Republic of the Philippines

DEPARTMENT OF EDUCATION
Region VII, Central Visayas
Division of Bohol

DETAILED LESSON PLAN (DLP)

DATE: _________________
Section: _______________________
Time : ________________________

LEARNING AREA : SCIENCE GRADE LEVEL: 7 QUARTER: 1 DURATION : 45 minutes

Content: Solutions, solubility and concentration.

Content Standard: Learners learn the properties of solutions such as solubility and reaction to
litmus determine their use.
Performance Standard: Learners demonstrate an understanding of the role of solute and
solvent in solutions and the factors that affect solubility.
Learning Competency: Demonstrate how different factors affect the solubility of a solute in a
given solvent, such as heat.
Specific Learning Objectives: Bloom’s Cognitive Level
Knowledge: Identify the different factors affecting solubility of a Remembering
given solvent.
Skill: Perform simple experimentation on how different factors Understanding
such as temperature and stirring affect solubility of a solute in a
given solvent.

Learning Approaches : Inquiry based & Collaborative Learning

Learning Resources: Science Learner’s Material 7 pp. 12-16

Science Teacher Resource of HOTS-PLP

Teaching and
Learning
Procedures
A. Activating Prior Review:
Knowledge What is the difference between a solute and a solvent?
(Minds and Moods) Let the students complete the table by picking up the answers from the
given words below.
Solute Solvent

Solid liquid lesser amount greater amount

Motivation:
Show pictures and the students guess the word being depicted.

Did you observe any connections among each word? Explain your answer.
B. Establishing Explain to the learners that the lesson is about the factors affecting
 Lesson Purpose solubility of a solute in a given solvent, such as temperature and stirring.
(Aims) Lesson Language Practice
What is stirring?
What is temperature?
C. Developing and The students will read the given passage.
Deepening READ ME!
Understanding Solubility is defined as the amount of a given substance that can
(Tasks and
dissolve in a certain amount of solvent at a given temperature. It can
Taught)
be affected by different factors, such as the effect of stirring and
temperature. Stirring, for example, brings more fresh solvents into
contact with more solute. When there are increasing collisions among
solutes, solubility increases as well. For many solids dissolved in
liquid water, the solubility increases with temperature. The increase
in kinetic energy that comes with high temperatures allows the
solvent molecules to more effectively break apart the solute molecules
that are held together by intermolecular attractions.

The students will answer the following questions:

1. What happens to the solubility of the solute when temperature
increases? ( Unistructural)
2. What are the factors affecting solubility that can be drawn from the
reading context given? ( Multistructural)
3. Can you cite examples where the factors affecting solubility such as
temperature and stirring used at home? ( Relational)

Group Activity
Students will be grouped according to what sports they like. Each
group will be provided with an activity sheet. The students will be
given 10 minutes to perform the activity and 2 minutes presentation.

Volleyball and Gymnastics. This group will perform the activity on

the effect of stirring to the solubility of solute in a given solvent. They
will follow the instructions found in the activity sheets and answer the
questions. (See attached activity sheets)
Basketball and badminton. This group will perform the activity on
the effect of temperature to the solubility of solute in a given solvent.
They will follow the instructions found in the activity sheets and
answer the questions. (See attached activity sheets).

D. Making Ask the following questions to students:

Generalizations 1. What have you learned from our discussions today?
(Abstraction) 2. Cite an example of each factor that affect solubility.
E. Evaluating Directions. Read each question carefully and write only the letter of the
Learning correct answer on a separate sheet of paper.
(Test) 1. What do call the process in which it brings more fresh solvent into
contact with more solute thus, increasing solubility?
A. heating B. stirring C. cooling D. none of these
2. Unstirred coffee powder will dissolve faster in hot water than in cold
water. What factor affecting solubility is evident in the given situation?
A. particle size B. temperature C. pressure D. force

3. What happens to the solubility of the solute in a given solvent as

 temperature increases?
a. The solubility of the solute decreases.
b . The solubility of the solute increases.
c. Both A and B
d. Neither A or B
4. What happens to the solubility of the solute in a given solvent when
collision of particles increases?
a. The solubility of the solute decreases. c. Both A and B
b. The solubility of the solute increases. d. Neither A or B

Teacher’s Remarks The teacher uses different activities and simple experimentation to
(Annotations) understand the topic. The lesson is inquiry-based, collaborative, and
explorative.

Reflections (Gains)

Prepared by:
MARISA P. NUERA
SST- III
Tagum Sur National High School

Reviewed by:
GEMMA E, PURACAN
Master I

INDIRA C. VANZUELA PhD

Principal I

Approved by:

EDILBERTO B. AVENIDO
PSDS, Trinidad I

AMELITA C. CREDO
PSDS, Trinidad II
 The Effect of Stirring The Effect of Temperature

I. Objective I. Objective
At the end of the activity student would be able to: At the end of the activity student would be able
a. Identify the effect of stirring to the solubility of to:
the solute in a given amount of solvent, b. Identify the effect of temperature to the
II. Materials Needed solubility of the solute in a given amount of
Glass Tap water Timer solvent,
Table spoon table salt II. Materials Needed
III. Procedure Glass Tap water Timer
1. Prepare the materials for the activity. Table spoon table salt
2. Prepare two glasses half-filled with water. III. Procedure
Label it A and B. 1. Prepare the materials for the activity.
3. Put one teaspoon of table salt in two glasses. 2. Prepare two glasses half-filled with hot and cold
Set the timer. Stir set-up A while do not stir set- water. Label it A-Hot Water and B-Cold Water.
up B. Then, observe for 3 minutes. Write your 3. Put one teaspoon of table salt in two glasses. Set the
observation using the table below: timer for 3 minutes. Observe set-up A and set-up B.
Time Then, after 3 minutes write your observation using
Set-up
1 min 2 min 3 min the table below:
A Observation
Set-up
B 1 min 2 min 3 min
A-Hot Water
B-Cold Water
Guide Questions:
1. What happen to set-up A after stirring?
2. How about set-up B after 3 minutes? Guide Questions:
3. How many minutes do table salt dissolves 1. In what set-up do table salt dissolved faster?
completely in water? 2. What factor affecting solubility can be drawn
4. What factor affecting solubility can be drawn from from your activity?
your activity? 3. Why does table salt dissolve faster in hot
IV. Conclusion/s water or cold water?
_______________________________________________ IV. Conclusion/s
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