Republic of the Philippines

Department of Education
Regional Office No. VIII
Division of Northern Samar
CABACUNGAN NATIONAL HIGH
Brgy. Cabacungan, Allen, N. Samar

SIMPLIFIED MELC-BASED BUDGET OF LESSONS IN SCIENCE7

AUGUST 2020
Performance Standard (PS): Perform guided investigations involving community-based problems using locally available
materials.
MELC 1: Describe the components of a scientific investigation.
Duration: 1 week (4 hours)
24 25 26 27
What is a scientific investigation? What is a What is the Application Phase:
Find the order of events in scientific method. hypothesis? difference Investigating
What are the observation skills needed to Give examples. between community-based
identify a problem? How do you control and problem.
write a testable experimental What are the
hypothesis groups from common
from a given sample community-based
problem cases or problems that
statement? problems? you have
How would you How do you experienced?
test draw a Give examples
hypothesis? conclusion? What are the
What are the What corresponding
variables conclusion solutions which
involved in matches the use locally
scientific given available
 investigation? problem, materials?
How do you hypothesis, Write a one-page
identify and/or journal about
dependent and methods your experiences
independent while doing the
variables from The teacher gives tasks for the
sample cases and solicits sample week.
or problems? cases or problems.

The teacher gives and

solicits sample cases
or problems.
Performance Standard: Make a chart, poster, or multimedia presentation of common elements showing their names, symbols,
and uses.
MELC 2: Recognize that substances are classified into elements and compounds.
Duration: 2-3 weeks (8 hours)
31 1 2 3
The students will be given an activity in which they will Continuation... The teacher will In the activity, the
be tasked to use an electrolysis apparatus in The teacher will run show pictures of students will find out
separating the components of water and to answer the down the procedure some elements to that the list of
following questions: before doing the the students ingredients does not
How are elements different from compounds? activity. through power point seem to contain those
How are they similar? What are the presentation. nutrients in the Nutrition
components of The students Facts.
a 5% sodium will give Answers of the
hydroxide other students will be
solution? descriptions written in the
(Sodium of the activity sheet
hydroxide and elements provided by the
water.) How such ad teacher.
much in physical
percentage is state at
each of these standard
components conditions
present in the and color.
said solution? As an
(95% water assignment,
and 5% sodium a student
hydroxide.) may choose
What is the one element
component that and find
is of highest more
amount in the information
solution? about it. A
(water.) poster or
What is the something
basic solution similar may
referred to? be done as if
(5% sodium the student is
hydroxide trying to
solution) Why promote that
is it referred as element.
a basic
solution? After the lesson, the
(Sodium students are tasked
hydroxide is a to bring food labels
base.) for the next day
Here is the dry discussion or
cell, where will activity.
you connect
the red wire?
(Positive
terminal.) How
about the black
 wire? (Negative
terminal.)

