1

Date: June 2-6, 2014

Topic: Orientation on School Rules and Policies
Classroom Election of Officers

Date: June 9- 11, 2014

Topic: Orientation to the different sections
Answer the activity “My Learning’s in Science in Elementary”

Date: June 12, 2014

Topic: Independence Day

Date: June 13, 2014

Length of Lesson: 60 minutes

I. OBJECTIVES OF THE LESSON

At the end of the lesson, 70% of the students will be able to:

1. define science and technology;

2. grasp practical importance of technology; and
3. value the usefulness of science and technology.

II. SUBJECT MATTER:

Topic: Science and Technology: An Introduction

Reference/s: Science and Technology for the Modern World

Internet

Materials: Chalk, Handouts

Key Concept/s:

 Science- is a systematized body of knowledge that is based on facts and

observations.
 Technology- is the application of scientific principles and knowledge.

Key Vocabulary: Science, Technology

Teaching Strategy: Lecture

 2

III. TEACHING/ LEARNING PROCEDURE

A. Preparatory Activity

Preliminaries: The class starts with a prayer. Cleanliness of the room is checked.
Then, attendance of the students and late comers are checked by the beadle or the student in-
charge.

B. Presentation of the Lesson

Motivation: Students are tasked to recall topics discussed in elementary. Each

student is called to share his/her previous understanding in the topics in science. They are going
to response to the question: What are the topics you’ve learned in science?

C. Lesson Proper

The teacher explains to the class the meaning of science and technology. More
importantly, the teacher solicits answer to the students on the practical importance of technology
to oneself, community and country.

IV. EVALUATION

After the discussion, students are evaluated based on what is shared or discussed to them.
A small piece of paper is used as an evaluation form, a one fourth sheet of paper.

Discuss the following questions briefly:

1. Differentiate science from technology.

2. Give some practical importance of technology.

V. ASSIGNMENT

In your notebook, enumerate the branches of science with definition.

Prepared by:

GLEN L. VILLONEZ
Teacher II

Checked by: Noted by:

LORNA A. ALQUINO CONCHITA M. LOJA

Master Teacher I OIC- Science
 3

Date: June 16, 2014

Length of Lesson: 60 minutes

I. OBJECTIVES OF THE LESSON

At the end of the lesson, 70% of the students will be able to:

1. identify the major branches of science;

2. place different examples of each branch; and

3. appreciate the relevance of each science.

II. SUBJECT MATTER

Topic: Branches of Science

Reference/s: Science and Technology Textbook

Materials: Manila paper, pentel pen, strip of paper

Key Concept/s:

- The major branches of science are physical science, life science and earth
science. Life science deals with the study of living things; physical science concerns with non-
living things and earth science focus on earth’s physical structure, properties or development.

Key Vocabulary: Science, Life Science, Physical Science, Earth Science.

Teaching Strategies: Small Group Discussion, Brainstorming.

III. TEACHING/ LEARNING PROCEDURE

A. Preparatory Activity

The class starts with a prayer. Cleanliness of the room is checked. Then,
attendance of the students and late comers are checked by the beadle or the student in-charge.

B. Presentation of the Lesson

Review: Ask this question, why science is important?

Motivation: Did you know that the word science is broad concept, therefore, we
need to understand its major division, and can you guess the major branches of science?
 4

C. Lesson Proper

Students will be gathered as a group. They will be given an activity paper. They
are going to classify the sciences presented as life, physical and earth science. After discussing
the questions together with their groupmates, the group will post their work on the board (using
manila paper). They are going to work as fast as they can.

Scoring is based on the correct placing of the sciences. See attached activity in the
appendix.

After the activity, students will be asked, why it is important to understand the
specific field of science?

Post Discussion: The teacher wrap- up the activity. Important inputs are given. After the
short talk, one student will generalize the topic for the day.

IV. EVALUATION

In a 1/4 sheet of paper, answer what is asked. Classify the following sciences as life,
physical and earth science.

1. Astronomy 6. Ornithology

2. Botany 7. Oceanology

3. Peleology 8. Ecology

4. Zoology 9. Physics

5. Chemistry 10. Geology

V. ASSIGNMENT

Enumerate and define the different attitudes of a scientist.

 5

Appendix 1

Classify the following sciences as life, physical and earth science.

Physics Cytology Bacteriology

Ichthyology Astronomy Virulogy

Ornithology Geography Mycology

Chemistry Herpetology Entomology

Ecology Oceanology Petrology

Appendix 1 Answers Key

LIFE SCIENCE PHYSICAL SCIENCE EARTH SCIENCE

Ichthyology Physics Astronomy

Ornithology Chemistry Geography

Ecology Petrology Oceanology

Cytology

Herpetology

Bacteriology

Virulogy

Mycology

Entomology
 6

Evaluation Answers Key

1. Astronomy - Earth 6. Ornithology - Life

2. Botany - Life 7. Oceanology - Earth

3. Peleology - Physical 8. Ecology - Life

4. Zoology - Life 9. Physics - Physical

5. Chemistry - Physical 10. Geology - Earth

 7

Date: June 17, 2014

Length of Lesson: 60 minutes

I. OBJECTIVES OF THE LESSON

At the end of the lesson, 70% of the students will be able to:

1. define realistically attitudes of a scientist;

2. demonstrate attitudes of a scientist; and

3. appreciate the importance of having an attitude same with the scientist.

II. SUBJECT MATTER

Topic: Scientific Attitudes

Reference/s: Science and Technology Textbook, Internet

Materials: Manila paper, pentel pen, scotch tape

Key Concept/s:

Scientific attitudes- refer to the characteristics of a scientist.

1. A scientist must be curious about the world Example: Galileo Galileo's curiosity
about the heavenly bodies made him the first person to use a telescope to study the moon, the
sun, the planets and the stars.

2. A scientist is logical and systematic Example: Among the reasons why Gregor
Mendel discovered the principles of heredity when others have failed was his logical
experimental methods and his careful and accurate record keeping.

3. A scientist is open-minded and free of bias Example: An open-minded person is one

who can modify plans or discard hypotheses if necessary. One such person was Johannes Kepler
who was hired to develop evidence that planets moved along perfect circles.

4. A scientist is intellectually honest Example: Isaac Newton built his laws of motion on
the previous work of Galileo and others.

5. A scientist works hard and is persistent Example: Marie Curie was the first person
ever to be awarded the Nobel Prize twice. It was not surprising considering how hard she
worked.
 8

6. A scientist does not jump to conclusions Example: John Dalton's atomic theory was
backed by experimental evidence. He was not the first to propose that the atom was the smallest
particle of matter, but he was the first to use experimental evidence to support his theory.

7. A scientist is a creative and critical thinker Example: Albert Einstein was able to
derive his theory of relativity because he went beyond what was given and known at that time.
He saw links and connections where others did not. He looked at things from different
perspectives.

8. A scientist is rational.

9. A scientist is willing to suspend judgment until he is sure of his results.

10. A scientist tries new approaches to arrive at solutions.

Definitions:

1. Curiosity. A scientist shows interest and pays particular attentions to objects or events. He
asks questions and seeks answers.

2. Objectivity. A scientist is objective if he does not allow his feelings and biases to influence
his recording of observations, interpretation of data, and formulation of conclusions.

3. Critical-mindedness. A scientist bases suggestions and conclusions on evidences. When in

doubt, he questions the veracity of a statement in relation to the evidences presented.

4. Open-mindedness. A scientist listens to and respects the ideas of others. He accepts criticism
and changes his mind if reliable evidence contradicts his believes.

5. Inventiveness. A scientist can generate new and original ideas.

6. Risk-taking. A scientist expresses his opinions and tries new ideas even at the risk of failure
or criticism.

7. Intellectual honesty. A scientist gives a truthful report of observations. He does not withhold
important information just to please himself or others.

8. Humility. A scientist is humble when he admits that he is not free from committing errors. He
recognizes that there may be better ideas and realizes that there are individuals whom he may
have to consult to arrive at correct observations and conclusions.

9. Responsibility. A scientist actively participates in a task and also dutifully performs tasks
assigned to him.

10. Being Unbiased. A scientist must be unbiased towards a given doctrine or practice while
finding a truth behind hit.
 9

11. Analytical capacity. A scientist must possess and force a reader of his theory for further
analysis with full capacity.

12. Acceptance of failure. A scientist must be honest enough to accept failure of a particular
research and should not try to falsify with prejudice any such methods, data, practice or doctrine,
on which he does approach scientifically.

13. Accuracy. A scientist must be accurate in his findings and reporting.

Key Vocabulary: Scientific attitude,

Teaching Strategies: Small group discussion, brainstorming

III. TEACHING/ LEARNING PROCEDURE

A. Preparatory Activity

The class starts with a prayer. Cleanliness of the room is checked. Then,
attendance of the students and late comers are checked by the beadle or the student in-charge.

