Instructional Planning (The process of systematically planning, developing, evaluating and managing the instructional process by using principles of teaching and learning - D.O. 42, s. 2016)
Detailed Lesson Plan (DLP) DLP No.: 1
Learning Area: Science 7
Learning Competency/ies:
Grade Level: Grade 7
Quarter: 1
Duration 1 Hour
Date: June 7, 2017
Describe the components of a scientific investigation.
(Taken from the Curriculum Guide )
S7MT-Ia-1
Key Concept/ Understanding to be Domain Knowledge The fact or condition of knowing something with familiarity gained gained through experience or association
Skills The ability and capacity acquired through deliberate, systematic, and sustained effort to smoothly and adaptively carryout complex activities or the ability, coming from one’s knowledge practice, aptitude, etc.,
Attitude Values
Code:
Describing the Components of a Scientific I nvestigation
Adapted cognitive Process Dimension (D.O.8, s.2015)
Remembering
OBJECTIVES: Cite the four main components of a scientific investigation.
Understanding Applying Analyzing Evaluating
Describe the different components of a scientific investigation. Distinguish the different components of a scientific investigation in a given story/selection.
Creating Receiving Phenomena Valuing
Content Learning Resources
Practice the proper ways of acquiring ac quiring knowledge and solving problems. Integrate the scientific method in resolving common issues in the community. Ways of Acquiring Knowledge and Solving Problems 1. Hard copy or PowerPoint presentation of “Anthony’s Experiment”, 2. PowerPoint presentation of “Yunna’s Garden”, 3. PowerPoint presentation of Assessment, 4. Laptop and projector
Procedures Introductory Activity (5 mins.)
Give the right words of the scrambled letters stated below. 1. V T I N E T G A E I 4. P I E N T X M E E NSWA 2. S G U E S 5. D U T Y S 3. B R O S E V E 6. R E Q N I U I
7. C E R S E R A H
10. R E
8. V O S L E 9. Z E N A L Y A
What are these words described as a whole? These are the things that we do in science. We investigate, make guesses, observe our surroundings, conduct experiments, study things, inquire about different topics, do some research, solve problems, analyze data and answer questions. All these result in the discovery of new things and phenomena are the basic science processes used in the study in the activities that will follow. Activity (20 mins.)
Students will read the story Anthony’s Experiment Ms. Gatdula was invited by a friend to visit her in Baguio City. Before leaving her home in Manila, she instructed her helper to fee d the fish in the aquarium during her absence. It was May. The summer heat was almost unbearable. The helper was worried about the fish entrusted to her. One very warm afternoon, she got a tray of ice cubes and put all of them into the aquarium. In just a short w hile, all the fish in the aquarium died.
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Anthony, a nephew of Ms. Gatdula, learned about the tragic incident. But he did not reprimand the helper right away. He wanted to be sure of the cause of death of the fish. Here is what he did:
Analysis (10 mins.)
Abstraction (5 mins.)
He bought six fish of the same kind as those that had died. He kept them in the aquarium for two days.
He got two large wide-mouthed wide-mouthed glass jars of the same size. He labeled one “Jar no. 1” and the other “Jar no. 2”. He put the same amount of water in the jars, and three fishes in each jar, together togethe r with some aquarium plants and pebbles.
When the fishes have stayed in the jar for two days, he put ice cubes in Jar no. 1.
He observed that the fishes in Jar no. 1 died and those in Jar no. 2 did not.
1. Who are the main characters in the story? 2. What tragic incident occurred in the story? 3. What did Anthony suspect that might have caused this tr agic incident? 4. What did Anthony do in order to prove his suspicion? 5. What did Anthony find out? Is his suspicion correct?
A scientific investigation is a series of steps designed to solve problems and answer questions. The story is an example of a scientific investigation. A scientific investigation has four major components, namely: Research Problem, Hypothesis, a Method for testing the hypothesis, and a Conclusion based on evidence. In the story, a research problem presented itself when Ms. Gatdula’s aquarium fish died. Anthony then made observations and gathered information about the incident, and learned that the helper has put some ice into the aquarium. From this information, Anthony hypothesized that it must have been due to the sudden change in temperature of the water because of the ice c ubes. Anthony then came up with a method to test his hypothesis. He conducted an experiment. Then, with the evidences from his experiment, he was able to draw a conclusion that the death of the fish was in fact due to the sudden change in temperat ure of the water following the addition of the ice cubes. His hypothesis was correct . The four components of an investigation: a. Research Problem b. Hypothesis - a possible solution to a problem of a possible explanation of a phenomenon. - an educated guess. c. Method for testing hypothesis / Experiment - an activity especially designed to test if a hypothesis is right or wrong. d. Conclusion based on evidence - a final decision or judgement formed after a period of careful thought or research.
Application (10 mins.)
Read carefully the given situation below, then answer the questions that follow: Yunna’s Garden Yunna loves plants. She collects a variety of plants especially ones that bear flowers. If her plants are healthy and green, she’s happy. One day, she visited her grandmother’s house and saw a whole plot of land filled with flower-bearing plants. She was ecstatic! She saw much more colorful and larger flowers than the ones in her garden. The leaves also appear crisper and much greener. She saw how dark
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1. What is the research problem? 2. What is your hypothesis? 3. How would you prove your hypothesis? Present your experiment plan t hrough diagrams/illustrations with label. (This activity may also be done by group so that t he students can present their answers to the class in a manila paper. Compare different answers and facilitate the class to come up with the best experiment plan for the investigation.) investigation.) Assessment (10 mins.)
I. Multiple Choice: Read each item carefully and encircle the letter o f your answer. 1. _____ is a series of steps designed to help you solve problems and answer questions. a. experiment b. hypothesis c. scientific investigation d. observation 2. In science, an educated guess is called an _____. a. question b. observation c. hypothesis d. conclusion 3. The process of obtaining information by using the senses is called a/an _____. a. observation b. inquiry c. conclusion d. scientific investigation
4. A scientific procedure undertaken to m ake a discovery, test a hypothesis, or demonstrate a known fact is a/an _____. a. law b. hypothesis c. theory d. experiment 5. When you decide whether or not the findings support the original hypothesis, you are _____. a. making observations c. drawing conclusions b. asking questions d. drawing a hypothesis 6. What is the correct order of the steps in a scientific investigation? a. ask a question, analyze analyze results, make a hypothesis, test test the hypothesis, draw conclusions b. ask a question, make a hypothesis, test hypothesis, draw conclusions, analyze results c. make a hypothesis, test the hypothesis, analyze the r esults, ask a question, draw conclusions d. ask a question, make a hypothesis, test the hypothesis, analyze results, draw conclusions II. Read the short story below. Then match column A with Column B. Cako the Monkey Cako is a wise little monkey who lives with Anne, a young scientist. Anne spends most of her time in her lab doing experiments, while Cako swings around making observations of his own. At present, Anne is doing experiments on nuts. She left one large nut in a graduated cylinder and ran some quick errands to t he shop. Cako, who just woke up from his afternoon nap, felt hungry and saw the nut. He wants to take it, and being a wise monkey, he decided he wants to do it without leaving his prints on the cylinder. He thought, “I need to make the nut float. What could possibly make the nut float? Aha!” He came up with an idea, but wasn’t sure. “There’s only one way to find out,” he said to himself. He set-up a small ladder beside the cylinder and car efully climbed, bringing with him a small bucket filled with water. Slowly, he poured w ater into the cylinder, and sure e nough, the
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______ 1. Research Problem make the ______ 2. Hypothesis Hypothesis ______ 3. A method to test Hypothesis Hypothesis ______ 4. Conclusion Conclusion
a. If I add water into the cylinder, the water will nut float onto the brim of the cylinder. b. I need to get the nut out of the cylinder without touching the cylinder. c. Therefore, water does make the nut float. d. Anne will not suspect me of taking the nut
because I will not leave any evidences that will implicate me. e. I will climb a ladder ladder beside the cylinder and carefully pour water into it to see if the nut will in fact float. Assignment
Study in advance: Elements of an experiment
Concluding Activity
Scientific investigation is important in solving our day to day problem.
