Republic of the Philippines

Department of Education
REGION VIII – EASTERN VISAYAS
SCHOOLS DIVISION OF CATBALOGAN CITY
SAMAR NATIONAL SCHOOL
Catbalogan City

DETAILED LESSON PLAN IN SCIENCE 7

QUARTER 1
Content Standard:
Some important properties of solutions.
Performance Standard:
Prepare different concentrations of mixtures according to uses and availability of materials
I. OBJECTIVE:

A. Most Essential Learning Competency

Investigate properties of unsaturated or saturated solutions (S7MT-Ic-2).
B. Instructional Objectives:
1. Describe solutions and their components.
2. Illustrate the difference between solute and solvent through an investigative
activity.
3. Demonstrate understanding of a solution to the common products at home.

II. SUBJECT MATTER

Topic: Solution
KBI: Assess how one can use the scientific method and contribute to the
community and realize the meaning of fairness.

III.Learning Resources

A. Materials: Chalk, Blackboard, Pictures

B. References: Grade 7 Science Learner’s Module pages 262-276
Grade 7 Science Teacher’s Material pages 306-314

IV. PROCEDURE
Teacher’s Activity Learner’s Activity
1. Preliminary Activities

May we all stand for the prayer. Who can lead the
prayer? A student leads the prayer

Good morning class! Good morning, Ma’am!

You may now take your seat. Thank you, Ma’am.

Let me check the attendance first. Make sure that

you are in your proper seats so that you will not be
marked absent.

Very Good! Everybody is present. (Check attendance using a seat plan)

Since we’re in a pandemic let’s observe health

protocol.

First, wear your face mask.

Second, observe social distancing.
Third, always sanitized your hands.

2. Developmental Activity

A. Drill

Let us have a drill.

“Unlocking of terms difficulties!”

The teacher will present a "Wall of Wisdom’’

wherein vocabulary words are missing and only
definitions are posted. Student possible answer.

Students will pick a word inside the ‘’Box’’ and

match it with the correct definition.
Very good!
These are the term that we will encounter along
with our lesson class.
Solution
It may be solids dissolved in liquids or gasses
dissolved in liquids.
Solute
 The component present in small amount .
Solvent
The component present in greater amount.
Saturated
The solution that contains the maximum amount of
solute dissolved by a given amount of solvent.
Unsaturated
It contains less solute than the maximum amount it
can dissolve at a given temperature

A. Elicit
The teacher will ask the student questions related to
the lesson.

Did you take your breakfast today?

Yes ma’am
Are you the one who makes your own coffee or
milk?
Yes ma’am
When you make your drinks which one has a
greater amount, the coffee or the water?
The water.
When you make your drinks which one has a small
amount, the coffee or the water?
The Coffee.
Did your coffee dissolve easily with more water?
Or your coffee doesn’t dissolve easily with less
water?
My coffee doesn’t dissolve easily with less water
unless it has more water than the coffee.
B. Engage

The teacher will show a short video clip about a

solution.

I have here a short video clip and I want you to

observe it.

What is the video all about?

The video shows about solution and its component the
Did you also do the experiment shown in the video? solute and solvent

are you willing to make an experiment like in the Yes ma’am

video clip?

Okay, so before we do an experiment, let us read Yes ma’am

first our instructional objectives.

Students read the instructional objectives.

 Instructional Objectives:
1. Describe solutions and their components.
2. Illustrate the difference between solute and
solvent through an investigative activity.
Thank you. 3. Demonstrate understanding of a solution to the
common products at home.
C. Explore
Now, let us have an activity. You only have 5
minutes to do your group activity and 3 minutes to
present you’re output.

Students start doing their activities

Group 1

Activity 1: What Solutions do You Find in Your

Home?

Procedure:

1. With your group mates, write the names of the

products or items brought from home and describe
the characteristics of each of these products. You
may make a similar to Table 1 below:

PRODUCTS
CHARACTERISTICS
FOUND AT HOME

2. As you observe each product, describe the products

in terms of color and appearance, odor, feel, taste.
3. Based on what you have learned so far in Grade 6,
which of the products you observe are homogenous
uniform? What common characteristics do the
homogenous mixtures in your list have?
4. Which of these products or items are solutions?