Procedure in this
activity will be
included in the activity
sheets.
7 8 9 10
In this activity, students will be able to recover the iron The teacher will Activity #1 Activity #2
present in a food product. Emphasize though that the conduct a post test. Students will Students are
iron in the food is safe to eat compared to the iron that get guided to
makes up the concrete nail and other products that are acquainted determine the pH
not meant to be ingested. Also, the ones that will be with the of the solutions in
recovered from the activity should not be ingested. properties of Activity 1.
The teacher will have a video presentation using a group of Activity #3
tis link compounds Students will
(http://curriculum.nismed.upd.edu.ph/2012/04/th —acids and investigate the
e-iron-y-of-food/). bases. They effect of an acid
After the video presentation, the students will do will prepare on a metal like
the activity using the required laboratory plant iron. They will
equipment. indicators to find out what
They will record their observation in their activity help them happens after the
sheet. determine metal has been in
the acidity or contact with the
basicity of acidic mixture for
common some time.
household
items.
Students will
be able to
answer the
following key
 questions
that will allow
them
recognize the
characteristic
properties of
acids and
bases.
1. How acidic or
basic are
common
household
materials?
2. Does water
from different
sources have
the same
acidity?
3. What is the
effect of acid
on metals?
Performance Standard: Investigate the properties of mixtures of varying concentrations using available materials in community
for specific purposes
MELC 3: Distinguish mixtures from substances based on a set of properties.
Duration: Week 4-5
14 15 16 17
The students will be able to answer the following This activity is The teacher Allow them to
questions in this activity: divided into two will compare revisit what they
How are mixtures different from substances? parts: part A the data wrote in Tables 1
How are they similar? will differentiate obtained by and 2 in the cell
In this activity, the students will experience a substances the different labelled
way of separating the components of a and mixtures groups. Appearance/Odor
homogeneous mixture using the required through the Discuss . Do the liquid
materials. way the similarities samples look the
temperature and same? (Yes.)
changes during differences How about the
boiling; while in among these solid samples?
part B, these data. Make a (Yes.) Based on
two are generalizatio the appearance,
differentiated n based on can you say that
through how the data the samples are
they obtained. the same? (Yes.)
appear/behave Emphasize
while they are that this After establishing that
melting. Both generalizatio appearance, odor,
parts will make n was based physical state cannot
use of samples on data that distinguish a substance
that appear to is consistent from a mixture, ask
be identical. in a number them the following
Part A will use of trials. questions:
the distilled After doing When you boiled
water obtained Part B of these two
in Activity 1 Activity 2, samples, can you
and seawater; ask the say that they are
while Part B students to the same?
will use describe how How about the
benzoic acid sodium solid samples
and a mixture chloride you used in part
of benzoic acid melts. Tell B?
and salt. They them that it is Can you say that
will first a substance. they are the
differentiate the After some same after you
samples based students have observed
on appearance. have shared how they behave
 They will find it their while being
difficult to answers, melted?
identify one show them a
from the other video on how
by simply sodium
looking at them chloride
since they are melts.
homogeneous. Allow
Let the students to
students tinker with
assemble the the samples
setup for so they may
boiling. This be able to
will give an give a rich
opportunity for description
the students to for each of
enhance their them.
lab/manipulativ
e skills. This
can also be
included as an
assessment.
21 22 23 24
Can you say that they are the same after you This activity may The students Conduct post-test.
have observed how they behave while being assess two things: are tasked to
melted? 1) their understanding design a
How can boiling and melting determine if a of the distinguishable procedure
sample is a substance or a mixture? behaviors between that will
substances and identify their
mixtures; and unknown
2) their ability to samples that
conduct an may be used
 unstructured as
investigation. Each unknowns.
student is given one They will
unknown sample, decide which
either a solid or liquid. methodology
Refer to the table is best fitted
below for some to test their
samples that may be sample.
used as unknowns. This
procedure
Activity sheets will be may be
provided by the critiqued by
teacher. their fellow
students but
the teacher
will still be
the one to
give the final
check and
“go signal” to
do the
activity.