Remarks Reflections A. No. of learners who earned 80% in the evaluation. B. No. of learners who require additional activities for remediation. E. Which of my my learning strategies worked worked well? Why did these 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?
C. Did the remedial lessons work? No. of learners who have caught up with the lesson. D. No. of learners who who continue to require remediation.
Prepared by: Name: Position/Designation: Contact Number:
MICHAEL R. DEJOS SST-I 09325764837
School: Division: Email Address:
BANTAYAN NATIONAL HIGH SCHOOL CEBU PROVINCE
[email protected]
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Instructional Planning (The process of systematically planning, developing, evaluating and managing the instructional process by using principles of teaching and learning - D.O. 42, s. 2016)
Detailed Lesson Plan (DLP) DLP No.: 2
Learning Area: Science 7
Learning Competency/ies:
Grade Level: Grade 7
Quarter: 1
Duration 1 Hour
Describe the components of a scientific investigation.
(Taken from the Curriculum Guide )
The fact or condition of knowing something with familiarity familiarity gained through experience or association
Skills The ability and capacity acquired through deliberate, systematic, systematic, and sustained effort to smoothly and adaptively carryout complex activities or the ability, coming from one’s knowledge knowledge practice, practice, aptitude, etc.,
Code: S7MT-Ia-1
Key Concept/ Understanding to be Adapted cognitive Process Domain Dimension (D.O.8, s.2015) Knowledge
Date: June 8, 2017
Describing the Components of a Scientific I nvestigation
Remembering
OBJECTIVES: Name the elements of an experiment.
Understanding Applying Analyzing Evaluating
Distinguish dependent variables from independent variables. Differentiate control set-up and experimental set-up Determine the different variables and set-ups in a given experiment/situation.
Creating Attitude Values
Receiving Phenomena Valuing
Practice the proper ways of acquiring knowledge and solving problems. Integrate the scientific method in resolving common issues in the community.
Content
Ways of Acquiring Knowledge and Solving Problems
Learning Resources
1. Hard copy or PowerPoint presentation of “Anthony’s Experiment”, and 2. Hard Copy or PowerPoint presentation of “Yunna’s Garden” (revised).
Procedures Introductory Activity (5 mins.)
Recall previous module: 1. What was the previous module about? 2. What is a scientific investigation? 3. What are the c omponents of a scientific investigation? 4. What is a hypothesis? 5. What is an experiment? 6. What is a conclusion? We already know that experimentation is a crucial part of a scientific investigation. But exactly what takes place in an experiment, e xperiment, and what are the different parts (or elements) of an experiment?
Activity (20 mins.)
Recall the story about Anthony’s Experiment, and answer the different set of questions that follow: (This activity may be done as oral participation to save time.) Anthony’s Experiment Ms. Gatdula was invited by a friend to visit her in Baguio City. Before leaving her home in Manila, she instructed her helper to feed the fish in the aquarium during her absence. It was May. The summer heat was almost unbearable. The helper was worried about the fish entrusted to her. One very warm afternoon, she got a tray tr ay of ice cubes and put all of them into the aquarium. In just a short w hile, all the fish in the aquarium died. Anthony, a nephew of Ms. Gatdula, learned about the tr agic incident. But he did not reprimand the helper right away. He wanted to be sure of the cause c ause of death of the fish. Here
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He got two large wide-mouthed wide-mouthed glass jars of the same size. He labeled one “Jar no. 1” and the other “Jar no. 2”. He put the same amount of water in the jars, and three fish in each jar, together with some aquarium plants and pebbles.
When the fish have stayed in the jar for two days, he put ice cubes in Jar no. 1.
He observed that the fish in Jar no. 1 died and those in Jar no. 2 did not. Now, answer the following questions: 1. For his experiment, why did Anthony buy the same kind of fish as those that had died? Could he not have used just any kind of aquarium fish? 2. Why did Anthony keep the fish he had bought in the aquarium for two days before starting his investigation? 3. Why did he use two jars of the same size, put the same amount of water in the jars and place the same number and kind of fish in each jar? W as it necessary that the conditions in the two jars be the same at the beginning of t he experiment? Why or why not? 4. Why did Anthony put ice cubes in only one jar? Why not in both jars? Illustrate the 2 set-ups used in the experiment:
Jar no. 1 Jar no. 2 (with ice cubes) 1. For his experiment, why did Anthony buy the same kind of fish as those that had died? Could he not have used just any kind of aquarium fish? He wanted to test only the effect of the sudden change in the temperature of the water. All other conditions, including the kind of fish must be the same. 2. Why did Anthony keep the fish he had bought in the aquarium for two days before starting his investigation? He wants to exclude the possibility that a sudden change in t he over-all environment of the fish could be the cause of the death of the fish. So he allowed the fish to adapt to their new environment before conducting his experiment. 3. Why did he use two jars of the same size, put the same amount of water in the jars and
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experiment, so that once he puts the ice cubes in one jar, and the fish in that jar dies, he will be certain that the death is caused caused by the ice cubes. There wo n’t be any other factors to blame. 4. Why did Anthony put ice cubes in only one jar? Why not in both jars? Because the ice cubes is the factor that he wanted to test. He suspected that the addition of ice cubes c aused the death of the fish so test if it truly is, he put ice cubes only in one jar and ke pt the other jar the same to have something to compare the outcomes to. Analysis (20 mins.)
Abstraction (5 mins.)
What is the goal of Anthony’s Experiment? Experim ent? How many set-ups set-ups were prepared in Anthony’s Experiment? Which pot is the experimental set-up? Which pot is the control set-up? Why is it important to have a control set-up? What are the variables present in Anthony’s Experiment? Experiment? What is/are the independent variable/s? What is/are the dependent variable/s? What conclusion can be drawn drawn from Anthony’s Experiment? The conditions in the jars are called VARI ABLES. Variables are elements or a particular aspect of an experiment that may be changed. There are two types of VARIABLE, namely: INDEPENDENT VARIABLE and the DEPENDENT VARIABLE. The independent variable is the variable that is changed or controlled in the experiment to test its effect on the dependent variable. The dependent variable is the variable being tested or measured. The variables in Anthony’s experiment include the temperature temperat ure of the water, the type of fish, the pebbles, aquarium plants, the size of the jar, etc. Anthony wanted to t est the effect of the sudden change in temperature in the fish. This means that in this particular experiment, the independent variable is the temperature of the water (which is what we w e changed) and the dependent variable is the fish (which died in response to the change in the temperature of the water). The two jars that Anthony prepared are called the SET-UPS. There are two types of set-ups, namely: CONTROL SET-UP and EXPERIMENTAL SET-UP. The experimental set-up is the set-up where one variable has been changed, whereas the control set-up is identical to the experimental set-up except that no variable has been changed. The purpose of the control setup is for comparison and reference. Anthony’s Jar no. 1 is the exper imental set-up because it is where he made changes to one variable. He put ice cubes in it to change the temperature of the water. Jar no. 2 is the control set-up because no changes has been done to it. Its purpose is for Anthony to compare and come up with the conclusion that it is the sudden change in temperature of the water that caused the fish to die.
