Schools Division Office – Caloocan City

MACARIO B. ASISTIO SR. HIGH SCHOOL (MAIN)

Pampano St. Kaunlaran Village, Caloocan City telefax No. 288-5093 Email Address: mbasistomain@gmail.com
____________________________________________________________________________________________________________________

Subject Area: SCIENCE 7 DATE: SEPTEMBER 30 , 2022 (Friday) – Grade 7 – Indonesia (8)
Grade 7 – Armenia (1)
Grade 7 – Georgia (6)
Note: Grade 7 – Japan (10) Scheduled for ANA
DATE: OCTOBER 3 , 2022 (Monday) – Grade 7 – Japan (10)
Grade 7 – Maldives (15)

Content Standard: Performance Standard:

The learners demonstrate an understanding of:  The learners should be able to:
Classifying substances as elements or compounds. Make a chart, poster, or multimedia presentation of
common elements showing their names, symbols, and uses.
I.Objectives: The learners should be able to…
MELC: Recognize that substances are classified into elements and compounds.
(S7MT-Ig-h-5)
 Create a presentation of common elements showing their names, symbols, and uses.
Specific Objectives:
 Identify an elements and its several characteristics.
 Design and use the superhero analogy to make create a presentation of common elements
showing their namesm symbols, uses, etc.; and
 Assess their knowledge about element properties when designing and creating virtually everything
we see around us using the student-created poster.
II. Subject Matter Reference:
Grade-7-Q1-MELCs-unpacked-inventory p.1
K to 12 Science Curriculum Guide August 2016 p.106
PERFORMANCE TASK
SCIENCE-MELCs-Grade-7 p. 384
(IPTA) MELCs Definitive Budget of Work (DBOW)
PRESENTATION OF COMMON Padolina, Ma. Cristina D. et al. Conceptual and Functional
ELEMENTS Chemistry (Quezon City, VIBAL Publishing House, Inc.), pp. 32-37
Materials: Illustration, Pictures, Charts
Link:
https://www.teacherspayteachers.com/Browse/Search:pe
riodic%20table%20of%20elements%20poster%20project
www.pinterest.com

III. Procedure:
Preliminary Activities:
 Greetings
 Classroom conditioning
 Checking of attendance

A. Motivation/Drill/Review: Hugot Lines:

Direction: Bring some humour and crack a joke.
1. Ang happiness di nag uumpisa sa “H”… kundi sa “U”
2. Did you hear that Oxygen is going out with magnesium? OMg
3. You must be made of Flourine, Iodine and Neon because you are so…
4. But if not… Are you made up of Gold, Titanium, Sulfur and Carbon?

5. What is a laughing gas?

B. Vocabulary Development/Unlocking of Difficulties
Define It: In small groups, have students engage in open discussion. Remind them that all ideas should
be respectfully heard. Ask the students:
o How would you describe a "property" of an object? (Answers will vary. Possible answers
include: smells, odorless, sticky, large, small, red, etc.)
Vocabulary: Ask students to write down the following vocabulary words on a sheet of paper or
in their science journals and then develop their own definitions of these words based on what
they have learned so far. Terms to use:
• ELEMENT (A substance that cannot be broken down by chemical reactions.)
• PHYSICAL PROPERTY (A characteristic of matter, such as boiling point, melting point, freezing
point,
density, color or smell.)
• CHEMICAL PROPERTY (a characteristic of matters that affects the chemical structure of matter.

C. Lesson Proper/Presentation of the Lesson

1. Before designing, direct the students to choose a specific audience for their character (elementary,
middle or high school students), and keep that audience in mind when determining the nature,
aesthetics (the looks) and super power of their character.
For example, think of the various animated characters that are popular today with younger kids
(perhaps Dora the Explorer or Sponge Bob), compared to those popular with teens (perhaps
football/skateboard game characters or Japanese anime).
Ask: What are the differences in the visual look and nature of these characters?
Possible Answer: (Perhaps colors [bright vs. dark], shape [simple vs. complex], nature [childlike vs.
mature], etc.) The point is to create something that appeals to your target audience.
2. Direct students to refer to the properties on their books research materials, and periodic table, and
design their superhero to have similar characteristics. The superhero's main power should be related
to an item on the information given.
3. Guide students to brainstorm together to come up with creative ideas. If it helps to generate ideas,
show the attached Element Superhero Example.
Remind students of the brainstorming tips:
 No negative comments allowed.
 Encourage wild ideas.
 Record all ideas.
 Build on the ideas of others.
 Stay focused on the topic.
 Allow only one conversation at a time.