B. Presentation of the Lesson

Review: Ask students, why it is important to understand specific field of science?

Motivation: Remember, technology is a product of science. Before achieving of

something, a scientist must possess important characteristics for him/her to discover or invent of
something. Now, what are the significant attitudes must a scientist possess? Do we possess
significant attitudes that scientists have?

C. Lesson Proper

Each group will be given 2 attitudes of a scientist. The group will discuss what
manifestations or signs that this attitude can be portrayed. The leader will facilitate the
discussion. Their responses will be reflected in a manila paper. After the time allotted (30
minutes), one member of each group will discuss their output in front of the class. The teacher
will rate their presentation.

Post Discussion: The teacher will sum up the information presented. Misconceptions will
be corrected. Then, one student will generalize the result. .

IV. EVALUATION

In a ¼ sheet of paper, identify the attitude that is referred to.

1. A scientist does not allow his feelings and biases to influence his recording of
observations, interpretation of data, and formulation of conclusions.
 10

2. A scientist bases suggestions and conclusions on evidences. When in doubt, he

questions the veracity of a statement in relation to the evidences presented.
3. A scientist shows interest and pays particular attentions to objects or events. He asks
questions and seeks answers.
4. A scientist can generate new and original ideas.
5. A scientist gives a truthful report of observations.
6. A scientist is humble when he admits that he is not free from committing errors.
7. A scientist actively participates in a task and also dutifully performs tasks assigned to
him.
8. A scientist must be unbiased towards a given doctrine or practice while finding a truth
behind hit.
9. A scientist must be accurate in his findings and reporting.

10. A scientist listens to and respects the ideas of others.

V. ASSIGNMENT

Study the steps in scientific method.

Evaluation Answers Key

1. Objectivity

2. Critical mindedness

3. Curiousity

4. Inventiveness

5. Intellectual Honesty

6. Humility

7. Responsibility

8. Fairness

9. Accuracy

10. Open- mindednes

 11

Date: June 18- 20, 2014

Topic: Seminar on Qualitative Research

Date: June 23, 2014

Topic: Administer the Baseline Test

Date: June 24, 2014

Topic: Absent

Date: June 25, 2014

Topic: Checking of Baseline Test

Date: June 26, 2014

Length of Lesson: 60 minutes

I. OBJECTIVES OF THE LESSON

At the end of the lesson, 70% of the students will be able to:

1. identify the steps in conducting an investigation;

2. follow the steps in conducting an investigation; and
3. recognize the importance of scientific method in conducting an investigation.

II. SUBJECT MATTER

Topic: Scientific Method

Reference/s: Science and Technology Textbook, Internet

Materials: Manila paper, pentel pen

Key Concept/s:

Scientific method- step by step process of solving a problem.

 12

Steps:

1. Defining the problem.

2. Gather information.

3. Formulate hypothesis

4. Testing the hypothesis

5. Drawing conclusions

6. Communicate results

Key Vocabulary: Scientific method

Teaching Strategy: Lecture

III. TEACHING/ LEARNING PROCEDURE

A. Preparatory Activity

The class starts with a prayer. Cleanliness of the room is checked. Then,
attendance of the students and late comers are checked by the beadle or the student in-charge.

B. Presentation of the Lesson

Review: Ask to the class, what are the important attitudes that a scientist must
possess?

Motivation: Have you ever conducted an experiment in your elementary years?

Did you follow steps or processes?

C. Lesson Proper

The teacher will enumerate the important components of an investigation. Then,

each part is discussed clearly by the teacher.

IV. EVALUATION

In a ¼ sheet of paper, answer the question below.

1. Why it is important to know the steps in conducting an experiment or investigation?

V. ASSIGNMENT

Study solutions in advance.

 13

Date: June 27, 2014

Length of Lesson: 60 minutes

I. OBJECTIVES OF THE LESSON

At the end of the lesson, 70% of the students will be able to:

1. identify the steps in scientific method;

2. conduct an investigation following the steps in scientific method; and
3. recognize the importance of scientific method in conducting an investigation.

II. SUBJECT MATTER

Topic: Scientific Method

Reference/s: Science and Technology Textbook

Materials:Paper

Key Concept/s:

Scientific method- step by step process of solving a problem.

Steps:

1. Defining the problem.

2. Gather information.

3. Formulate hypothesis

4. Testing the hypothesis

5. Drawing conclusions

6. Communicate results

Key Vocabulary: Scientific method

Teaching Strategies: Cooperative Learning, Brainstroming

III. TEACHING/ LEARNING PROCEDURE

A. Preparatory Activity

The class starts with a prayer. Cleanliness of the room is checked. Then,
attendance of the students and late comers are checked by the beadle or the student in-charge.
 14

B. Presentation of the Lesson

Review: Ask students, can you still remember the steps in solving a problem?

Motivation: Encourage students that it is nice to become a junior scientist. So, do

you like to become a junior scientist? But becoming a scientist entails a greater responsibility.
Can you handle the responsibility?

C. Lesson Proper

Students will be working in groups. Prior to the activity, groups are already
established. Each group must create their topic to be investigated. After identifying the topic,
they are going to solve their problem following the steps in scientific method. They will be given
enough time. After the allotted time, paper will be collected. The teacher will be the one to rate
their outputs.

IV. EVALUATION

In a ¼ sheet of paper, make a reflection on how you’ve conducted your investigation.

V. ASSIGNMENT

Study solutions.

Prepared by:

GLEN L. VILLONEZ
Teacher II

Checked by: Noted by:

LORNA A. ALQUINO CONCHITA M. LOJA

Master Teacher I OIC- Science
 15

Date: June 30, 2014

Length of Lesson: 60 minutes

I. OBJECTIVES OF THE LESSON

At the end of the lesson, the students will be able to:

1. compare the evidence gathered with the predictions you made;

2. demonstrate understanding on the properties of solutions based on observations; and
3. value the significance of the properties of solutions.

II. SUBJECT MATTER

Topic: Properties of Solutions

Reference/s: K-12 Manual

Materials: Manila paper, pentel pen, activity sheets

Key Concept/s:

Solution is a substance consisting of two or more substances mixed together and

uniformly dispersed, most commonly the result of dissolving a solid, fluid, or gas in a liquid.

Properties of solutions:

- Homogeneous

- Clear and transparent

- Cannot be separated by filtration

Key Vocabulary: Solution, transparent, homogeneous

Teaching Strategies: Cooperative Learning, Brainstorming

III. TEACHING/ LEARNING PROCEDURE

A. Preparatory Activity

The class starts with a prayer. Cleanliness of the room is checked. Then,
attendance of the students and late comers are checked by the beadle or the student in-charge.

B. Presentation of the Lesson

Review: Why it is important to understand scientific method?

 16

Motivation: Are you ready to become a scientist? This your time to shine. I am
challenging you to work as one. Help each other and produce a meaningful output.

C. Lesson Proper

Students will be working in groups. Activity sheet is distributed to each group.

Then, each group will work as fast as they can so that they finish before the allotted time. Only
thirty minutes is given them. One representative in each group will discuss their result in front.

The activity sheet is reflected in the appendix. See attached appendix.

Scoring is based on the correct responses of the students.

IV. EVALUATION

In a 1/4 sheet of paper, how do you define solution.

V. ASSIGNMENT

Identify solutions that occur in nature.

 17

Appendix 1

Activity 1
Properties of Solutions

Objectives:
At the end of the activity, you should be able to:
1. compare the evidence gathered with the predictions you made; and
2. describe the properties of solutions based on observations.

Procedure:
1. Predict which among the given samples will dissolve in water. Write your predictions
in column 2 of Table 1.
2. Put one cup of water in each of the cups.

3. Add ½ teaspoon of each of the six samples. Use the teaspoon to dissolve as much of
each sample as possible. Use a different teaspoon for each of the cups.

Q1. Describe the mixture that resulted after mixing. Write your answer in column 3.
Q2. How many phases do you observe? Write your answer in column 4.
Q3. Identify the solute in each of the mixtures. Write your answers in the blank:
_____________________________________________________________________________________

Q4. What is the solvent in each of the mixtures? _______________________________.

Table 1. Solutions

1 2 3 4 5 6
Sample solid or Will dissolve in Appearance Number of Can be Solution or
liquid 1 cup water Phases separated by Not?
(Yes or No) filtration?
(Yes or No)
Sugar
Salt
Mongo Seeds
Powdered
Juice
Cooking Oil
Vinegar

Q5. In which mixture were you able to separate the components (solute and solvent) by
filtration? Write your observations in column 5 of Table 1.