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Application (10 mins.)
Control Setup – Setup – the the setup identical to the experimental setup except that no variable has been changed.
Read carefully the given situation below, then answer the questions that follow: Yunna’s Garden Yunna loves plants. She collects a variety of plants especially ones that be ar flowers. If her plants are healthy and green, she’s happy. One day, she visited her grandmother’s g randmother’s house and saw a whole plot of land filled with flower-bearing plants. She was ecstatic! She saw much more colorful and larger flowers than the ones in her garden. The leaves also appear crisper and much greener . She saw how dark the soil is and noticed bits of what looks like dried cow manure in it. It is completely different from her reddish-brown soil at home. Then, a realization sunk in. Her plants at home are not as healthy as she originally thought! She’s missing one very important thing! As soon as she got home, she set to find some dried cow manure, and did t he following:
She prepared two clay pots of t he same size and shape, and labeled it Pot A and Pot B.
She filled both pots with the same reddish-brown soil, which she took from the same part of her garden. Then, she added a handful of ground, dried cow manure to Pot B.
She placed both pots under the shade of a jackfruit tree and planted 2 sunflower seeds in each pot.
She watered both pots with the same amount of water every other day, and both pots received the same amount of sunlight, and for the same lengths of time.
One month later, the sunflower in Pot A had no flower and had thinner stems compared to the stems of the sunflower in Pot B. The sunflower in Pot B also boasted a budding flower that is about to bloom.
Now, answer the following questions: 1. What is the research problem? 2. What is the hypothesis? 3. How many setups did Yunna prepare for her experiment? 4. Which pot is the experimental setup? 5. Which pot is the control setup? 6. What is the independent variable? 7. What is the dependent variable? 8. What What conclusion can be drawn from Yunna’s experiment? Assessment (10 mins.)
I. Multiple Choice: Read each item carefully and encircle the letter of your answer. 1. In an experiment, the one o ne variable that is changed is called _____. a. independent variable c. experimental variable b. dependent variable d. controlled variable 2. In an experiment, the factor that we measure is called _____.
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b. the size of the baby alligators d. the gender of the baby alligators 6. A scientist conducted an experiment to determine how the amount of salt in a body of water affects the number of plants that can live in the water. In this experiment, the independent variable is _____. a. the water c. the temperature of the water b. the amount of salt in the water d. the number of plants in the water 7. A scientist conducted an experiment to determine how the amount of salt in a body of water affects the number of plants that can live in the water. In this experiment, ex periment, the dependent variable is a. the amount of salt in the water c. the water b. the temperature of the water d. the number of plants in the water 8. A scientist who wants to study the effects of fertilizer on plants sets up an experiment. Plant A gets no fertilizer, Plant B gets 5mg of fertilizer, and Plant C get s 10 mg of fertilizer. Which plant is the control group? a. All of them. c. Plant B b. Plant A d. Plant C 9. Xavier wants to see if working wo rking out for two hours a day re duces cholesterol. He breaks his participants into two groups. First they all get their cholesterol checked by a doctor. Then Xavier asks the first group to jump rope every day for two weeks. The se cond group he instructs to simply follow their regular routine. Which of the following statements is c orrect? a. The jumping rope group is the control g roup. b. Neither group is a control group or e xperimental group. c. The jumping rope group is the experimental group. d. Both groups are experimental groups. 10. In Xavier’s experiment, what is likely the independent variable? a. the cholesterol levels of the part icipants b. the place where the participants work out c. the two-hour workout of the participants d. the laboratory where participants have their cholesterol levels checked.
Assignment
What is Fair Test?
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B. No. of learners who require additional activities for remediation. E. Which of my my learning strategies worked worked well? Why did these 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?
D. No. of learners who who continue to require remediation.
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MICHAEL R. DEJOS SST-I 09325764837
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Instructional Planning (The process of systematically planning, developing, evaluating and managing the instructional process by using principles of teaching and learning - D.O. 42, s. 2016)
Detailed Lesson Plan (DLP) DLP No.: 3
Learning Area: Science 7
Learning Competency/ies:
Grade Level: Grade 7
Quarter: 1
Duration 1 Hour
Describe the components of a scientific investigation.
(Taken from the Curriculum Guide )
The fact or condition of knowing something with familiarity gained gained through experience or association
Skills The ability and capacity acquired through deliberate, systematic, and sustained effort to smoothly and adaptively carryout complex activities or the ability, coming from one’s knowledge practice, aptitude, etc.,
Attitude Values
Code: S7MT-Ia-1
Key Concept/ Understanding to be Domain Knowledge
Date: June 13, 2017
Describing the Components of a Scientific I nvestigation
Adapted cognitive Process Dimension (D.O.8, s.2015)
OBJECTIVES:
Remembering Understanding
Define “Fair Test” as a term used in experiments.
Applying Analyzing Evaluating Creating
Determine if a given experiment setup exhibits Fair Test. Design an experiment that applies Fair Testing.
Receiving Phenomena
Practice the proper ways of acquiring knowledge and solving problems.
Valuing
Content Learning Resources
Integrate the scientific method in resolving common issues in the community. Ways of Acquiring Knowledge and Solving Problems 1. PowerPoint presentation of “Yuri’s Experiment”, 2. PowerPoint presentation of Application, and 3. PowerPoint presentation of Assessment test items.
Procedures Introductory Activity (5 mins.)
Recall previous lessons: We have previously discussed the elements of an experiment. We talked about Variables and Setups. What is variable? What are the two different types of variables? What are the two types of setups? Before that, we also t alked about the components of a scientific investigation. What are the four components of a scientific investigation? What is a hypothesis?
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Scenario A
Scenario B
POT A POT B POT C - used reddish - used reddish - used reddish brown soil. brown soil. brown soil. - no organic - used organic - used organic fertilizer added fertilizer. fertilizer. - used seedling. - used seed. - used seed. - watered - watered - watered every every every other day. other day. other day. - placed under - placed under - placed under shade of a shade of a shade of a tree. tree. tree. -no inorganic - 5mg of inorganic -15mg of inorganic fertilizer added . fertilizer added.
added.
fertilizer
POT A POT B POT C - used reddish - used reddish used reddish brown soil. brown soil. brown soil. - used organic - used organic - used organic fertilizer fertilizer. fertilizer. - used seed. - used seed. - used seed. - watered - watered watered every every every other day. other day. other day. - placed under - placed under placed under shade of a shade of a shade of a tree. tree. tree. - no inorganic - 5mg of inorganic 15mg of
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Application (10 mins.)