4. Remind students that each group must come up with a name for the superhero that relates to the
name of the element.
5. Have students draw their superhero (as time permits). Each drawing should include the element's
symbol and atomic number, as well as a short description of the hero's powers and properties.
6. After the learners conducted the activity, the teacher facilitates the discussion using guided
questions provided on the activity.

D. Discussion (Indicate questions that will elicit answers from the students. Use HOTS as basis for formulating
questions)
Guide Questions:
1. Elements in the same column of the periodic table have what in common?
2. What are the horizontal rows of the periodic table called?
3. What family/groups of elements is in the right-most column of the periodic table?
4. What family/groups of elements is in the left-most column of the periodic table?
5. Elements in the periodic table are listed in ______.
6. Which of the following is the abbreviation for ;
a. Gold = ________
b. Silver = _______
 c. Mercury = ______

E. Generalization
Concepts Learned:
 Complete the following passages;
All different elements are arranged in the ___________________ table. Elements with
similar properties are found in columns called ___________. The rows are known as
____________. The non-metals are found on the _________ side of the periodic table and
the metals are found on the side of the periodic table.

F. Application
Uses of the Periodic Table
 One of the main uses of the periodic table is to predict the chemical properties of an element
based on its location.
 The table allows scientists to easily grasp the relationships and similarities among the
elements, which are the building blocks of all matter.
G. Evaluation
Pair Checking: Find a partner and assess each others work by puttin a checkmark (√) if the required information is
present and an (x) mark if the information is not present.

Required Information Description √ or X

Must be placed in the proper manner.
1. Element Symbol
Should be about 3 inches high
Placed underneath the symbol.
2. Element Name
Smaller than the symbol
Place above the element symbol,
3. Atomic Number
Right tip of the drawing.
Place below the element symbol, bottom of the
4. Atomic Mass
drawing.
5. States of Matter Is the element Solid, liquid or gas?
6. Types of Matter Is the element metal, non metal or metalloid?
List the name of the person who discovered it and
7. Who discovered it?
a picture if possible
8. When was it Give information about when and where it was
discovered? discovered?
Complete examples of how it is used.
9. How is it used/ You may use picture or brief description of its
uses.
10. Chemical and
Give an example of each
Physical Properties
11. Unusual Facts Give at least one but you can add more
CREATIVITY
Is the information placed carefully so that you can
12. Neatness
see everything on it? Can I read everything on it?
Is it eye-catching? Does it follow the direction
13. Color
given for the creating their drawing?
14. Images Does it have clear pictures or graphics on it?
15. WOW Factor Is it impressive?
TOTAL
IV. REFLECTION
7– 7 – INDIA 7– 7 – JAPAN 7–
GEORGIA (7) INDONESIA (10) MALDIVES
(6) (8) (15)
A. No. of learners who earned 80% on
the formative assessment
B. No of learners who require additional
activities for remediation
C. Did the remedial lessons work? No. of
learners who caught up with the lesson
D. No. of learners who continue to
require remediation.
E. Which of my teaching strategies
worked well? Why did this 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?

V. Assignment
Presentation of Output:
1. Have each student present their design of an element superhero.
2. Require the presentations to include: the name of the element, the element clues that were given,
specifically how the element was identified, the chemical symbol, the atomic number, the name of the
superhero, how the superhero's look relates to the element, how the superhero's powers relate to the
element, the audience for the character, and how they designed it for that audience, and a drawing of the
superhero.

Prepard by:
ROWENA S. NADAO
Subject Teacher

Checked by:
JONALITA C. CRISTOBAL
Head, Science Department