Q6. Which of the samples are solutions? Write your answer in column 6.
 18

Date: July 1, 2014

Length of Lesson: 60 minutes

I. OBJECTIVES OF THE LESSON

At the end of the lesson, the students will be able to:

1. compare the evidence gathered with the predictions you made;

2. demonstrate understanding on the properties of solutions based on observations; and
3. value the significance of the properties of solutions.

II. SUBJECT MATTER

Topic: Properties of Solutions- Presentation

Reference/s: K-12 Manual

Materials: Manila paper, pentel pen, activity sheets

Key Concept/s:

Solution is a substance consisting of two or more substances mixed together and

uniformly dispersed, most commonly the result of dissolving a solid, fluid, or gas in a liquid.

Properties of solutions:

- Homogeneous

- Clear and transparent

- Cannot be separated by filtration

Key Vocabulary: Solution, transparent, homogeneous

Teaching Strategies: Cooperative Learning, Brainstorming

III. TEACHING/ LEARNING PROCEDURE

A. Preparatory Activity

The class starts with a prayer. Cleanliness of the room is checked. Then,
attendance of the students and late comers are checked by the beadle or the student in-charge.

B. Presentation of the Lesson

Review: Why it is important to understand scientific method?

 19

Motivation: Are you ready to become a scientist? This your time to shine. I am
challenging you to work as one. Help each other and produce a meaningful output.

C. Lesson Proper

Students will be working in groups. Activity sheet is distributed to each group.

Then, each group will work as fast as they can so that they finish before the allotted time. Only
thirty minutes is given them. One representative in each group will discuss their result in front.

The activity sheet is reflected in the appendix. See attached appendix.

Scoring is based on the correct responses of the students.

Post Discussion: After the activity, the teacher will wrap- up the experiment performed.
Inputs will be shared by the teacher.

IV. EVALUATION

In a 1/4 sheet of paper, how do you define solution.

V. ASSIGNMENT

Identify solutions that occur in nature.

 20

Appendix 1

Activity 1
Properties of Solutions

Objectives:
At the end of the activity, you should be able to:
1. compare the evidence gathered with the predictions you made; and
2. describe the properties of solutions based on observations.

Procedure:
1. Predict which among the given samples will dissolve in water. Write your predictions
in column 2 of Table 1.
2. Put one cup of water in each of the cups.

3. Add ½ teaspoon of each of the six samples. Use the teaspoon to dissolve as much of
each sample as possible. Use a different teaspoon for each of the cups.

Q1. Describe the mixture that resulted after mixing. Write your answer in column 3.
Q2. How many phases do you observe? Write your answer in column 4.
Q3. Identify the solute in each of the mixtures. Write your answers in the blank:
______________________________________________________________________________

Q4. What is the solvent in each of the mixtures? ______________________________.

Table 1. Solutions

1 2 3 4 5 6
Sample solid or Will dissolve in Appearance Number of Can be Solution or
liquid 1 cup water Phases separated by Not?
(Yes or No) filtration?
(Yes or No)
Sugar
Salt
Mongo Seeds
Powdered
Juice
Cooking Oil
Vinegar

Q5. In which mixture were you able to separate the components (solute and solvent) by
filtration? Write your observations in column 5 of Table 1.

Q6. Which of the samples are solutions? Write your answer in column 6.
 21

Date: July 2, 2014

Length of Lesson: 60 minutes

I. OBJECTIVES OF THE LESSON

At the end of the lesson, 70% of the students will be able:

1. identify the components of solution;

2. place examples of solutions that are manufactured and occurring in nature; and
3. recognize the importance of manufactured solutions.

II. SUBJECT MATTER

Topic: Naturally Occurring and Manufactured/Processed Solutions

Reference/s: K-12 Manual

Materials: Manila paper

Key Concept/s:

Solution has two components: solute and solvent. Solute is the material that
dissolves in a given solvent while solvent is the dissolving medium.

Examples of naturally occurring solutions are:

1. Seawater is a solution having a higher percentage of salt and minerals than other
sources of water like ground water or rivers.
2. Rainwater is a solution containing dissolved gases like oxygen and carbon dioxide. 3.
3. The water you drink contains dissolved minerals like sodium, potassium, magnesium
and calcium and dissolved gases like oxygen and carbon dioxide.
4. Air is a mixture of gases. Dry air consists of about 78% nitrogen, 21% oxygen, 1%
argon, about 1% water vapor, 0.04% carbon dioxide and traces of argon, helium, neon, krypton,
and xenon. Water vapor is present in different amounts depending on the location. Air above big
bodies of water contains more water vapor than air above deserts.

Examples of manufactured/processed solutions:

` 1. Vinegar usually contains about 5% acetic acid in water. Some vinegar are clear
homogeneous mixtures. Other kinds of vinegar are colloidal.
2. Gasoline is a solution made up of different substances called hydrocarbons. It is
important that gasoline contains no solid particles that may clog the vehicle engine.

3. A metal alloy is a solid solution made up of two or more metals or non metals. For
example, steel is an alloy of copper and tin. Brass is an alloy of copper and zinc.
 22

4. Other examples of solutions that are processed include wine and liquor, brewed coffee
and tea.

Key Vocabulary: Solute, Solvent, Naturally, Processed.

Teaching Strategy: Lecture

III. TEACHING/ LEARNING PROCEDURE

A. Preparatory Activity

The class starts with a prayer. Cleanliness of the room is checked. Then,
attendance of the students and late comers are checked by the beadle or the student in-charge.

B. Presentation of the Lesson

Review: Ask the students, what they have learned in their experiment?

Motivation: Lead students that most of the products consumed are solutions. Ask
them, are solutions important? Why?

C. Lesson Proper

The teacher will discuss the components of solution. Then, he will collect answers
from the students with regards to examples on solutions that are manufactured and occurring in
nature.

IV. EVALUATION

In a ¼ sheet of paper, name one solution and give its importance.

V. ASSIGNMENT

Study the types of solutions.

 23

Date: July 3, 2014

Length of Lesson: 60 minutes

I. OBJECTIVES OF THE LESSON

At the end of the lesson, 70% of the students will be able to:

1. differentiate saturated from unsaturated solution;

2. demonstrate saturated and unsaturated solutions; and
3. appreciate the usefulness of the types of solutions.

II. SUBJECT MATTER

Topic: Types of Solutions

Reference/s: K-12 Manual

Materials:

Key Concept/s:

Saturated solution- the solution that contains the maximum amount of solute
dissolved by a given amount of solvent.

Unsaturated solution- a solution which contains less solute than the maximum
amount it can dissolve at a given temperature.

Key Vocabulary: Saturated, Unsaturated

Teaching Strategy: Demonstration, Lecture

III. TEACHING/ LEARNING PROCEDURE

A. Preparatory Activity

The class starts with a prayer. Cleanliness of the room is checked. Then,
attendance of the students and late comers are checked by the beadle or the student in-charge.

B. Presentation of the Lesson

Review: Give examples of solutions that occur in nature.

Motivation: When you drink coffee, what is the taste if you put little sugar?
 24

C. Lesson Proper

The teacher will show to the class what a saturated and unsaturated solution is.
Two glasses filled with water is added with less or more sugar, then students will determine
which of the two is a saturated or unsaturated solution.

IV. EVALUATION

In a 1/4 sheet of paper, differentiate saturated from unsaturated solution.

V. ASSIGNMENT

Study concentration of solutions.

 25

Date: July 4, 2014

Length of Lesson: 60 minutes

I. OBJECTIVES OF THE LESSON

At the end of the lesson, the students will be able to:

1. differentiate percentage by mass from percentage by volume;

2. define concentrated and dilute solution;
3. calculate percentage by mass and volume; and
4. appreciate the relevance of determining the concentration of solutions.

II. SUBJECT MATTER

Topic: Concentration of Solutions

Reference/s: K-12 Manual

Materials: Pen, paper

Key Concept/s:

Concentration- describes the relative amounts of solute and solvent in a given

volume of solution.

Concentrated - when there is a large amount of dissolved solute for a certain

volume of solvent.

Dilute – when a solution has a small amount of dissolved solute in comparison to the
amount of solvent.

Percentage by mass- which is the amount of solute in a given mass of solvent

expressed as grams solute per 100 grams of solution..

Percentage by volume- which is the amount of solute in a given volume of solution

expressed as grams solute per 100 millliter of solution (g/100 mL).

Key Vocabulary: Percentage, mass, volume, concentrated, dilute.

Teaching Strategies: Problem solving

 26

III. TEACHING/ LEARNING PROCEDURE

A. Preparatory Activity

The class starts with a prayer. Cleanliness of the room is checked. Then,
attendance of the students and late comers are checked by the beadle or the student in-charge.

B. Presentation of the Lesson

Review: What is the difference between saturated and unsaturated solution?

Motivation: Do you love numbers? Do you want to know the composition of

solute and solvent in a given amount of solvent?