Write FT on the blank before the number if the given scenario exhibits Fair Test. Otherwise, write NFT and make corrections to make the experiment show fair testing. You may rewrite the selection all together in a separate sheet of paper, if you think it entails a lot of corrections to make it correct. _____ 1. Maura wants to test which material is most waterproof. She lays a sheet of tissue, a felt paper, and an oil-control film, all of the same size, on the brim of three glasses, also of the same size. She then pours the same type of liquid to all three set ups, in the same amount, from the same distance above the mater ials, and the same speed. _____ 2. Justino suspects suspects that geckos flock in his room because geckos love cockroaches, and his room promises a steady supply of them. So he set s out to clean his room immediately after he realized this. _____ 3. Maxie heard that the gender of a crocodile depends upon the temperature of the sand in which it was buried in while still inside its egg. Acc ording to this documentary she saw, eggs nested in temperatures below 31 .7°C produce female crocodiles. In temperatures above 31.7°C up to 34.5°C, the nests would produce male crocodiles. Higher than 34.5°C, and it would produce female crocodiles. She takes three crocodile eggs and incubates one at 30°C, another at 33°C, and the last one at 35°C. _____ 4. Nathaniel learned learned in school that iron rusts as a result of oxygen in the air, reacting with water. He wants to see proof for himself, so he bought two iron rods of the same length and diameter. He sprayed both rods with water. He placed one rod inside inside a
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are made of aluminum. Garrett has his father pitch to him. His friend, Damien, batted one time using the 32" bat. Correct selection (if NFT): ____________________ _____________________________ __________________ _________________ __________________ _____________________ ___________________ ________ ________ ____________________ _____________________________ __________________ _________________ __________________ ___________________ _________________ __________ __ ________ ____________________ _____________________________ __________________ _________________ __________________ ___________________ _________________ __________ __ ________
_____ 2. Jackie and Ivy each use a different pen in school. Jackie says her Bic pen will last longer than Ivy's Felt Tip pen. They decide to use their pens for all of their school work and see whose pen lasts the longest. Correct selection (if NFT): ____________________ _____________________________ __________________ _________________ __________________ ___________________ _________________ __________ __ ________ ____________________ _____________________________ __________________ _________________ ____________________ ____________________ _________________ _________ ________ ____________________ _____________________________ __________________ _________________ __________________ ___________________ _________________ __________ __ ________ _____ 3. Mr Smith said, said, "Girls get better grades than boys do." He added up 43 girls'
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Hypothesis: ____________________ _____________________________ __________________ _________________ __________________ ___________________ _________________ __________ __ ________ Setups and Variables: What is your independent variable? ______________________ ___________________________ _____ What is your dependent variable? __________________ ___________________________ _________ Assignment
Bring manila paper and marker next meeting
Concluding Activity
Conducting a fair test is one of the most important ingredients of doing good, scientifically valuable experiments.
Remarks Reflections A. No. of learners who earned 80% in the evaluation. B. No. of learners who require additional activities for remediation. E. Which of my my learning strategies worked worked well? Why did these 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?
C. Did the remedial lessons work? No. of learners who have caught up with the lesson. D. No. of learners who who continue to require remediation.
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MICHAEL R. DEJOS SST-I 09325764837
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BANTAYAN NATIONAL HIGH SCHOOL CEBU PROVINCE
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Detailed Lesson Plan (DLP) DLP No.: Learning Area: Grade Level: Quarter: Duration 4 Science 7 Grade 7 1 2 Hours Learning Competency/ies: Describe the components of a scientific investigation. (Taken from the Curriculum Guide )
Date: June 14, 2017 Code: S7MT-Ia-1
Key Concept/ Describing the Components of a Sc ientific Investigations Understanding to be Adapted cognitive Process Domain OBJECTIVES: Dimension (D.O.8, s.2015) Knowledge The fact or condition of knowing something with familiarity gained gained through experience or association
Skills The ability and capacity acquired through deliberate, systematic, and sustained effort to smoothly and adaptively carryout complex activities or the ability, coming from one’s knowledge practice, aptitude, etc.,
Attitude Values
Remembering Understanding Applying Analyzing Evaluating Creating
Receiving Phenomena Valuing
Showcase understanding of the components of a scientific investigation, as well as elements of an experiment, by applying them in designing one’s own investigation. Practice the proper ways of acquiring knowledge and solving problems. Integrate the scientific method in resolving common issues in the community.
Content
Ways of Acquiring Knowledge and Solving Problems
Learning Resources Procedures
Manila Paper and marker
Introductory Activity (5mins)
Recall the different topics discussed in the past three days, as well as the activities conducted. We talked about the components of a scientific investigation: What are the four components of a scientific investigation? What is a hypothesis? What is an experiment? What is a conclusion? We also talked about the importance of variables and setups in an experiment:
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Scientific Investigation Experiment Rubric Problem – Problem – the the problem is the question that you are trying to answer. 2 Points if the problem is writte n in the form of a question and is a complete sentence with a question mark at the e nd. 1 Point if the problem is not written in the form of a question or is an incomplete sentence or is missing the question mark. Hypothesis – Hypothesis – a a hypothesis is your educated guess at the answer to the problem. 2 Points if the hypothesis is written as a guess or explanation to the answer of the problem and in a complete sentence. (I t hink …, I hypothesize …, If.. then…) 1 Point if the hypothesis is not written in a complete sentence or is not a guess to the problem. Identifying the Variables and Controls – Controls – a a variable is the one thing in the experiment that is different in each test. The variable is w hat you are testing. The controls are the parts of the experiment that are kept the same in each test. 2 Points if the variable and controls are clearly identified. 1 Point if only the variable or the controls are clearly identified. 0 Points if only neither the variable or the controls are clearly identified. Procedure – Procedure – the the procedure is a step-by-step explanation of how to perform the experiment. To receive all 4 points the procedure must include all of the following: a. Procedure steps must be numbered
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c. Answered the question written in the problem.
3 Points if the conclusion includes all three requirements.
2 Points if the conclusion included two out of three requirements.
1 Point if the conclusion included one out of thre e requirements
0 Points if the conclusion did not include any of t he three requirements.
Neatness and Organization – Organization – your your lab report must be written wr itten on a clean and unwrinkled paper. Your handwriting should be clear and easy to read.
1 Point if the lab re port is clean, unwrinkled, and easy to read.
0 Points if the lab report is stained, wrinkled, or difficult to read.
Day 2 (60mins) PRESENTATION II. FINALIZATION FINALIZATION OF OUTPUT (Time duration: 1 hour; Nature of activity: By pair or triad) Layout your scientific investigation in a bond paper, and prepare for presentation of your output to the teacher. What was your investigation all about? What problem you have encountered in your
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DLP NO. 4 *Student Output varies. Refer to rubrics for grading.
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Detailed Lesson Plan (DLP) DLP No.: Learning Area: Grade Level: Quarter: Duration 5 Science 7 Grade 7 1 1 Hour Learning Competency/ies: Describe the components of a scientific investigation. (Taken from the Curriculum Guide )
Date: June 15, 2017 Code: S7MT-Ia-1
Key Concept/ Components of a Scientific Investigation Understanding to be Adapted cognitive Process Domain OBJECTIVES: Dimension (D.O.8, s.2015) Knowledge The fact or condition of knowing something with familiarity gained gained through experience or association
Skills The ability and capacity acquired through deliberate, systematic, and sustained effort to smoothly and adaptively carryout complex activities or the ability, coming from one’s knowledge practice, aptitude, etc.,
Attitude Values
Remembering Understanding Applying
Apply the steps of the scientific method, skills and concepts behind the study and the conduct of a scientific investigation.
Analyzing Evaluating Creating Receiving Phenomena Valuing
Practice the proper ways of acquiring knowledge and solving problems. Integrate the scientific method in resolving common issues in the community.
