Name of Teacher Grade Level SEVEN

Teaching
Learning Area SCIENCE
Date/s
Teaching
Quarter FIRST
Approach
SCIENCE 7- QUARTER 1 WEEK 8

I. CURRICULUM CONTENT, STANDARDS, AND LESSON COMPETENCIES

A. Content  The learners shall learn the properties of solutions such as
Standards solubility and reaction to litmus paper and other indicators.
B. Performance By the end of the quarter, the learners shall demonstrate an
Standards understanding of the role of solute and solvent in solutions and the
factors that affect solubility.
C. Suggested
performance
task
D. Learning Learning Competency
Competenci The learners shall be able demonstrate how different factors
es and affect the solubility of a solute in each solvent; identify
Objectives solutions such as acids, bases, and salts which can be found at
home, and in school that react with litmus paper; and
demonstrate proper use and handling of science equipment.
Learning Objectives
At the end of the lesson, the learner shall be able to:
1. explain how temperature affects the solubility of solid
material.
2. explain how the nature of solute/particle size and solvent
affect the rate of solubility.
3. identify solutions such as acids, bases, and salts which can
be found at home, and in school that react with litmus paper
4. identify the different science equipment, demonstrate the
proper handling of science equipment, and appreciate the
importance of science equipment.
E. Content Factors Affecting Solubility
Types of Solutions
Proper Use and Handling of Science Equipment
F. Integration  Biochemistry, biology, environmental science, medicine and
healthcare, education and research, food science and
nutrition, analytical techniques Biochemistry, biology,
environmental science, medicine and healthcare, education
and research, food science and nutrition, analytical techniques

III. LEARNING RESOURCES

A. References
B. Other
Learning
Resources
and
Materials

III. TEACHING AND LEARNING PROCEDURES

Preliminary
Activities
A. Activating Short Review :
Prior
Knowledge Guided by the illustrations, the learners will calculate word
(ELICIT) problems on concentration of solution.

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

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

B. Establishing 1. Lesson Purpose

Lesson The learners should be able to explain how temperature affects solubility of
Purpose / a solid material.
Intention
2. Unlocking Content Vocabulary
(ENGAGE)
Ask the learners to read the following sentences. Then let them determine
the meaning of the underlined words through the context clues. (5 minutes)
1. Solubility is the degree to which a substance dissolves in a solvent to
make a solution. (Amount, lack, loss, differ)

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

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

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

soured, sweet)

4. Temperature affects the solubility of a material. (condition, coolness, high

temperature, hotness and coldness).
C. Developing
and 1. Explicitation
Deepening The learners will be asked to read and understand the
Understandi text.
ng
(EXPLORE) Solubility is the ability of a solid, liquid, or gaseous chemical
(EXPLAIN) substance (referred to as the solute) to dissolve in solvent (usually a
(ELABORATE) liquid) and form a solution. The solubility of a substance
fundamentally depends on the solvent used, temperature and
pressure. The solubility of a substance in a particular solvent is
measured through the concentration of the saturated solution. A
solution is considered saturated when adding additional solute no
longer increases the concentration of the solution.

The solubility of a given solute in each solvent typically depends

on temperature.
For many solids dissolved in liquid water; solubility tends to
correspond with increasing temperature. As water molecules heat
up, they vibrate more quickly and are better able to interact with and
break apart the solute.
Solubility can be found in everyday life. For example:
1. Salt or sodium chloride – usually soluble in water at 20°C.
 2. Sugar usually dissolves in water molecules at 20°C.
3. Gelatin - soluble in water in the presence of heat.
4. Powdered juices are a mixture of sugar, flavorings, and
preservatives, usually soluble in water at 20°C.
5. Wine is a mixture of alcohol and fermented fruits.
6. Soap - since it contains carbon, hydrogen, and salt, it dissolves in
contact with water.
7. Oxygen – oxygen atom, dissolved in water, is essential for the
aquatic world's inhabitants and other living things.

1. Worked Example
1. What is solubility?
_________________________________________________________________
_________________________________________________________________

2. How does temperature affect the solubility of a solid material?

When a solution
is heated, what do the molecules of solvent (water) do with the
solute?
_________________________________________________________________
_________________________________________________________________

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

_________________________________________________________________
_________________________________________________________________

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

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

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

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

The learners will discuss the result of the investigation by

answering the guide questions:
1. At what temperature does coffee dissolve faster? Slower?
2. Does temperature affect the solubility of coffee? Give evidence
based on your observations.
3. What is the relationship of temperature and solubility?
4. When a coffee is added to hot water, what do the molecules of
solvent (water) do with the solute (coffee)?
D. Making Learners’ Takeaways
Generalizati Using the spider diagram, the learners will write down the
 ons effects of temperature
differences on the solubility of a solid material.

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

IV. EVALUATING LEARNING: FORMATIVE ASSESSMENT AND TEACHER’S

REFLECTION
A. Evaluating 1. Formative Assessment
Learning
(EVALUATE) Written Work.
The learners will be given a set of questions which will serve as an
assessment to
evaluate their learning outcomes for the day’s lesson objectives and
competencies.

Directions: Read each question carefully and write only the letter of
the correct
answer on a separate sheet of paper.
1. What is the maximum amount of solute that can be dissolved in a
fixed amount of solvent at a given temperature?
A. Dilution
B. Dissolution
C. Percent by mass
D. Solubility

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

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

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

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

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

5. A greater amount of sugar will dissolve in warm water than in cold

water. What
is the factor affecting solubility?
A. Temperature of solvent
B. Nature of solute
C. Amount of solute
D. Manner of stirring
B. Additional Homework
activities for
application / Prepare for a summative test.
remediation
(EXTEND)
C. Teacher’s Note observations on Effective Practices Problems
Remarks any of the following Encountered
areas:
Strategies
explored

Materials used

Learner
engagement /
interaction
Others

___ Lesson carried. Move on to the next competency/ies.

___ Lesson not carried due to
_____________________________________________

D. Teacher’s Reflection guide or prompt:

Reflection  Principles behind the teaching
What principles and beliefs informed my lesson?

Why did I teach the lesson the way I teach?

 Students
What roles did my students play in my lesson?

What did my students learn? How did they learn?

 Ways forward
What could I have done differently?

What can I explore in the next lesson?