C. Lesson Proper

The teacher will give examples on how to compute the percent by mass or volume
in a given amount of solution.

IV. EVALUATION

In a ½ sheet of paper, solve the following:

1. Which is more concentrated, a solution containing 5 grams of salt in 10 grams of water

or a solution containing 18 grams of salt in 90 grams of water? Show your calculations.

2. The label of the 200-mL rubbing alcohol that Mrs. Herrera bought shows that it
contains 40% ethyl alcohol. What is the volume of ethyl alcohol does the rubbing alcohol
contain? Show your calculations.

V. ASSIGNMENT

Study pure substances and mixtures.

Prepared by:

GLEN L. VILLONEZ
Teacher II

Checked by: Noted by:

LORNA A. ALQUINO CONCHITA M. LOJA

Master Teacher I OIC- Science
 27

Date: July 7, 2014

Length of Lesson: 60 minutes

I. OBJECTIVES OF THE LESSON

At the end of the lesson, the students will be able to:

1. differentiate percentage by mass from percentage by volume;

2. define concentrated and dilute solution;
3. calculate percentage by mass and volume; and
4. appreciate the relevance of determining the concentration of solutions.

II. SUBJECT MATTER

Topic: Concentration of Solutions- Quiz

Reference/s: K-12 Manual

Materials: Pen, paper

Key Concept/s:

Concentration- describes the relative amounts of solute and solvent in a given

volume of solution.

Concentrated - when there is a large amount of dissolved solute for a certain

volume of solvent.

Dilute – when a solution has a small amount of dissolved solute in comparison to the
amount of solvent.

Percentage by mass- which is the amount of solute in a given mass of solvent

expressed as grams solute per 100 grams of solution..

Percentage by volume- which is the amount of solute in a given volume of solution

expressed as grams solute per 100 millliter of solution (g/100 mL).

Key Vocabulary: Percentage, mass, volume, concentrated, dilute.

Teaching Strategies: Problem solving

III. TEACHING/ LEARNING PROCEDURE

A. Preparatory Activity

The class starts with a prayer. Cleanliness of the room is checked. Then,
attendance of the students and late comers are checked by the beadle or the student in-charge.
 28

B. Presentation of the Lesson

Review: What is the difference between saturated and unsaturated solution?

Motivation: Do you love numbers? Do you want to know the composition of

solute and solvent in a given amount of solvent?

C. Lesson Proper

The teacher will give examples on how to compute the percent by mass or volume
in a given amount of solution.

IV. EVALUATION

In a ½ sheet of paper, solve the following:

1. Which is more concentrated, a solution containing 5 grams of salt in 10 grams of water

or a solution containing 18 grams of salt in 90 grams of water? Show your calculations.

2. The label of the 200-mL rubbing alcohol that Mrs. Herrera bought shows that it
contains 40% ethyl alcohol. What is the volume of ethyl alcohol does the rubbing alcohol
contain? Show your calculations.

V. ASSIGNMENT

Study pure substances and mixtures.

Date: July 8, 2014

 29

Length of Lesson: 60 minutes

I. OBJECTIVES OF THE LESSON

At the end of the lesson, the students will be able to:

1. identify properties of pure substance and mixture;

2. classify examples as pure substance or mixture; and
3. value the usefulness of pure substance and mixture.

II. SUBJECT MATTER

Topic: Pure Substances and Mixtures

Reference/s: K- 12 Manual

Materials: Pen

Key Concept/s:

Pure substance - composed of one material with define composition

- may be elements or compounds

Mixture - may be solid, liquid or gas

- may be homogeneous or heterogeneous

- made up of two or more components

- components may be separated/recovered by physical means such as

filtration, and distillation

Key Vocabulary: Pure substance, Mixture

Teaching Strategy: Lecture

III. TEACHING/ LEARNING PROCEDURE

A. Preparatory Activity

The class starts with a prayer. Cleanliness of the room is checked. Then,
attendance of the students and late comers are checked by the beadle or the student in-charge.

B. Presentation of the Lesson

 30

Review: How do we determine the concentration of solutions?

Motivation: Bring different brands of mineral water, did you know that looks of
water can be deceiving?

C. Lesson Proper

The teacher will discuss the properties of pure substance and mixture. The
students will classify examples as pure substance or mixture. There will be student- teacher
interaction.

IV. EVALUATION

In a ¼ sheet of paper, differentiate pure substance from mixture.

V. ASSIGNMENT

Study elements and compounds.

Date: July 9, 2014

Remarks: Absent

Date: July 10, 2014

 31

Length of Lesson: 60 minutes

I. OBJECTIVES OF THE LESSON

At the end of the lesson, the students will be able to:

1. identify properties of pure substance and mixture;

2. classify examples as pure substance or mixture; and
3. value the usefulness of pure substance and mixture.

II. SUBJECT MATTER

Topic: Pure Substances and Mixtures

Reference/s: K- 12 Manual

Materials: Pen

Key Concept/s:

Pure substance - composed of one material with define composition

- may be elements or compounds

Mixture - may be solid, liquid or gas

- may be homogeneous or heterogeneous

- made up of two or more components

- components may be separated/recovered by physical means such as

filtration, and distillation

Key Vocabulary: Pure substance, Mixture

Teaching Strategy: Lecture

III. TEACHING/ LEARNING PROCEDURE

A. Preparatory Activity

The class starts with a prayer. Cleanliness of the room is checked. Then,
attendance of the students and late comers are checked by the beadle or the student in-charge.

B. Presentation of the Lesson

 32

Review: How do we determine the concentration of solutions?

Motivation: Bring different brands of mineral water, did you know that looks of
water can be deceiving?

C. Lesson Proper

The teacher will discuss the properties of pure substance and mixture. The
students will classify examples as pure substance or mixture. There will be student- teacher
interaction.

IV. EVALUATION

In a ¼ sheet of paper, differentiate pure substance from mixture.

V. ASSIGNMENT

Study elements and compounds.

Date: July 11, 2014

Remarks: Technical Writing Training at the Division Office

Prepared by:

GLEN L. VILLONEZ
Teacher II

Checked by: Noted by:

LORNA A. ALQUINO CONCHITA M. LOJA

Master Teacher I OIC- Science
Date: July 14, 2014
 33

Remarks: Planning on BART as per instruction by the school head.

Date: July 15, 2014

Remarks: Basic Action Research Training in F. Bangoy NHS/ No Class

Date: July 16, 2014

Length of Lesson: 60 minutes

I. OBJECTIVES OF THE LESSON

At the end of the lesson, 70% of the students will be able to:

1. classify examples as pure substance and mixture;

2. answer questions about pure substance and mixture; and
3. value usefulness of pure substance and mixture.

II. SUBJECT MATTER

Topic: Pure Substances and Mixtures- Quiz

Reference/s: K-12 Manual, Internet

Materials:

Key Concept/s:

Pure substance – composed of one material with define composition.

Examples: water, salt, sugar, calcium, gold

Mixture – combination of several substances that are physically mixed.

Examples: seawater, blood plasma, wine, halo- halo, binignit

Key Vocabulary: Pure Substance, Mixture, Pure substance.

Teaching Strategy: Problem solving

III. TEACHING/ LEARNING PROCEDURE

 34

A. Preparatory Activity

The class starts with a prayer. Cleanliness of the room is checked. Then,
attendance of the students and late comers are checked by the beadle or the student in-charge.

B. Presentation of the Lesson

Review: What are the properties of pure substance and mixture?

C. Lesson Proper

The teacher will give examples of pure substance and mixture.

IV. EVALUATION

In a ¼ sheet of paper, classify the following as pure substance and mixture.

1. Salt 6. Wine

2. Halo2x 7. Carbohydrates

3. Alloy 8. Water

4. Sugar 9. Calcium carbonate

5. Silver 10. Proteins

V. ASSIGNMENT

Study elements and compounds.

Date: July 17, 2014

 35

Length of Lesson: 60 minutes

I. OBJECTIVES OF THE LESSON

At the end of the lesson, 70% of the students will be able to:

1. classify substances as elements or compounds;

2. determine that compounds consist of specific elements; and

3. gather information about common elements such as names and symbols from a
Periodic Table.

II. SUBJECT MATTER

Topic: Elements and Compounds

Reference/s: K- 12 Manual, Science and Technology Textbook

Material/s: Periodic Table

Key Concept/s:

Elements – composed of one kind of atom

- cannot be broken down into simpler substances

Compounds – consist of two or more elements that are combined in fixed

proportions.

Key Vocabulary: Elements, Compounds

Teaching Strategy: Lecture

III. TEACHING/ LEARNING PROCEDURE

A. Preparatory Activity

The class starts with a prayer. Cleanliness of the room is checked. Then,
attendance of the students and late comers are checked by the beadle or the student in-charge.

B. Presentation of the Lesson

Review: Differentiate pure substance from mixture.