Content
Ways of Acquiring Knowledge and Solving Problems
Learning Resources Procedures
Chalkboard
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2. Dependent Variable – Variable – the the variable that is being tested or measured. -- the variable that changes in response to the independent v. B. Setups - an assembly of tools or mater ials during an experiment, that mimics the conditions present upon identifying a research problem. 1. Experimental Setup – Setup – the the setup where one variable var iable has been changed. 2. Control Setup – Setup – the the setup identical to the experimental setup except that no variable has bee n changed. CONCLUSION - a final decision or judgement formed after a period of care ful thought or research. Analysis
Abstraction
1.What did you feel while making your graphic organizer on the components of the scientific investigation? 2. Which groups would come up the complete graphic organizer? How did you come up your comprehensive organizer? – a series of steps designed to help solve problems and answer SCIENTIFIC INVESTIGATION – a questions. The Steps in a Scientific Investigation: I nvestigation: 1. Identifying the Problem 2. Making Observations/Gathering Information
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Application
Assessment (45 mins)
CONCLUSION - a final decision or judgement formed after a period of careful thought or Research. Arrange the steps /components of the scientific investigation in a sequence manner by writing the number on the line provided for. ____ Formulating a Conclusion based on the evidence ____ Formulating the Hypothesis ____ Analyzing and Interpreting the data/observations data/observations ____ Designing an Experiment ____ Identifying the Problem ____ Communicating the results ____ Gathering the data about the problem
Number Heads Game (Students’ spelling and writing speed is drilled in this activity. Plus, it practices cooperation
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(2pt) If you are making graphs and tables to organize and present your data, in which part of the scientific investigation are you in? (2pt) You want to know why there is a sudden increase of mosquitoes in your home. In which part of the scientific investigation are you in? (2pt) Based on the data you gathered, flower horns’ voracious appetite causes their tank to become murky at a faster rate than other fish’s tanks. In which part o f the scientific investigation are you in? (2pt) You suspect that the low salinity of the w ater in your tank caused fin rot in 3 of your 7 goldfish. In which part of the scientific investigation are you in? (2pt) When you’re testing only one variable at a time while keeping all other conditions in your setups the same, what principle of ex perimentation are you practicing?
Difficult Round (15 points total) This round may not necessarily be a race. Every group that gets the correct corre ct answer regardless of who finishes first or last, will get the points.
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A. No. of learners who earned 80% in the evaluation. B. No. of learners who require additional activities for remediation. E. Which of my my learning strategies worked worked well? Why did these 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?
C. Did the remedial lessons work? No. of learners who have caught up with the lesson. D. No. of learners who who continue to require remediation.
Prepared by: Name: Position/Designation: Contact Number:
MICHAEL R. DEJOS SST-I 09325764837
School: Division: Email Address:
BANTAYAN NATIONAL HIGH SCHOOL CEBU PROVINCE
[email protected]
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Detailed Lesson Plan (DLP) DLP No.: Learning Area: Grade Level: Quarter: Duration 6 Science 7 Grade 7 1 1 Hour Learning Competency/ies: Describe the components of a scientific investigation. (Taken from the Curriculum Guide )
Date: June 19, 2017 Code: S7MT-Ia-1
Key Concept/ Components of a Scientific Investigation Understanding to be Adapted cognitive Process Domain OBJECTIVES: Dimension (D.O.8, s.2015) Knowledge The fact or condition of knowing something with familiarity gained gained through experience or association
Skills The ability and capacity acquired through deliberate, systematic, and sustained effort to smoothly and
Remembering Understanding Applying
Assess understanding of the components of the scientific investigation, skills and concepts learned during the discussion and the performed activities.
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5. Where and when were the most earthworms found? a. unplowed soil, spring 1995 c. unplowed soil, fall 1995 b. unplowed soil, fall 1994 d. plowed soil, spring 1994 6. What do the data in this graph show? a. Unplowed soil has more earthworms than plowed soil. b. Plowed soil has more earthworms than unplowed soil. c. Plowing of soil has no effect o n the number of earthworms. d. The number of earthworms cannot be predicted. 7. A scientists who wants to study the effects of a new fertilizer fe rtilizer on plants would probably _____. a. give each experimental group the same amount of the fertilizer b. not worry about measuring the amount of fertilizer used c. include a control group that rece ived no fertilizer d. use different numbers of plants in each group 8. Information you collect during an experiment is called _____.
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True enough, after only a month, Pot A looked as unhealthy and as wilted as my first Peace Lily. Pot B stayed prim and pretty inside. Questions: 1. What is the problem in the story?
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Assignment: Bring the following materials by group next meeting: 6 cups water
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Knowledge The fact or condition of knowing something with familiarity gained gained through experience or association
Skills The ability and capacity acquired through deliberate, systematic, and sustained effort to smoothly and adaptively carryout complex
Remembering
Identify the components of a solution.
Understanding Applying Analyzing Evaluating
Describe the characteristics of solutions. Distinguish Solutions from mixtures based on its appearance.
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Analysis (10 mins)
What is/are your observation/s in the activity/experiment? What are the two c omponents of solution?
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Instructional Planning (The process of systematically planning, developing, evaluating and managing the instructional process by using principles of teaching and learning - D.O. 42, s. 2016)
Detailed Lesson Plan (DLP) DLP No.: 19
Learning Area: Science 7
Learning Competency/ies: (Taken from the Curriculum Guide )
Key Concept/ Understanding to be Domain Knowledge The fact or condition of knowing something with familiarity gained gained through experience or association
Skills The ability and capacity acquired through deliberate, systematic, and sustained effort to smoothly and adaptively carryout complex activities or the ability, coming from one’s knowledge knowledge practice, practice, aptitude, etc.,
Attitude Values
Grade Level: Grade 7
Quarter: 1
Duration 1 Hour
Date: July 17, 2017
The learners investigate properties of acidic and basic mixtures using natural indicators.
Code: S7MT-Ii-6
Investigating properties of acidic and basic mixtures
Adapted cognitive Process Dimension (D.O.8, s.2015)
OBJECTIVES:
Remembering Understanding
Recognize that substances or mixtures can be acidic or basic.
Applying Analyzing Evaluating Creating
Explain the concept of pH.
Receiving Phenomena
Demonstrate cooperation in doing the group activity in finishing the tasks
Valuing
Content Learning Resources
Propose ways of carrying for the body and different household materials, to avoid degradation due to acidity/basicity Acids and Bases 1. Science 7 Learner’s Manual 2. 1 piece mature, dark violet eggplant, alum (tawas (tawas)) powder, water and boiling materials.
Procedures Introductory Activity (5 mins)
Have one or more students recall the previous topic: topic : What was our previous lesson all about? Our previous lesson talked about how matter can be classified into substances and mixtures. We learned how to distinguish substances from mixtures by studying their me lting and boiling behavior. And then we further classified substances into elements and c ompounds. We learned how elements make up compounds, and one very important principle: the properties of a compound are distinct from the properties of its constituent elements. Today, we will learn how compounds can be acidic or basic, and one way of knowing is w ith the use of pH indicators. Teacher demonstrates how a natural pH indicator made from eggplant skin changes color when added to a sample of vinegar, and a sample of bleach. So, now you will make your own natural pH indicator.
Activity (55 mins.)
In groups of 3, perform Module 4, Activity 1, Part A, p.46 of Science 7 Learner’s Material.
