next lesson?

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