 36

Motivation: Did you know that the word pure substance is classified into two?
Can you name the two classes of pure substance?

C. Lesson Proper

The teacher will discuss common elements and their symbols. Also, composition
of compounds will be discussed.

IV. EVALUATION

In a ¼ sheet of paper, answer the following.

A. Identify the element that is referred to.

1. Ca

2. K

3. O

4. N

5. S

B. Give the elements that this compound is made of.

1. Salt

2. Water

3. Calcium carbonate

4. Proteins

5. Sugar

V. ASSIGNMENT

Study acid and base.

 37

Date: July 18, 2014

Remarks: Technical Writing Training Part II

Prepared by:

GLEN L. VILLONEZ
Teacher II

Checked by: Noted by:

LORNA A. ALQUINO CONCHITA M. LOJA

Master Teacher I OIC- Science
 38

Date: July 21, 2014

Length of Lesson: 60 minutes

I. OBJECTIVES OF THE LESSON

At the end of the lesson, 70% of the students will be able to:

1. recognizes that substances are classified into elements and compounds;

2. determine that compounds consist of specific elements; and

3. gather information about common elements such as names and symbols from a
Periodic Table.

II. SUBJECT MATTER

Topic: Elements and Compounds

Reference/s: K- 12 Manual, Science and Technology Textbook

Material/s: Periodic Table

Key Concept/s:

Elements – composed of one kind of atom

- cannot be broken down into simpler substances

Compounds – consist of two or more elements that are combined in fixed

proportions.

Key Vocabulary: Elements, Compounds

Teaching Strategy: Lecture

III. TEACHING/ LEARNING PROCEDURE

A. Preparatory Activity

The class starts with a prayer. Cleanliness of the room is checked. Then,
attendance of the students and late comers are checked by the beadle or the student in-charge.

B. Presentation of the Lesson

Review: Differentiate pure substance from mixture.

 39

Motivation: Did you know that the word pure substance is classified into two?
Can you name the two classes of pure substance?

C. Lesson Proper

The teacher will discuss common elements and their symbols. Also, composition
of compounds will be discussed.

IV. EVALUATION

In a ¼ sheet of paper, answer the following.

A. Identify the element that is referred to.

1. Ca

2. K

3. O

4. N

5. S

B. Give the elements that this compound is made of.

1. Salt

2. Water

3. Calcium carbonate

4. Proteins

5. Sugar

V. ASSIGNMENT

Study acid and base.

 40

Date: July 22, 2014

Topic: Preparing for the Experiment- Group discussion

Date: July 23, 2014

Length of Lesson: 60 minutes

I. OBJECTIVES OF THE LESSON

At the end of the lesson, 70% of the students will be able to:

1. investigate properties of acids and bases using natural indicators such as eggplant skin,
mayana leaves or violet-colored camote leaves;
2. recognize common acids and bases; and
3. value the relevance of common acids or bases.

II. SUBJECT MATTER

Topic: Acid and Base

Reference/s: K- 12 Manual, Science and Technology Textbook

Material/s: Plant indicator, Samples, Manila paper, Pen, Scotch Tape

Key Concept/s:

Acid – sour taste

- change blue to red (litmus)

Base – bitter taste, slippery

- change red to blue (litmus)

Plant indicator:

Red to pale red – Strongly Acidic

Blue- Weakly Acidic

Purple- Neutral

Green – Weakly Basic

 41

Yellow- Strongly Basic

Key Vocabulary: Acid, Base

Teaching Strategies: Discovery, Cooperative Learning, Brainstorming

III. TEACHING/ LEARNING PROCEDURE

A. Preparatory Activity

The class starts with a prayer. Cleanliness of the room is checked. Then,
attendance of the students and late comers are checked by the beadle or the student in-charge.

B. Presentation of the Lesson

Review: What are elements and compounds?

Motivation: Did you know that compounds are classified into two, these are acids
and bases. But, how can we tell if a material is an acid or base?

C. Lesson Proper

Students will go to the groups assigned to them. These are the groupings used in
every science activity that they have performed. This was done during the start of the class. In
their respective group, they are going to answer the activity sheet given. With the use of their
materials, they can test whether a sample is an acid or base. Enough time is given to the students
for them to finish the activity. Two outputs will be required to the students; one is for personal
rating and the other one is for group report. At the end of the activity, one representative in every
group will discuss their result.

Scoring is based on how the students presented their output and to the
corresponding correct answer they have generated.

For the activity sheet (see attached appendix).

Post Discussion: The teacher will give inputs on acid and base. Misconceptions of the
students will be corrected.

IV. EVALUATION

In a ¼ sheet of paper, tell nature of the following samples listed below.

1. Vinegar

2. Baking powder

3. Baking soda
 42

4. Soap

5. Toothpaste

6. Tap water

7. Sugar in water

8. Calamansi

9. Softdrink

10. Distilled water

Assignment

What is the importance of pH?

Evaluation Answers Key

1. Strongly acidic 6. Weakly acidic

2. Weakly basic 7. Weakly acidic

3. Weakly basic 8. Strongly acidic

4. Weakly basic 9. Strongly acidic

5. Weakly basic 10. Neutral

 43

Appendix IA

Preparation of Indicator

In this part of Activity 1, you will prepare a plant indicator that you will use to determine
if a given material is an acid or a base.

Materials Needed

1 pc mature, dark violet eggplant or camote leaves of Mayana or Baston ni San Jose alum
(tawas) powder sharp knife or peeler small casserole or milk can plastic egg tray or small
transparent plastic cups brown bottle with cover alcohol lamp tripod

Procedure

1. Peel an eggplant as thin as possible. (You may also use the skin of purple camote or the leaves
of red mayana or Baston ni San Jose.)

Cut the materials into small pieces and place in a small casserole or milk can. You may keep the
flesh of the eggplant or camote for other purposes.

2. Add about ⅓ to ½ cup tap water to the peel depending on the size of the eggplant or camote
used. Boil for 5 minutes. Stir from time to time.

3. Transfer only the solution into a bottle while it is still hot. There is no need to filter, just
remove the solid portion. The solution may change if left in open air for more than 5 minutes.

4. Immediately add a pinch (2-3 matchstick head size) of alum (tawas) powder into the solution
or until the solution becomes dark blue in color. Stir well while still hot. This is now the
indicator solution.

Note: Alum will stabilize the extract. The extract will be more stable with alum but it is
recommended that the solution be used within a few days. Keep the extract in the refrigerator or
cool dark place when not in use.
 44

Appendix IB

Determining the acidity or basicity of some common household items

In this part of the activity, you will find out if a given household material is acidic or basic using
the plant indicator you have prepared in Part A.

Materials Needed
vinegar
distilled water
tap water
baking soda
baking powder
calamansi
Other food/home items with no color:

(toothpaste, shampoo, soap, detergent, fruit juice like buko juice, sugar in water, soft drink) 2
plastic egg trays or 12 small plastic containers 6 droppers 6 plastic teaspoons stirrer (may be
teaspoon, barbecue stick or drinking straw)

Procedure
1. Place one (1) teaspoon of each sample in each well of the egg tray.

2. Add 8-10 drops (or ½ teaspoon) of the indicator solution to the first sample.

Note: If the sample is solid, wet a pinch (size of 2-3 match heads) of the solid with about ½
teaspoon of distilled water.
3. Note the color produced. Record your observations in column 2 of Table 1.
 45

Table 1. Acidic or Basic Nature of Household Materials

Sample Color of Indicator Nature of Sample

calamansi
tap water (water from the
faucet)
Distilled water
vinegar
sugar in water
baking soda
baking powder
soft drink (colorless)
coconut water (from buko)
toothpaste
shampoo
soap

4. Repeat step number 1 of Part B for the other samples.

5. Determine the acidic/basic nature of your sample using the color scheme below for eggplant or
camote indicator and record the nature of each sample in Table 1.

Legend:

Strongly acidic: red to pale red

Weakly acidic: blue

Neutral: purple

Weakly basic: green

Strongly basic: yellow

 46

Date: July 24, 2014

Length of Lesson: 60 minutes

I. OBJECTIVES OF THE LESSON

At the end of the lesson, 70% of the students will be able to:

1. investigate properties of acids and bases using natural indicators such as eggplant skin,
mayana leaves or violet-colored camote leaves;
2. recognize common acids and bases; and
3. value the relevance of common acids or bases.