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Assignment
Bring the following materials next meeting by group: Plant indicator prepared in part A, vinegar, distilled water, tap water, baking soda, baking powder, calamansi, toothpaste, shampoo, soap, detergent, buko juice, sugar in water, softdrink, 12 small plastic cups, 6 droppers, 6 plastic teaspoons and stirrer.
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A. No. of learners who earned 80% in the evaluation. B. No. of learners who require additional activities for remediation. E. Which of my learning learning strategies worked well? Why did these 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?
C. Did the remedial lessons work? No. of learners who have caught up with the lesson. D. No. of learners who who continue to require remediation.
Prepared by: Name: Position/Designation: Contact Number:
MICHAEL R. DEJOS SST-I 09325764837
School: Division: Email Address:
BANTAYAN NATIONAL HIGH SCHOOL CEBU PROVINCE
[email protected]
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Instructional Planning (The process of systematically planning, developing, evaluating and managing the instructional process by using principles of teaching and learning - D.O. 42, s. 2016)
Detailed Lesson Plan (DLP) DLP No.: 20
Learning Area: Science 7
Learning Competency/ies: (Taken from the Curriculum Guide )
Key Concept/ Understanding to be Knowledge
Duration 2 Hours
Date: July 18, 2017 Code: S7MT-Ii-6
Investigating properties of acidic and basic mixtures OBJECTIVES:
Remembering
The fact or condition of knowing something with familiarity familiarity gained through experience or association
Understanding
Skills The ability and capacity acquired through deliberate, systematic, systematic, and sustained effort to smoothly and adaptively carryout complex activities or the ability, coming from one’s knowledge knowledge practice, practice, aptitude, etc.,
Values
Quarter: 1
The learners investigate properties of acidic and basic mixtures using natural indicators.
Adapted cognitive Process Dimension (D.O.8, s.2015)
Domain
Attitude
Grade Level: Grade 7
Applying Analyzing Evaluating Creating
Describe the color range that the natural indicator turns into when added to a sample of acidic and basic substances. Operationally distinguish between acidic and basic mixtures using plant indicators. Indicate the acidity or basicity of mixtures using the pH scale.
Receiving Phenomena
Demonstrate determination and cooperation (if group activity) in finishing task at hand
Valuing
Propose ways of carrying for the body and different household materials, to avoid degradation due to acidity/basicity
Content
Acids and Bases
Learning Resources
1. Science 7 Learner’s Material 2. Plant indicator prepared in part A, vinegar, distilled water, tap water, baking soda, baking powder, calamansi, toothpaste, shampoo, soap, detergent, buko juice, sugar in water, softdrink, 12 small plastic cups, 6 droppers, 6 plastic teaspoons and stirrer.
Procedures Introductory Activity (5 mins)
Have one or more students recall the previous activity : What did we do yesterday? Yesterday we made a pH indicator made o f an ingredient found locally. Today, we will use that indicator to determine the nature of certain household products or materials.
Activity (55 mins.)
In groups of 3, perform Module 4, Activity 1, Part B, p.47 of Science 7 Learner’s Material.
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Analysis (20 mins)
The class will go over the activity altogether. Just like facilitating a brainstorming brainstorming session, the teacher teacher will ask for volunteers to share their experience while performing the experiment. The teacher w ill also go over the questions, as well as tables 1 & 4 of the t he experiment and the class will have a common answer after the sharing session.
Abstraction (10 mins)
There are materials around us that can be used in preparing pH indicators. Red Mayana leaves, Baston ni San Jose, purple camote peel, and the one we used in our experiment, the purple eggplant peel. Anthocyanin, pigments in these materials, produce specific colors in solutions of different acidity or basicity. The color range the indicator produces are as follows: NATURE OF SAMPLE
COLOR RANGE
strongly acidic
red
acidic weakly acidic
red violet violet blue violet
slightly acidic neutral
shades of blue
slightly basic weakly basic
blue green
PH SCALE
EXAMPLES pH scale
substance
1
1.6 – 1.6 – 1.8
gastric juice
2
2.1 – 2.1 – 2.3
Lemon juice
3 4 5
2.4 – 2.4 – 3.4
vinegar
2.0 – 2.0 – 4.0
soft drinks
5.5 – 5.5 – 7.0
Urine
6
6.3 – 6.3 – 6.6
Rain water
7
6.2 – 6.2 – 7.4 7.4 7.0 7.35 – 7.35 – 7.45 7.45
Saliva Pure water Blood
8
7.6 – 7.6 – 8.0
Egg white
9
8.4
Sea water
11
11
Laundry detergent
12
12.8
10
green basic
yellow green
Household
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(20 mins)
Identify each sample whether strongly acidic, acidic, weakly acidic, slightly acidic, neutral, slightly basic, weakly basic, basic or strongly basic. 1. Car battery 2. Zonrox 3. Coconut Juice 4. Distilled water 5. Tap water 6.Ketchup 7. Milk 8. Baking Soda 9. Soap 10. Citric Acid
Assessment (10 mins)
Multiple Choice: Read each item carefully and encirc le the letter of your answer. 1. Of the following samples, which is most acidic? a. Sample A with pH7 b. Sample B with pH2.5 c. Sample C with pH4 d. Sample D with pH8.4 2. Which of the following statements cor rectly describes an acid? I. It has a sour taste. II. It turns an indicator to re d. III. It has a pH level of below 7. IV. It reacts with metals. a. I, II and IV b. I, II and III c. I, III and IV d. I, II, III and IV 3. If the pH in t he body is too basic, it reacts by ________ to lower the pH and get it back to normal levels. a. Palpitating b. Hyperventilating c. Increasing sugar levels d. Undergoing Hypothermia 4. What process occurs when an acid mixes with a base? a .Neutralization b. Detoxification c. Immunization
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Remarks Reflections A. No. of learners who earned 80% in the evaluation. B. No. of learners who require additional activities for remediation. E. Which of my my learning strategies worked worked well? Why did these 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?
C. Did the remedial lessons work? No. of learners who have caught up with the lesson. D. No. of learners who who continue to require remediation.
Prepared by: Name: Position/Designation: Contact Number:
MICHAEL R. DEJOS SST-I 09325764837
School: Division: Email Address:
BANTAYAN NATIONAL HIGH SCHOOL CEBU PROVINCE
[email protected]
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Instructional Planning (The process of systematically planning, developing, evaluating and managing the instructional process by using principles of teaching and learning - D.O. 42, s. 2016)
Detailed Lesson Plan (DLP) DLP No.: 21
Learning Area: Science 7
Learning Competency/ies: (Taken from the Curriculum Guide )
Key Concept/ Understanding to be
Grade Level: Grade 7
Knowledge
Duration 1 Hour
The learners describe some properties of m etals and nonmetals such as luster, malleability ductility and conductivity.
Date: July 19, 2017 Code: S7MT-Ij-7
Describing properties of metals, nonmetals and metalloids
Adapted cognitive Process Dimension (D.O.8, s.2015)
Domain
Quarter: 1
OBJECTIVES:
Remembering
The fact or condition of knowing something with familiarity familiarity gained through experience or association
Understanding
Skills The ability and capacity acquired through deliberate, systematic, systematic, and sustained effort to smoothly and adaptively carryout complex activities or the ability, coming from one’s knowledge knowledge practice, practice, aptitude, etc.,
Applying Analyzing Evaluating
Recognize that elements can be classified into metals, nonmetals and metalloids. Classify elements into metals, nonmetals and metalloids. Explain how elements can be classified into metals, nonmetals and metalloids just by looking at their placement in the periodic table.