Performance Standard: Prepare different concentrations of mixtures according to uses and availability of materials.
MELC 4: Investigate properties of unsaturated or saturated solutions.
Duration: Week 6
28 29 30 1
What common properties do solutions have? Will all solids In Activity 1, the Activities 4 to 6 deal
Are solutions always liquid? dissolve in students will simply with factors affecting
water? write observations how fast a solid solute
How fast do and present their dissolves in water.
solids dissolve observations in Students will perform a
in water? table form. guided investigation
In the second where they will (1)
activity, students formulate specific
will predict, find question(s) to a testable
some patterns and form;
draw conclusions (2) formulate a
based on the hypothesis that
collected data in identifies a cause and
order to give some effect relationship
common between the dependent
characteristics of and independent
solutions. Students variables; (3) select and
will have the justify a procedure to be
opportunity to used in answering the
observe, measure, specific question(s);
analyze data and (4) identify the
consequently give dependent and
generalizations independent variables in
when they the investigation; (5)
distinguish between carry out the procedure
a saturated and an that includes a fair test,
unsaturated solution including controlling
in Activity 3. variables and doing
repeated trials to
increase accuracy and
reliability;
(6) make observations
that are relevant to the
specific question(s);
(7) make measurements
using appropriate
devices;
 (8) record and report all
observations and data;
(9) interpret patterns
from the data gathered;
(10) infer and explain
relationships from the
data; and
(11) draw a conclusion
from the results
obtained, including a
statement to support or
reject the hypothesis.
OCTOBER 2020
MELC 5: Express concentrations of solutions quantitatively by preparing different concentrations of mixtures according to uses
and availability of materials.
Duration: Week 7
5 6 7 8
The teacher will assign the students to go to a Activity 2 Activity 4 and 6, Activity 7
store or grocery and list the products being sold. What are the focus on some Let different
Ask them to identify which among the products properties of factors affecting groups of student
are solutions. solutions? how fast a solid design and
Let the students describe the products in terms solute dissolves in conduct an
of color and appearance, odor, feel, and taste The students will water. These investigation to
(for food products). present their answer activities will allow find out whether
They may also search their kitchen shelves and in a table form. students to perform the particle size
storage areas at home to identify the solutions simple of a solid affects
they use at home. Let the students bring the Activity 3 investigations how fast it
product itself or the label of the used product. What is the where they have to dissolves in
Bring to class other solutions which students evidence that a do the following: water.
may not recognize as solutions. Some examples solution is 1. formulate a Ask students to
are bronze medal, brass, stainless steel saturated? specific question or come up with a
utensils, sterling silver jewelry, coins, and other problem to a hypothesis in a
solutions. Activity 3 is done at testable form testable form.
room temperature 2. formulate a Example: The
only. The teacher will hypothesis (the crushed salt
have first the statement that gives dissolves faster
demonstration. a tentative answer than the
or solution to the uncrushed (salt
question; a possible which has bigger
explanation that will size of particles).
be proven or Ask students to
disproven) think about how
3. select and justify they could
a procedure to be investigate this
used in answering question using
the specific table salt.
question 4. identify Introduce them to
the dependent and the idea that
independent crushing salt will
variables in the make the particle
investigation. size smaller.
5. carry out the Provide
procedure that measuring cups
includes a fair test, and teaspoons,
which includes water, table salt
identifying the (big crystals) and
control variables crushed salt. Let
(factors that are them use a big
kept the same) and cup or glass
doing repeated bottle to roll over
trials to increase table salt in order
accuracy and to crush it.
reliability.
6. make
 observations that
are relevant to the
specific question
7. make
measurements
using appropriate
devices and units 8.
record and report all
observations and
data
9. interpret patterns
from the data
gathered
10. infer and explain
relationships from
the data; and
11. draw a
conclusion from the
results obtained,
including a
statement to
support or reject the
hypothesis.
Performance Standard: Employ appropriate techniques using the compound microscope to gather data about very small
objects
MELC 6: Identify parts of the microscope and their functions.
Quarter: 2
Duration: Week 1
12 13 14
The teacher will introduce the microscope by Making a Wet Mount Conduct post-test
discussing its features and capabilities. A wet mount is a slide
Have students locate the different parts of the preparation in which
microscope using figure 1 in the student material. Let the specimen is
them point out the parts as they go along with the first placed in a drop of
part of the activity. water or liquid and
held between a slide
What are the functions of the base and the arm and a cover slip.
of the microscope? Water improves the
What have you observed about the objectives? clarity of the image
What is accomplished by turning the coarse formed.
adjustment upwards? Downwards? What makes
What is the other function of the revolving letter “e”
nosepiece? suitable for
Which connects the eyepiece to the revolving observation
nosepiece with the objectives? under the
What are the two functions of the eyepiece? microscope?
Describe the function of the mirror. Describe the
What do you notice as you change the position of the
diaphragm openings? letter as seen
What can you infer as to the function of the under the
diaphragm? microscope.
What parts of the microscope are being
connected by the inclination joint?
What does this movement do?