II. SUBJECT MATTER

Topic: Acid and Base

Reference/s: K- 12 Manual, Science and Technology Textbook

Material/s: Plant indicator, Samples, Manila paper, Pen, Scotch Tape

Key Concept/s:

Acid – sour taste

- change blue to red (litmus)

Base – bitter taste, slippery

- change red to blue (litmus)

Plant indicator:

Red to pale red – Strongly Acidic

Blue- Weakly Acidic

Purple- Neutral

Green – Weakly Basic

Yellow- Strongly Basic

Key Vocabulary: Acid, Base

Teaching Strategies: Discovery, Cooperative Learning, Brainstorming

 47

III. TEACHING/ LEARNING PROCEDURE

A. Preparatory Activity

The class starts with a prayer. Cleanliness of the room is checked. Then,
attendance of the students and late comers are checked by the beadle or the student in-charge.

B. Presentation of the Lesson

Review: What are elements and compounds?

Motivation: Did you know that compounds are classified into two, these are acids
and bases. But, how can we tell if a material is an acid or base?

C. Lesson Proper

Students will go to the groups assigned to them. These are the groupings used in
every science activity that they have performed. This was done during the start of the class. In
their respective group, they are going to answer the activity sheet given. With the use of their
materials, they can test whether a sample is an acid or base. Enough time is given to the students
for them to finish the activity. Two outputs will be required to the students; one is for personal
rating and the other one is for group report. At the end of the activity, one representative in every
group will discuss their result.

Scoring is based on how the students presented their output and to the
corresponding correct answer they have generated.

For the activity sheet (see attached appendix).

Post Discussion: The teacher will give inputs on acid and base. Misconceptions of the
students will be corrected.

IV. EVALUATION

In a ¼ sheet of paper, tell nature of the following samples listed below.

1. Vinegar

2. Baking powder

3. Baking soda

4. Soap

5. Toothpaste

6. Tap water
 48

7. Sugar in water

8. Calamansi

9. Softdrink

10. Distilled water

Assignment

What is the importance of pH?

 49

Appendix IA

Preparation of Indicator

In this part of Activity 1, you will prepare a plant indicator that you will use to determine
if a given material is an acid or a base.

Materials Needed

1 pc mature, dark violet eggplant or camote leaves of Mayana or Baston ni San Jose alum
(tawas) powder sharp knife or peeler small casserole or milk can plastic egg tray or small
transparent plastic cups brown bottle with cover alcohol lamp tripod

Procedure

1. Peel an eggplant as thin as possible. (You may also use the skin of purple camote or the leaves
of red mayana or Baston ni San Jose.)

Cut the materials into small pieces and place in a small casserole or milk can. You may keep the
flesh of the eggplant or camote for other purposes.

2. Add about ⅓ to ½ cup tap water to the peel depending on the size of the eggplant or camote
used. Boil for 5 minutes. Stir from time to time.

3. Transfer only the solution into a bottle while it is still hot. There is no need to filter, just
remove the solid portion. The solution may change if left in open air for more than 5 minutes.

4. Immediately add a pinch (2-3 matchstick head size) of alum (tawas) powder into the solution
or until the solution becomes dark blue in color. Stir well while still hot. This is now the
indicator solution.

Note: Alum will stabilize the extract. The extract will be more stable with alum but it is
recommended that the solution be used within a few days. Keep the extract in the refrigerator or
cool dark place when not in use.
 50

Appendix IB

Determining the acidity or basicity of some common household items

In this part of the activity, you will find out if a given household material is acidic or basic using
the plant indicator you have prepared in Part A.

Materials Needed
vinegar
distilled water
tap water
baking soda
baking powder
calamansi
Other food/home items with no color:

(toothpaste, shampoo, soap, detergent, fruit juice like buko juice, sugar in water, soft drink) 2
plastic egg trays or 12 small plastic containers 6 droppers 6 plastic teaspoons stirrer (may be
teaspoon, barbecue stick or drinking straw)

Procedure
1. Place one (1) teaspoon of each sample in each well of the egg tray.

2. Add 8-10 drops (or ½ teaspoon) of the indicator solution to the first sample.

Note: If the sample is solid, wet a pinch (size of 2-3 match heads) of the solid with about ½
teaspoon of distilled water.
3. Note the color produced. Record your observations in column 2 of Table 1.
 51

Table 1. Acidic or Basic Nature of Household Materials

Sample Color of Indicator Nature of Sample

calamansi
tap water (water from the
faucet)
Distilled water
vinegar
sugar in water
baking soda
baking powder
soft drink (colorless)
coconut water (from buko)
toothpaste
shampoo
soap

4. Repeat step number 1 of Part B for the other samples.

5. Determine the acidic/basic nature of your sample using the color scheme below for eggplant or
camote indicator and record the nature of each sample in Table 1.

Legend:

Strongly acidic: red to pale red

Weakly acidic: blue

Neutral: purple

Weakly basic: green

Strongly basic: yellow

 52

Answers Key to the Activity

Sample Nature of sample

calamansi strongly acidic
tap water (water from the faucet) weakly acidic
distilled water neutral
vinegar strongly acidic
sugar in water weakly acidic or neutral (depending on the type
of water used)
baking soda basic
baking powder basic
soft drink (colorless) strongly acidic
coconut water (from buko) weakly acidic
toothpaste basic
shampoo basic
soap basic

Evaluation Answers Key

1. Strongly acidic 6. Weakly acidic

2. Weakly basic 7. Weakly acidic

3. Weakly basic 8. Strongly acidic

4. Weakly basic 9. Strongly acidic

5. Weakly basic 10. Neutral

 53

Date: July 25, 2014

Length of Lesson: 60 minutes

I. OBJECTIVES OF THE LESSON

At the end of the lesson, 70% of the students will be able to:

1. practice safe handling of acids and bases;

2. discuss neutralization of acids and bases; and
3. appreciate the importance of knowing safety measures in handling acids.

II. SUBJECT MATTER

Topic: Safe Handling and Neutralization of Acid and Base

Reference/s: K- 12 Manual, Science and Technology Textbook

Material/s:

Key Concept/s:

Acids and bases with high concentrations can cause serious burns. For example,
hydrochloric acid (commonly called muriatic acid) is used in construction to remove excess
mortar from bricks and in the home to remove hardened deposits from toilet bowls. Concentrated
solutions (about 38% hydrochloric acid) cause severe burns, but dilute solutions can be used
safely in the home if handled carefully.

Harmful or fatal if swallowed. Strong irritant to eye, skin, and mucous

membrane. Do not take internally. Avoid contact with eyes, nose and mouth. Use only in well
ventilated areas. Keep tightly sealed. Do not store above 60oC. Keep out of reach of children.

Neutralization results when an acid mixes with a base, and water and salt are
produced.

Usefulness of Neutralization:

Treating insect stings. When a bee stings, it injects an acidic liquid into the skin. The
sting can be neutralized by rubbing baking soda (sodium hydrogen carbonate) on the affected
part of skin and it will reduce the pain.

Treating indigestion. Our stomach produces acid, called hydrochloric acid to help in the
digestion of food. If we eat too much food, the stomach produces more acid which leads to
indigestion and pain. To cure indigestion, the extra acid must be neutralized by tablets called
antacids. These contain bases to neutralize the excess acid in the stomach.
 54

Using toothpaste to avoid tooth decay. Bacteria in the mouth can change
sweet types of food into acid. The acid then attacks the outermost part of the tooth
and leads to tooth decay. Toothpaste contain bases that can neutralize the acid in
the mouth.

Treating soil. You will recall in the earlier part of this module that some
plants grow well in acidic soil while others prefer basic soil. Farmers need to know
the pH of their soil. Most often, the soil gets too acidic. When this happens, the soil
is treated with bases such as quicklime (calcium oxide), slaked lime (calcium
hydroxide) or calcium carbonate. The base is usually spread on the soil by
spraying.

Treating factory waste. Liquid waste from factories often contains acid. If
this waste reaches a river, the acid will kill fish and other living things. This
problem can be prevented by adding slaked lime to the waste in order to neutralize
it.
Key Vocabulary: Neutralization, Safety

Teaching Strategies: Lecture, Demonstration

III. TEACHING/ LEARNING PROCEDURE

A. Preparatory Activity

The class starts with a prayer. Cleanliness of the room is checked. Then,
attendance of the students and late comers are checked by the beadle or the student in-charge.

B. Presentation of the Lesson

Review: Based on the result of the experiment, give examples of materials that are
acid and base.

Motivation: Did you know that acid can burn our skin? So, we must know some
precautionary measures in handling acids. Another, how do we treat insect sting?

C. Lesson Proper

The teacher will demonstrate on how to handle acid. Also, the teacher will discuss
the neutralization process and cite some important uses.

IV. EVALUATION

In a ¼ sheet of paper, explain one use of neutralization.

 55

Assignment

What is the importance of pH?

Prepared by:

GLEN L. VILLONEZ

Teacher II

Checked by: Noted by:

LORNA A. ALQUINO CONCHITA M. LOJA

Master Teacher I OIC- Science

 56

Date: July 28, 2014

Length of Lesson: 60 minutes

I. OBJECTIVES OF THE LESSON

At the end of the lesson, 70% of the students will be able to:

1. cite practical importance of pH;

2. apply knowledge in pH into profitable activities like gardening, food preservation and
product making; and
3. recognize the importance of understanding pH.