Creating Attitude Values
Receiving Phenomena Valuing
Discuss to peers the different properties of metals and nonmetals Display optimism in learning about metals and nonmetals
Content
Metals and Nonmetals
Learning Resources
Periodic Table of Elements
Procedures Introductory Activity (5mins)
Have one or more students recall the previous lesson: What was our previous lesson all about? Our previous lesson talked about acids and bases. We learned how to distinguish the two based on their physical properties. We also learned how to make and use natural indicators. This time, we shall discuss how elements are classified further into metals, nonmetals and metalloids.
Activity (5mins) Analysis (10 mins)
Prepare your periodic table of elements. Using a marking pen, mark the fo llowing elements: BORON, SILICON, GERMANIUM, ASTATINE, ANTIMONY, TELLURIUM. Why the names are not arrange in alphabetical order?
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Elements can be classified into metals, nonmetals and metalloids. METALS In the periodic table, you can see a stair-stepped line starting at Boron (B), atomic number 5, and going all the way down to Polonium (Po), atomic number 84. Except for Germanium (Ge) and Antimony (Sb), all the elements to t he left of that line can be classified as metals. NONMETALS Except for the elements that border the stair-stepped line, the elements to the right of the line are classified as nonmetals (along with hydrogen). Nonmetals have properties opposite those of the metals. METALLOIDS The elements that border the stair-stepped line are classified as metalloids. The metalloids, or semimetals, have properties that are somewhat of a cross between metals and nonmetals. Application (10 mins)
Oral Identify the following elements as a metal, nonmetal or metalloid. - Carbon - Oxygen - Arsenic - Helium - Nickel
Assessment (15mins)
Identify the choice that best completes t he statement or answers the question. 1. Which of the following elements is an alkali metal? a. Calcium b. Magnesium c. Mercury d. Sodium 2. Carbon and other nonmetals are found in which area of the periodic table? a. on the left-most side
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6. Which of the following is an example of a nonmetal? a. Sodium c. Carbon b. Boron d. Aluminum 7. Which of the following is true? a. Nonmetals are generally located along the stair-step on the periodic table. b. Metalloids are generally located on the left side of t he periodic table. c. Metals are generally located on the right side of the table. d. Nonmetals are generally located on the right side of the periodic table. 8. Which of the following is a metal? a. Ca c. C b. O d. Cl 9. All of the following elements are metalloids, EXCEPT _______. a. Germanium c. Gold b. Boron d. Silicon 10. Sodium, Calcium, Copper and Iron are both __________. __________. a. Metals c. Metalloids b. Nonmetals d. All of the above
Remarks Reflections A. No. of learners who earned 80% in the evaluation. B. No. of learners who require additional activities for remediation. E. Which of my my learning strategies worked worked well? Why did these 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?
C. Did the remedial lessons work? No. of learners who have caught up with the lesson. D. No. of learners who who continue to require remediation.
Prepared by: Name: Position/Designation: Contact Number:
MICHAEL R. DEJOS SST-I 09325764837
School: Division: Email Address:
BANTAYAN NATIONAL HIGH SCHOOL CEBU PROVINCE
[email protected]
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Instructional Planning (The process of systematically planning, developing, evaluating and managing the instructional process by using principles of teaching and learning - D.O. 42, s. 2016)
Detailed Lesson Plan (DLP) DLP No.: 22
Learning Area: Science 7
Learning Competency/ies: (Taken from the Curriculum Guide )
Grade Level: Grade 7
Quarter: 1
Duration 1 Hour
The learners describe some properties of metals and nonmetals such as luster, malleability, ductility and conductivity.
Date: July 20, 2017 Code: S7MT-Ij-7
Key Concept/ Describing properties of metals, nonmetals and metalloids Understanding to be Adapted cognitive Process Domain OBJECTIVES: Dimension (D.O.8, s.2015) Knowledge The fact or condition of knowing something with familiarity gained gained through experience or association
Skills The ability and capacity acquired through deliberate, systematic, and sustained effort to smoothly and adaptively carryout complex activities or the ability, coming from one’s knowledge practice, aptitude, etc.,
Remembering
Cite the different properties of metals and nonmetals.
Understanding Applying
Differentiate metals and nonmetals in terms of luster, malleability, ductility and conductivity.
Analyzing Evaluating Creating
Attitude
Receiving Phenomena
Discuss to peers the different propert ies of metals and nonmetals
Values
Valuing
Display optimism in learning about metals and nonmetals
Content
Metals and Nonmetals
Learning Resources
Samples: iron fillings, sulfur rolls, mossy zinc, graphite, silicon, mossy tin, charcoal
Procedures Introductory Activity
Have one or more students recall yesterday’s activity: What was our previous topic all about?
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(10 points) Summarize the procedure from eac h station in YOUR OWN WORDS STATION #1: APPEARANCE (A-C) List at least three Physical Properties (color, luster, odor, shape, etc.) for element samples A-C.
STATION #2: APPEARANCE (D-G) List at least three Physical Properties (color, luster, odor, shape, etc.) for element samples D-G. STATION #3: CRUSHING Gently tap each element sample A-G with the hammer. Identify each as malleable malleable (flattens without breaking), or brittle (breaks into pieces).
STATION #4: CONDUCTIVITY Decide if each element sample A-G is a conductor or a nonconductor. Touch the element sample with the probes (wires), but do not allow the probes (wires) to touch each other . If the lightbulb goes on it is a conductor, if the lightbulb does not go on it is a nonconductor. STATION: #5: REACTIVITY W/ACID (element samples A-C) 1. Add element samples A-C to the well plate. 2. Add exactly 5 drops of acid to each well. 3. Observe each well for 3 minutes. Record any changes or occurrences and decide whether the sample reacted with w ith acid or not (changes include: color change or bubbling) STATION: #6: REACTIVITY W/ACID (element samples D-G) 1. Add element samples D-G to the well plate. 2. Add exactly 5 drops of acid to each well. 3. Observe each well for 3 minutes. Record any changes or occurrences and decide whether the sample reacted with acid or not (changes include: color change or bubbling) STATION: #7: REACTIVITY W/CuCl2 (element (element samples A-C)
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E F G
Questions (10 points) 1. Classify each property tested as a physical property or a chemical property. Appearance: Conductivity: Crushing: Reactivity with acid: Reactivity with CuCl2: 2. Sort the seven elements (A-G) into two groups (metals or nonmetals) based on similarities in their physical and chemical properties. 3.
Which element or elements could fit into either group? Why?
4. Using the following information, classify each tested element A-G as a metal, a nonmetal, or a metalloid: • • • •
Metals have a luster, are malleable, and conduct electricity Many metals react with acids; many metals react with copper chloride (CuCl2) Nonmetals are usually dull in appearance, brittle, and do not conduct electricity Metalloids have properties of both metals and nonmetals
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Luster: Metals have the quality of reflecting light from its surface and can be polished e.g., gold, silver and copper.
Malleability: Metals have the ability to withstand hammering and can be made into thin sheets known as foils (a sugar cube chunk of gold can be pounded into a thin sheet which will cover a football field).
Ductility: Metals can be drawn into wires. 100 gm of silver can be drawn into a thin wire about 200 meters long.