Group 2
Activity 2: What are the Properties of Solutions?

Materials:
 6 cups water
 5 pieces, spoons
 either of the following: cheesecloth (katsa), an
old, white T-shirt or filter paper
 2 tablespoons each of the following: sugar, salt,
mongo seeds, powdered juice, and cooking oil,
 12 clear bottles or cups
 2 pieces each, measuring spoons (½ tsp and
1tsp)
 2 pieces each, measuring cups (½ cup and 1cup)
 funnels or improvised funnels made from 500
mL plastic bottle
 1 funnel rack

Procedure:

1. Predict which among the given samples will

dissolve in water. Write your predictions in column
2 of Table 1.
2. Put one cup of water in each of the cups.
3. Add ½ teaspoon of each of the six samples. Use the
teaspoon to dissolve as much of each sample as
possible. Use a different teaspoon for each of the
cups.

Q1. Describe the mixture that resulted after mixing.

Write your answer in column 3.
Q2. How many phases do you observe? Write your
answer and observations in column 4.

4. Filter the mixture with filter paper. You may use

katsa or an old, white T-shirt with the improvised
funnel from the plastic bottle.

Q3. In which mixture were you able to separate the

components by filtration? Write your answer in
column 5.
Q4. Which of the samples is the solution? Write your
answer in column 6.
 Table 1. Data table for Activity 2

Group 3

Activity 3: What is the Evidence that a Solution is

Saturated?

Materials Needed:

o 6 teaspoons of sugar
o 1 cup of water
o 1 measuring cup (1cup capacity)
o 1 measuring spoon (½ tsp capacity)
o 2 small clear, transparent bottles
o 2 stirrers
Procedure:

1. Put 20 mL (approximately 2 tablespoons) of water

in a small clear transparent bottle. Add ½ teaspoon
of sugar and stir.

Q1. What is the appearance of the solutions? Write

your observations. _________________

2. To the sugar solution in step #1, add ½ teaspoon

sugar, a small portion at a time, and stir the solution
to dissolve the sugar. At this point, you have added
1 teaspoon of sugar.
3. Add ½ teaspoon of sugar to the sugar solution in
step #2 and stir the solution. At this point, you have
added one and ½ teaspoons of sugar.
4. Continue adding ½ teaspoon sugar to the same cup
until the added sugar no longer dissolves.

Q2. How many teaspoons of sugar have you added

After 5 minutes.
until the sugar no longer dissolves? _________
teaspoons

*Note: In this step, you will observe that there is

D. Explain
already excess sugar that did not dissolve.
Okay settle down, Group 1 May start to present Q3. So, how many teaspoons of sugar dissolved
your output. completely in 20 mL of water? ____________
teaspoons

*Note: This is now the maximum amount of sugar that

will completely dissolve in 20 mL of water.

Students start presenting their output.

PRODUCTS FOUND AT
CHARACTERISTICS
HOME
Knives Solid
Jewelry Smooth
Soy Sauce Sour
Shampoo Smell Nice
Soap Slippery
Vinegar Sour
Water Clear
Salt Salty
Very good! Sugar Sweet
Next is group 2 Rice White
Group 1
Activity 1: What Solutions do You Find in Your
Home?

2. The product that is homogenous are Shampoo,

Soap, Water, Soy sauce, Vinegar, knives, and
jewelry. Homogeneous mixtures appear uniform to
Very good! the eye. They consist of a single phase, be it liquid,
Last group. gas, or solid, no matter where you sample them or
how closely you examine them. The chemical
composition is the same for any sample of the
mixture.
3. The product or item that is solutions are Shampoo,
Soap, Water, Soy sauce, Vinegar, and knives.
 Activity 2: What are the Properties of Solutions?

Very good everyone!

E. Elaborate

In Grade 6, you have learned about different

mixtures and their characteristics. You have done Group 3
activities where you mixed a solid and a liquid or
combined two different liquids. In the process of Activity 3: What is the Evidence that a Solution is
mixing, you have observed that these mixtures Saturated?
either form homogeneous or heterogeneous
mixtures. Answers to Questions

Homogeneous is a mixture have the same uniform Q1. The solution appears uniform throughout. It is
appearance and properties. homogeneous.