II. SUBJECT MATTER

Topic: Importance of pH

Reference/s: Science Teaching Guide, K 12 Manual.

Materials: Manila paper, chalk

Key Concept/s:

pH- measures the acidity or basicity of material.

- stands for Potential Hydronium Ion Concentration

- has the following importance to:

 Human Body
 Food processing and food preservation
 Personal Care Products
 Rainwater
 Soil

Key Vocabulary: pH, Rainwater, Soil, Human Body, Personal Care, Food Processing.

Strategies: Small group cooperation, Brainstorming.

III. TEACHING/ LEARNING PROCEDURE

A. Preparatory Activity

Preliminaries: The class starts with a prayer. Cleanliness of the room is checked.
Then, attendance of the students and late comers are checked by the beadle or the student in-
charge.
 57

B. Presentation of the Lesson

Motivation: Students are tasked to reflect on the question: What will happen if
there is an acid or base increase in your body?

C. Lesson Proper

Mechanics: The teacher let the students to go their respective groups. They are
going to discuss among themselves possible usefulness of pH. They can generate possible
answers because the question is given prior to the activity. Each group will have a representative
who will be presenting their output. A rubric for scoring will be used in the presentation of
output.

IV. EVALUATION

A clean sheet of paper (1/4 sheet) is required to answer the question posted on the board.
Students are going to explain briefly the question posted on the board.

1. Why do we need to study pH?

V. ASSIGNMENT

Bring your periodic table on Wednesday (July 30, 2014).

Date: July 29, 2014

Topic: Holiday (Eid’l Fitr End)

 58

Date: July 30, 2014

Length of Lesson: 60 minutes

I. OBJECTIVES OF THE LESSON

At the end of the lesson, 70% of the students will be able to:

1. grasp some information about the elements that may be found in the periodic table;
2. identify the group number an element it belongs to; and
3. recognize the importance of some elements in the periodic table.

II. SUBJECT MATTER

Topic: The Periodic Table: It’s ELEMENT-ary

Reference/s: K- 12 Manual

Materials: Periodic Table, Answer Sheet, Manila Paper

Key Concept/s:

Periodic Table- is a table of chemical elements arranged into increasing atomic

number.
- presented elements in the form of symbols and classified into
group number.
Elements – are the simplest form of matter.
Key Vocabulary: Periodic Table, Elements

Teaching Strategies: Peer Tutorial, Cooperative Learning.

III. TEACHING/ LEARNING PROCEDURE

A. Preparatory Activity

Preliminaries: The class starts with a prayer. Cleanliness of the room is checked.
Then, attendance of the students and late comers are checked by the beadle or the student in-
charge.

B. Presentation of the Lesson

Review: Let students define the word element. Possible answer is (composed of
one kind of atom), and lead students to the formation of compound (two or more atoms are
combined).
 59

Motivation: Entice students that they will perform activities today that allow them
to explore different elements in the periodic table. Ask them; are they ready to know more about
the elements? Are they excited?

C. Lesson Proper

Students will go to the groups assigned to them. These are the groupings used in
every science activity that they have performed. This was done during the start of the class. In
their respective group, it is required that they are going to select a partner. In short, for this
activity, this will utilize peer tutorial style within the group to facilitate learning. Students are
given the freedom to select their partner within the group. In case, a student in the group couldn’t
find a partner, he/she can ask a partner to the other group.

Students are going to answer the activity prepared by the teacher. See the attached
activity sheet in the appendix corner.

Directions are presented in the activity sheet. Students are going to answer the
questions as fast as they can. They are given 30 minutes to finish the activity. After the allotted
time, papers will be collected by the teacher.

Scoring is based per item. Every correct answer corresponds to a single point.

IV. EVALUATION

A clean sheet of ½ crosswise is required to answer the questions below. Students will fill
in the necessary information about a certain element. Every correct answer corresponds to a
single point.

Element Symbol Group Number Discoverer/s

1. Hydrogen
2. Arsenic
3. Bromine
4. Cesium
5. Iodine

V. ASSIGNMENT

Make a research or study in advance sources and functions of essential elements.

 60

Appendix 1A
Activity Sheet 3.2

Name:__________________________________ Score:____________
Grade & Section:_________________________ Date:_____________

Directions: Fill in the correct information asked in each column. Use your periodic table as your
reference in generating answer to the question.

Activity 3.2
The Periodic Table: It’s ELEMENT-ary

Q Name Symbol Group Number

beryllium
1 phosphorus
germanium
darmstatdtium
boron
2 nitrogen
fluorine
vanadium
lithium
chlorine
3 argon
calcium
manganese
iron
4 silver
mercury
lead
silicon
5 magnesium
gold
Al
6 copper
tin
carbon
7 potassium
titanium
8 barium
 61

Appendix 1B
Activity Sheet 3.2

Name:__________________________________ Score:____________
Grade & Section:_________________________ Date:_____________

Directions: Fill in the correct information asked in each column. Use your periodic table as your
reference in generating answer to the question.

Activity 3.2 Answers Key

The Periodic Table: It’s ELEMENT-ary

Q Name Symbol Group Number

beryllium Be 2
1 phosphorus P 15
germanium Ge 14
darmstatdtium Ds 10
boron B 13
2 nitrogen N 15
fluorine F 17
vanadium V 5
lithium Li 1
chlorine Cl 17
3 argon Ar 18
calcium Ca 2
manganese Mn 7
iron Fe 8
4 silver Ag 11
mercury Hg 12
lead Pb 14
silicon Si 14
5 magnesium Mg 2
gold Au 11
Al 13 13
6 copper Cu 11
tin Sn 14
carbon C 14
7 potassium K 1
titanium Ti 4
8 barium Ba 2
 62

Appendix 1C

Evaluation Answers Key

Element Symbol Group Number Discoverer/s

1. Hydrogen H 1 Henry Cavendish
2. Arsenic As 15 Albertus Magnus
3. Bromine Br 17 Antoine Jerome Ballard
4. Cesium Cs 1 Bunsen and Kirchoff
5. Iodine I 17 Bernard Courtois
 63

Date: August 1, 2014

Length of Lesson: 60 minutes

I. OBJECTIVES OF THE LESSON

At the end of the lesson, 70% of the students will be able to:

1. identify essential elements that are vital to the body;

2. determine its sources and functions and possible deficiency condition it can bring; and
3. recognize the usefulness of essential elements in the body.

II. SUBJECT MATTER

Topic: Sources and Functions of Essential Elements

Reference/s: K-12 Manual

Materials: Manila Paper, Activity Sheet

Key Concept/s:

Calcium (Ca)- essential to formation and maintenance of bones and teeth;

regulates nerve transmission, muscle contraction, and blood clotting. Can be obtained from milk,
cheese, canned fish with bones, sesame seeds and green leafy vegetables.

Magnesium (Mg) - catalyst in the synthesis of energy-carrier molecules; involved

in the synthesis of proteins and relaxation of muscles. Can be taken from nuts, legumes, cereal
grains, dark green vegetables, sea food and chocolate.

Potassium (K) - maintains regular heartbeat, water balance and cell integrity;
needed in nerve transmission, carbohydrate and protein metabolism. Can be obtained from
orange juice, bananas, dried fruits, and potatoes.

Selenium (Se) - part of enzymes; antioxidant. Obtained from liver, meat, grain,
and vegetables.

Sodium (Na) - regulates amount of body fluid; involved in nerve transmission.

Taken from meat, table salt, and salt- processed food.

Zinc (Zn) - part of insulin and some 154 enzymes. Obtained from liver, shellfish,
meat, wheat germs, and legumes.

Iodine (I) - part of thyroxin, regulates rate of energy use. Taken from sea food,
and iodized salts.
 64

Fluorine (F) - Strengthens bone and tooth structure. Can be obtained from sea
food, fluorinated drinking water.

Key Vocabulary: Calcium, Magnesium, Potassium, Selenium, Sodium, Zinc

Teaching Strategies: Small group discussion, Brainstorming

III. TEACHING/ LEARNING PROCEDURE

A. Preparatory Activity

Preliminaries: The class starts with a prayer. Cleanliness of the room is checked.
Then, attendance of the students and late comers are checked by the beadle or the student in-
charge.

B. Presentation of the Lesson

Review: Ask students how do we identify elements? Possible answer is by

knowing the symbol and its group number.

Motivation: Share this question to the students, when we buy foods, do we

consider or look at the food labels or nutrition facts? Why is it important to read nutrition labels
of the food we buy?

