SCIENCE LESSON PLAN

GRADE QUARTER / DOMAIN DATE

LEVEL
QUARTER 1 - CHEMISTRY JULY 30, 2019
7

I. OBJECTIVES Remarks

A. Content The learners demonstrate an understanding of: the

Standards common properties of acidic and basic mixtures
The learners demonstrate an understanding of:
B. Performan properly interpret product labels of acidic and basic
ce mixture, and practice safe ways of handling acids and
Standards bases using protective clothing and safety gear.
Investigate properties of acidic and basic mixtures
using natural indicators; and
Objectives:
At the end of the lesson, 75% of the learners are
C. Learning expected to
Competenc 1. differentiate acids and bases based on color
ies/ reactions to a plant indicator.
Objectives 2. find out through group activity if a given sample is
(Write the acidic or basic using the plant indicator; and
LC code) 3. recognize the importance of knowing the acidity
and basicity of some household items since their uses
depend on its nature.
S7MT-Ii-6
II. CONTENT How can you tell if a mixture is acidic or basic?
A. Time
Allotment 1 hour

III. LEARNING
RESOURCES
Prototype lesson plan in integrated science pp. 133-
A. References 137
1. Teacher’s
TG: pages 57-60
Guide pages
2. Learner’s LM: pages 47-48
Materials pages
3. Textbook
Breaking through Science 7 p. 131
pages
4. Additional
Materials from
 Learning
Resource (LR)
portal

B. Other
Learning
Resources
C. Prerequisite Science process skills from grade 4 to 7
knowledge
Related science process skills (e.g defining,
D. Prerequisite describing, comparing, observing, experimenting,
Skills solving problem and valuing.
Visual aids, plant indicator, household items, meta
E. Materials cards, plastic cups, dropper, pictures
Lesson OUTLINE: This part
targets
Elicit : Recalling of the Past Lesson
COT
Engage : Playing Body Letters indicator #
Explore : Performing Activity 7. The
teacher
Explain : Discussion of the Activity plans
Elaborate : Grouping of household products sequenced
teaching
Evaluate : identifying household items if it is an learning
acid or a base process
Extend : Make video presentation about other
plant that can be used as indicator.
Teacher’s Activity Learners
Activity
IV. PROCEDURES ELICIT (5 minutes) Indicator
A. Reviewing #4 The
previous Prayer
teacher
lesson or Checking of attendance sets rules
presenting that are
the new Setting up rules: clear to all
lesson Keeping cleanliness of the learners
classroom before the
start of the
Raising hands in answering class
questions (no reaction in
chorus)
 1. Students are grouped into The group will say
four (4). Each group labels “kami yun” when
element, compound, the description
homogeneous and given by the
heterogeneous mixtures teacher refers to
respectively. them.
2. The description are as
follows:

1. has more than one type of Compound This part

atom targets COT
2. different components can Heterogeneous
mixture indicator #
be seen 4 wherein
Homogeneous students
3. uniform in appearance mixture develop
collaboratio
4. has one type of atom Element
n and
5. separated into 2
Compound shows
substances chemically active
6. cannot be separated into Element
participatio
simplest substance
n in
chemically
answering
the given
question
B. Establishing (In this part, present the Words that
a purpose for objectives of the day’s lesson)
students should
the lesson ENGAGE (5 minutes) guess:
Bleach This part
BODY LETTERS
C. Presenting Chalk targets
examples/inst Split the class into four (4) Fertilizer COT
ances of the groups. Each group will pick Milk indicator#
new lesson words inside the box. 5
Which
One member will spell a word apply non-
they pick using his/her butt. violent
Other members will guess a discipline
word within 5 seconds. If they while
will miss to form a word. Other having
group can steal and guess the their
word. activities.

Let us find out if these materials

have something to do with our
topic.
Yes Ma’am
Are you all ready?
In today’s lesson, we will
investigate the color reactions
 of certain household materials
using a plant indicator.

UNLOCKING OF DIFFICULTIES
Plant indicator- tells you
whether a substance is an acid This part
or a base using plant. targets COT
indicator
Acids taste sour, are corrosive #2 which
to metals, change litmus (a dye enhance
extracted from lichens) red, and students
become less acidic when mixed literacy by
understandi
with bases.
ng the
Bases taste bitter, feel slippery, define
change litmus blue, and become terms.
less basic when mixed with
acids.
D. Discussing EXPLORE (25 minutes) Learners will sit by This part
new concepts Pre activity: group as targets
and practicing 1. Divide the class into 4 instructed. COT
new skills #1 groups. Students work indicator #
2.Encourage the learners to cooperatively with 4 where
collaborate and cooperate with one another. they are
their group mates group to
3. Remind the class to have a explore
leader, presenter and secretary. and
4. The teacher will set time limit perform
Discussing of 10 minutes to perform activities
new concepts activity. to engage
and practicing 5. The teacher will give learners to
new skills #2 precautionary measures in a range of
handling household materials. physical
6. The presenter will be the one learning
to discuss the result of the environme
activity in class. nt.
7. The teacher will ask the
students to prepare their
household sample.