Q2. Five and ½ teaspoons of sugar were added when

there was excess undissolved sugar observed remaining
in the container.

Q3. Five teaspoons of sugar are the maximum amount

that can dissolve in 20 mL of water.

Who can give me another example of a

Homogeneous mixture aside from what I present?

Heterogeneous is a mixture can be identified.

 Student answers may vary.
Chocolate and Orange Juice

Homogeneous mixtures are called solutions.

When you put sugar into water, the solid becomes
part of the liquid and cannot be seen. You can say
that the sugar dissolves in water or the sugar is
soluble in water.

Solutions may be solids dissolved in liquids or

gases dissolved in liquids. There are also solutions
where gas is dissolved in another gas, a liquid in
another liquid or a solid in another solid. Gaseous,
liquid, and solid solutions are all around you. Many
commercial products are sold as solutions.

Can you give me an example where gas is dissolved

in another gas? Why?

Can you give me an example where the liquid

dissolved in another liquid? Why?

Very good!
Based on the activity of group one, you observed
that a solution is not always a liquid; it can be solid,
liquid, or gas. In addition, solutions may either be
found in nature or manufactured.
Soda is a solution of carbon dioxide gas dissolved in
water. Because the dissolution in a liquid, also known as
fizz, usually involves carbon dioxide under high pressure.
When the pressure is reduced, the carbon dioxide is released
from the solution as small bubbles, which causes the
solution to become effervescent, or fizzy.

Naturally Occurring Solutions Vinegar and Soy Sauce.

Many materials in nature can be used efficiently

only when these are in the form of solutions.

Can you give me an example of Naturally

Occurring Solutions?
 Examples of solutions that occur naturally are natural
bodies of water
like the seas and ocean, blood plasma, air, and some
mineral ores.

Plants cannot absorb minerals from the soil unless

these minerals are in solution.

Components of the food that you eat go into solution

during digestion. The nutrient particles in solution can
pass through the digestive tract and dissolve in the
blood.

Seawater is a solution having a higher percentage of

salt and minerals than other sources of water like
Very good! ground water or rivers.
Another example is Air is a mixture of gases. Dry
air consists of about 78% nitrogen, 21% oxygen, Rainwater is a solution containing dissolved gases like
1% argon, about 1% water vapor, 0.04% carbon oxygen and carbon dioxide.
dioxide, and traces of argon, helium, neon, krypton,
and xenon. Water vapor is present in different The water you drink contains dissolved minerals like
amounts depending on the location. sodium, potassium, magnesium and calcium and
dissolved gases like oxygen and carbon dioxide.
The air above big bodies of water contain more
water vapor than the air above deserts. Humidity is
a measure of the amount of water vapor in the air.

Useful solutions are found not only in nature; many

solutions are made for a specific purpose.

Manufactured/Processed Solutions

Almost every household uses vinegar for cooking

and cleaning purposes. Vinegar usually contains
about 5% acetic acid in water. Some vinegar is clear
homogeneous mixtures (solutions). Other kinds of
vinegar are colloidal.

Can you give me an example of Naturally

Occurring Solutions?
Very good!
A metal alloy is a solid solution made up of two or
more metals or non-metals. For example, steel is an
alloy of copper and tin. Brass is an alloy of copper
and zinc.

Other examples of solutions that are processed

include wine and liquor, brewed coffee, and tea. Gasoline is a solution made up of different substances
called hydrocarbons. It is important that gasoline
In Activity 2, you found out that a solution is contains no solid particles that may clog the vehicle
formed when a solute dissolves in a solvent to form engine.
a single phase that appears uniform throughout. A
solution is clear. In a solution, the particles are too
small that they cannot be seen by the unaided eye.
The particles in the solution are smaller than the
pores of the filter paper or the cheesecloth and so
these can pass through the filter.

Each part of a solution retains its characteristic

properties. When a sugar solution is filtered, the
filtrate tastes sweet. The sweetness of sugar is
present in any part of the sugar solution.

Based on the results of Activity 2, there are

common properties that solutions have, and what is
it?