C. Lesson Proper

Students will go to the groups assigned to them. These are the groupings used in
every science activity that they have performed. They will be given strips of paper indicating the
name of elements, sources and functions, and possible deficiency condition. They are going to
match the information given and write their answers to a clean sheet manila paper. Then,
students will do brainstorming and discuss within the group generated answers of the members.
And a representative for every group will share the output of the group.

The activity sheet is indicated in the appendix. See attached appendix for
reference.

Scoring is based on the correct placement of the information (sources, functions

and deficiency condition) for every element. If the information is not placed correctly, the
response or answer is considered wrong.

IV. EVALUATION

In a ¼ sheet of paper, answer the following questions:

1. This element is essential to formation and maintenance of bones and teeth; regulates nerve
transmission, muscle contraction, and blood clotting.
 65

2. This element is part of thyroxin, regulates rate of energy use.

3. This element maintains regular heartbeat, water balance and cell integrity; needed in nerve
transmission, carbohydrate and protein metabolism.

4. This element regulates amount of body fluid; involved in nerve transmission.

5. This element strengthens bone and tooth structure.

V. ASSIGNMENT

In your lecture notebook, give the properties of metals, nonmetals and metalloids.
 66

Appendix 1

Activity Sheet 4

Elements Sources Functions Deficiency Condition

Part of thyroxin,
Iodine Sea food, and iodized regulates rate of Goiter
salts energy use.
Maintains regular
heartbeat, water
balance and cell
Potassium Orange juice, integrity; needed Poor nerve function,
bananas, dried fruits, in nerve irregular heart beat
and potatoes transmission,
carbohydrate and
protein
metabolism.
Milk, cheese, canned Essential to
fish with bones, formation and
sesame seeds and maintenance of
Calcium green leafy bones and teeth; Rickets, Bone disease
vegetables regulates nerve
transmission,
muscle
contraction, and
blood clotting.
Sea food, fluorinated Strengthens bone Tooth Decay
Fluorine drinking water and tooth
structure.
Meat, table salt, and Regulates amount Headache, physical
Sodium salt- processed food of body fluid; weakness, thirst, poor
involved in nerve memory, appetite loss
transmission.

Appendix 2

Evaluation Answers Key

1. Calcium 5. Fluorine

2. Iodine

3. Potassium

4. Sodium
 67

Prepared by:

GLEN L. VILLONEZ

Teacher II

Checked by: Noted by:

LORNA A. ALQUINO CONCHITA M. LOJA

Master Teacher I OIC- Science

 68

Date: August 4, 2014

Length of Lesson: 60 minutes

I. OBJECTIVES OF THE LESSON

At the end of the lesson, 70% of the students will be able to:

1. demonstrates the different properties of metals, nonmetals and metalloids such as

luster, malleability, ductility, and conductivity;
2. classify elements as metals, nonmetals and metalloids; and
3. recognize the usefulness of metals, nonmetals and metalloids.

II. SUBJECT MATTER

Topic: Metals, Nonmetals and Metalloids

Reference/s: K-12 Manual

Materials: Manila Paper, Activity Sheet

Key Concept/s:

- Properties of metals are:

 usually solid at room temperature (mercury is an exception)

 high luster (shiny)
 metallic appearance
 good conductors of heat and electricity
 malleable (can be bent and pounded into thin sheets)
 ductile (can be drawn into wire)
 corrode or oxidize in air and sea water
 usually dense (exceptions include lithium, potassium, and sodium)
 may have very high melting point
 readily lose electrons

- Nonmetals exhibit very different properties from metals. Nonmetals display some or all of the
following characteristics:

 dull appearance
 usually brittle
 poor conductors of heat and electricity
 usually less dense, compared to metals
 usually low melting point of solids, compared with metals
 tend to gain electrons in chemical reactions
 69

- Metalloids have some of the properties of metals and some nonmetallic characteristic.

 dull or shiny
 usually conduct heat and electricity, though not as well as metals
 often make good semiconductors
 often exist in several forms
 often ductile
 often malleable
 may gain or lose electrons in reactions

Key Vocabulary: Metals, Nonmetals and Metalloids

Teaching Strategies: Small group discussion, Brainstorming

III. TEACHING/ LEARNING PROCEDURE

A. Preparatory Activity

Preliminaries: The class starts with a prayer. Cleanliness of the room is checked.
Then, attendance of the students and late comers are checked by the beadle or the student in-
charge.

B. Presentation of the Lesson

Review: In our previous lesson, essential elements were identified and they served
important functions in the body. Can you name some elements and their functions?

Motivation: We have known different elements that served different purpose to

our body. Did you know that in the periodic table, the elements have 3 major groupings? Can
you guess the groups?

C. Lesson Proper

Students will go to the groups assigned to them. These are the groupings used in
every science activity that they have performed. They will be given strips of paper indicating the
properties of metals, nonmetals and metalloids. They are going to classify the properties as
metals, nonmetals and metalloids and write their answers to a clean sheet manila paper. Before
they can generate answers, students will do brainstorming and discuss within the group generated
answers of the members. And a representative for every group will share the output of the group.

The activity sheet is indicated in the appendix. See attached appendix for
reference.

Scoring is based on the correct placement of the information (properties of metals,

nonmetals and metalloids). If the information is not placed correctly, the response or answer is
considered wrong.
 70

- After students identified the properties of metals, nonmetals and metalloids, they are
going to classify the examples given using the periodic table as fast as they can. Their answers
will be posted on the board. Scoring is the same with the mentioned activity above.

Post discussion: After the activity, the teacher wrap-up the topic of the day. The teacher
will correct misconceptions of students about the activity. Also, a little input will be shared by
the teacher. Further, one student will generalize the lesson before the class ends.

IV. EVALUATION

In a 1/2 sheet of paper, answer the following questions:

A. Matching Type. Match column A with column B. Write your answer on the space provided.

A B

1. Malleability a. Attracted by a magnet

2. Ductility b. Metal

3. Magnetic c. Metalloid

4. Gold d. Can be drawn into wires

5. Silicon e. Can be hammered into thin sheets

B. Classifying. Classify the following elements as metals, nonmetals and metalloids.

Silver Oxygen Germanium Arsenic Potassium

Nitrogen Chlorine Polonium Calcium Selenium

V. ASSIGNMENT

Do not forget to study or review your lessons for the upcoming periodical test. Good
luck.
 71

Appendix 1

Classifying Metals, Nonmetals and Metalloids

Direction: Using the information listed below, complete the table by supplying the appropriate
information of metals, nonmetals and metalloids.

High luster (shiny) Metallic appearance Good conductors of heat and electricity
Malleable Ductile Dull appearance Brittle
Poor conductors of heat and electricity Less dense, compared to metals
Dull or shiny Usually conduct heat and electricity, though not as well as metals
Often make good semiconductors Often ductile Often malleable

Table 1
Fill Me Correctly

Metals Nonmetals Metalloids

Activity 2
What is my Name?
Direction: Given the elements below, students will classify them as metals, nonmetals and
metalloids.
Bromine Polonium
Chlorine Antimony
Arsenic Silicon
Fluorine Magnesium
Carbon Potassium
 72

Appendix 1 Answers Key

Classifying Metals, Nonmetals and Metalloids

Table 1
Fill Me Correctly

Metals Nonmetals Metalloids

High luster (shiny) Dull appearance Dull or shiny
Usually conduct heat and
Metallic appearance Brittle electricity, though not as well
as metals
Good conductors of heat and Poor conductors of heat and Often make good
electricity electricity semiconductors
Less dense, compared to
Malleable metals Often ductile
Ductile Often malleable

Activity 2

What is my Name?

Metals Nonmetals Metalloids

Magnesium Bromine Polonium

Potassium Chlorine Antimony

Fluorine Silicon
Carbon Arsenic
 73

Evaluation Answers Key

A. Matching Type

1. Malleability- e a. Attracted by a magnet

2. Ductility -d b. Metal

3. Magnetic -a c. Metalloid

4. Gold -b d. Can be drawn into wires

5. Silicon -c e. Can be hammered into thin sheets

B. Classifying. Classify the following elements as metals, nonmetals and metalloids.

Silver Oxygen Germanium Arsenic Potassium

Nitrogen Chlorine Polonium Calcium Selenium

Metals Nonmetals Metalloids

Silver Nitrogen Germanium

Potassium Oxygen Polonium

Selenium Chlorine Arsenic

Calcium

Date: August 5 and 6, 2014

Remarks: First Periodical Test (Morning Session)

Date: August 7, 2014

Remarks: Checking of Test Papers

: Follow- up of students’ requirements (Portfolio, spelling result, projects)

Date: August 8 and 9, 2014

Remarks: F. Bangoy National High School Intramurals

 74

Prepared by:

GLEN L. VILLONEZ

Teacher II

Checked by: Noted by:

LORNA A. ALQUINO CONCHITA M. LOJA

Master Teacher I OIC- Science