Activity Proper: This part

target COT
The teacher will monitor the The students will indicator #
correctness of the activity based read the procedure 7. Students
following
on the procedure on their from the activity
correct
activity sheets. sheets. procedure
in doing
The students will different
perform the activities.
activity and
 observe the color
reactions and then
identify the acidity
or basicity of the
household items
using the plant
indicator.
This part
Post Activity discussions: targets COT
Assign the students of their The presenter from # 6
different task during the each group will wherein
presentation of the result. present based on students
their assigned can learn
task: best with
Group 1. Basket their needs,
with household strengths
items ,interest
Group 2. Concept and
experiences
Mapping
through
Group 3. Reporting
differentiat
the result in table ed activity
form.
Group 4. Coloring
Each group must
show their output
to the class and
compare with each
other.

The teacher will post the

expected results of the activity
and the students will compare
and discuss the misconceptions
if there’s any.

E. Developing EXPLAIN This part

mastery (leads The teacher will give additional targets
to Formative information COT
Assessment 3) Key Questions: indicator #
1. What color is the indicator Acidic-Red to pale 3 that
in acidic solution? In basic red (pink) through
solution? Basic- Green art of
2. Are cleaning products Basic questionin
more likely to be acidic or g the
basic? students
3. Are food products more Acidic can
likely to be acidic or basic? develop
4. Why do we use camote A plant indicator Higher
tops as plant indicator? tells whether a Order
substance is an Thinking
 acid or a base. Skills
Many plant parts (HOTS)
like the red
gumamela flower,
eggplant fruit,
mayana leaf,
purple camote tops
and many more
can be used as
acid-base
indicators. These
plant parts contain
pigments such as
anthocyanins,
which are
chemicals
reponsible for the
red, purple, or blue
in many plants.
The solution
changes from blue
to red in an acidic
environment and
from yellow to
green in a basic
environment.
In our activity we
used camote tops
as our plant
indicator.

Vinegar, calamansi, softdrink,

sugar solution,tap water
Why these household items turn
pink when added with camote Acidic
tops extract?
Baking soda, toothpaste, soap,
detergent.
How about these items? Why it Basic
turned into green.
(Answer the
motivation
question)

F. Finding ELABORATE This part

practical In your grade IV Science, you target COT
applications of studied about grouping different indicator #
concepts and materials based on their 1 which
skills in daily properties. incorporat
living es their
 prior
knowledge
Can you explain why do we Yes. to a new
need to group certain household It is important to lesson.
materials based on their group the They recall
properties? household items so their topics
that they will not in science
contaminate each and Health
other. (MAPEH)
Some of the acids during
and basics are their
corrosive and it elementar
may damage our y level to
skin. relate its
For instance, present
Vinegar should not topic.
be placed with H4N-Ib-23
soaps because the (across)
vinegar will smell
like a soap and it
will not be used for
cooking.
In your Health subject you (answers may
discussed about the importance vary) LC Code:
of reading food labels in S4MTIa-1
selecting and purchasing foods (within
to eat and things to use. curr),

What are some of the things The acidity and

that we need to consider in basicity of the
choosing the household items household
that we are using every day? materials that we
are using every
day.

Is it important for us to know Yes, because some

the basicity and acidity of the household items
foods that we eat and the things contain acid and
we use in our everyday life? base that might
cause irritation and
diseases to our
body.
Can you site one of the Answers may vary
household items that contains Drinking soft
acid or base and how it affects drinks everyday
to someone’s health? cause hyperacidity
and heartburn
because of too
much acid in the
stomach.
 Students response
may vary
The teacher will asked the
G. Making students about what they have
generalizations learned from the activity.
and abstractions
about the lesson
Using meta cards the teacher Students will raise
will test if they can classify and show their
these household as base or answer.
acid.
1.vinegar Acid
2.toothpaste Base
H. Evaluating Acid
3.calamansi
learning Acid
4.softdrink
5.sugar solution Acid
6. soap Base
7.tap water Acid
8. baking soda Base
9. detergent base
Make a 5 – minute video
presentation showing your
group conducting an activity
testing substances as an acid or
a. Additional
base using other plants as
activities for
indicator that can be found in
application or
your locality.
remediation
Note: Practice safe ways of
handling acids and bases using
protective clothing and safety
gear.
V. REMARKS
VI. REFLECTION
A. No. of learners who earned 80% in the evaluation
B. No. of learners who require additional activities for remediation
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
E. Which of my teaching 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?

Prepared by:
JENNIFER B. DEQUINA
Teacher I
Mentee
Capiz National High School

CHERRY BARONA
Master Teacher I
MENTOR (TIP)