Hardness: All metals are hard except sodium and potassium, which are soft and can be cut with a knife.
Valency: Metals have 1 to 3 electrons in the outermost shell of their atoms.
Conduction: Metals are good conductors because they have free electrons. Silver and copper are the two best conductors of heat and electricity. Lead is the poorest conductor of heat. Bismuth, mercury and iron are also poor conductors
Density: Metals have high density and are very heavy. Iridium and osmium have the highest densities whereas lithium has the lowest density.
Melting and Boiling Points: Metals have high melting and boiling point. Tungsten has the highest melting point where as silver has low boiling point. Sodium and potassium have low melting points. Nonmetals Elements that tend to gain electrons elect rons to form anions during chemical reactions are called nonmetals. These are electronegative elements. e lements. They are non-lustrous, brittle and poor conductors of heat and electricity (except graphite). Non-metals can be gaseous, liquids or solids.
Physical Properties of nonmetals: Physical State: Most of the non-metals exist in two of the three st ates of matter at room temperature: gases (oxygen) and solids (carbon). Non-Malleable and Ductile: Non-metals are very brittle, and cannot be rolled into wires or pounded into sheets. Conduction: They are poor conductors of heat and electricity.
Luster: These have no metallic luster and do not reflect light
Conductivity: Poor conductors of heat and electricity
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Application
Complete the table below: Properties of metals and nonmetals
Property
Metals
Non-metals
Appearance
Dull
State at room temperature
About half are solids, about half are gases, and one (bromine) is a liquid
Density
High (they feel heavy for their size)
Strength
Strong
Malleable or brittle
Malleable (they bend without breaking) Poor (they are insulators)
Conduction of heat Conduction of electricity
Good
Magnetic material
Only iron, cobalt and nickel
Sound when hit
They make a ringing sound (they are sonorous)
None
Assessment Multiple Choice: Read each item carefully and encircle the letter of your answer. 1. If a metal is ___________ it can be drawn into a wire. a. conductive c. magnetic b. malleable d. ductile
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b. metalloid d. All of the above 9. Nonmetals are not attracted to magnets. m agnets. a. True b. False 10. Metals lack luster, are brittle, and do not conduct electricity. a. True b. False
Remarks Reflections A. No. of learners who earned 80% in the evaluation. B. No. of learners who require additional activities for remediation. E. Which of my my learning strategies worked worked well? Why did these 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?
Prepared by:
C. Did the remedial lessons work? No. of learners who have caught up with the lesson. D. No. of learners who who continue to require remediation.
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Instructional Planning (The process of systematically planning, developing, evaluating and managing the instructional process by using principles of teaching and learning - D.O. 42, s. 2016)
Detailed Lesson Plan (DLP) DLP No.: 23
Learning Area: Science 7
Learning Competency/ies: (Taken from the Curriculum Guide )
Key Concept/ Understanding to be Domain Knowledge The fact or condition of knowing something with familiarity gained gained through experience or association
Skills The ability and capacity acquired through deliberate, systematic, and sustained effort to smoothly and adaptively carryout complex activities or the ability, coming from one’s knowledge knowledge practice, practice, aptitude, etc.,
Attitude
Grade Level: Grade 7
Quarter: 1
Duration 1 Hour
The learners describe some properties of metals and nonmetals such as luster, malleability ductility and conductivity.
Date: July 24,2017 Code: S7MT-Ij-7
Describing properties of metals, nonmetals and metalloids
Adapted cognitive Process Dimension (D.O.8, s.2015)
OBJECTIVES:
Remembering Understanding Applying Analyzing
Prepare for Summative Test on Solutions. Master the terminologies, skills and concepts on metallicity, properties of metals and nonmetals, as well as the periodic trend on the metallicity of elements.
Evaluating Creating Receiving Phenomena
Discuss to peers the different propert ies of metals and nonmetals
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Average Round (18 points total) Difficult Round (15 points total) This round may not necessarily be a race. Every group that gets the correct answer regardless of who finishes first or last, will get the points.
Remarks Reflections A. No. of learners who earned 80% in the evaluation. B. No. of learners who require additional activities for remediation. E. Which of my my learning strategies worked worked well? Why did these 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?
Prepared by:
C. Did the remedial lessons work? No. of learners who have caught up with the lesson. D. No. of learners who continue to require remediation.
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Instructional Planning (The process of systematically planning, developing, evaluating and managing the instructional process by using principles of teaching and learning - D.O. 42, s. 2016)
Detailed Lesson Plan (DLP) DLP No.: 24-25
Learning Area: Science 7
Learning Competency/ies: (Taken from the Curriculum Guide )
Grade Level: Grade 7
Quarter: 1
Duration 1 Hour
The learners describe some properties of metals and nonmetals such as luster, malleability ductility and conductivity.
Date: July 25,26, 2017 Code: S7MT-Ij-7
Key Concept/ Describing properties of metals, nonmetals and metalloids Understanding to be Adapted cognitive Process Domain OBJECTIVES: Dimension (D.O.8, s.2015) Knowledge The fact or condition of knowing something with familiarity gained gained through experience or association
Skills The ability and capacity acquired through deliberate, systematic, and sustained effort to smoothly and adaptively carryout complex activities or the ability, coming from one’s knowledge practice, aptitude, etc.,
Remembering Understanding Applying Analyzing
Evaluating Creating
Prepare for Summative Test on Solutions. Master the terminologies, skills and concepts on metallicity, properties of metals and nonmetals, as well as the periodic tr end on the metallicity of elements.
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Average Round (18 points total) Difficult Round (15 points total) This round may not necessarily be a race. Every group that gets the correct answer regardless of who finishes first or last, will get the points.
Remarks Reflections A. No. of learners who earned 80% in the evaluation. B. No. of learners who require additional activities for remediation. E. Which of my my learning strategies worked worked well? Why did these 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?
C. Did the remedial lessons work? No. of learners who have caught up with the lesson. D. No. of learners who continue to require remediation.
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Instructional Planning (The process of systematically planning, developing, evaluating and managing the instructional process by using principles of teaching and learning - D.O. 42, s. 2016)
Detailed Lesson Plan (DLP) DLP No.: 26-27
Learning Area: Science 7
Learning Competency/ies: (Taken from the Curriculum Guide )
Key Concept/ Understanding to be
Grade Level: Grade 7
Quarter: 1
Duration 1 Hour
Date: July 27&Aug.1, 2017
The learners describe some properties of metals and nonmetals such as luster, malleability ductility and conductivity. Describing properties of metals, nonmetals and metalloids
Code: S7MT-Ij-7
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Average Round (18 points total) Difficult Round (15 points total) This round may not necessarily be a race. Every group that gets the correct answer regardless of who finishes first or last, will get the points.
Remarks
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Instructional Planning (The process of systematically planning, developing, evaluating and managing the instructional process by using principles of teaching and learning - D.O. 42, s. 2016)
Detailed Lesson Plan (DLP) DLP No.: 28
Learning Area: Science 7
Learning Competency/ies: (Taken from the Curriculum Guide )
Key Concept/ Understanding to be Domain
Adapted cognitive Process Dimension (D.O.8, s.2015)
Grade Level: Grade 7
Quarter: 1
Duration 1 Hour
The learners demonstrate on mastery of all the concepts of all the lessons on first quarter. Learn all the concept, discussed in the first quarter. OBJECTIVES:
Date: August 2, 2017
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