Very good!
A solution consists of two components called the
solvent and the solute. Generally, the component The common properties that solution has is it is
present in a small amount is called the solute. The homogeneous. It is a mixture of one phase only. The
solute and the solvent dissolve in each other. components are so well mixed that all parts of the
Usually, the solvent is the component present in a solution appear the same. Solutions have the same
greater amount. So, in a sugar solution, sugar is the composition and properties throughout.
solute and water are the solvent.
The solute cannot be separated from the solvent
through filtration because these are so small that they
In Activity 3, you have observed that there is a
pass through the filter paper or cheesecloth.
maximum amount of solute that can dissolve in a
given amount of solvent at a certain temperature. A solution is often clear and transparent.
This is what is called the solubility of the solute.
From your everyday experience, you also observe
that there is a limit to the amount of sugar you can
dissolve in a given amount of water.

While in general, the solubility of solute increases

as the temperature is increased, it should be noted
that the relationship between temperature and
solubility is not simple. Faster dissolving does not
necessarily mean more extensive dissolving. It is
important to distinguish the effect of temperature on
how fast the process of dissolving takes place from
its effect on the final amount of solute that will
completely dissolve.

The solubility of some solutes decreases as

temperature increases. On the other hand, there are
solutes that increase their solubility at higher
temperatures. For some other solutes, their
solubility is not affected by an increase in
temperature.

The solution that contains the maximum amount of

solute dissolved by a given amount of solvent is
called a saturated solution. If you add more solute
to the solvent, it will no longer dissolve. The
solution has reached its saturation point. The
presence of an excess solid which can no longer
dissolve is evidence that the solution is saturated.

A solution is unsaturated when it contains less

solute than the maximum amount it can dissolve at
a given temperature. In Activity 3 Part A, it is
difficult to conclude that the containers with all
solids dissolved are unsaturated simply by
observing them. Some of these may already hold
the maximum amount of solute, which cannot be
observed by the unaided eye. If they do, then these Yes Ma’am
are classified as saturated solutions.

Is that clear? Student answer may vary.

Class, in what learning area/field of study this None so far ma’am

lesson be applied?

Is there any question? Or clarification?

E. Evaluate
Get ½ sheet of paper and answer the following Test I. Multiple Choice
questions.
Directions: Choose the letter of the correct answer.
Test I. Multiple Choice Write your answer on your paper.

Directions: Choose the letter of the correct answer. 1. What is an example of a solution?
Write your answer on your paper. A. Cooked flour
B. marshmallow
1. What is an example of a solution?
C. saltwater
A. Cooked flour
D. blood
B. marshmallow
C. saltwater
2. The two components of a solution are solute and
D. blood
solvent. Which statement describes the solute?
A. It is the solid formed in the solution.
2. The two components of a solution are solute and B. It is the liquid component of the solution.
solvent. Which statement describes the solute? C. It is the component of a solution in smaller
A. It is the solid formed in the solution. quantities.
B. It is the liquid component of the solution. D. It is the component of a solution in bigger
C. It is the component of a solution in smaller quantity
quantities.
D. It is the component of a solution in a bigger 3. When a solution cannot dissolve more solute, it is
quantity called?
A. saturated
3. When a solution cannot dissolve more solute, it
B. supersaturated
is called?
C. unsaturated
A. saturated
D. solvent
B. supersaturated
C. unsaturated
4. A solution is when it contains less solute than the
D. solvent
maximum amount it can dissolve at a given
4. A solution is when it contains less solute than
temperature.
the maximum amount it can dissolve at a given
A. saturated
temperature.
B. supersaturated
A. saturated
C. unsaturated
B. supersaturated
D. solvent
C. unsaturated
D. solvent 5. The two components of a solution are solute and
solvent. Which statement describes the solvent?
5. The two components of a solution are solute and A. It is the solid formed in the solution.
solvent. Which statement describes the solvent? B. It is the liquid component of the solution.
A. It is the solid formed in the solution.
C. It is the component of a solution in smaller
B. It is the liquid component of the solution.
quantities.
C. It is the component of a solution in smaller
D. It is the component of a solution in bigger
quantities.
quantity
D. It is the component of a solution in bigger
quantity
After 10 minutes.

Let’s check. Exchange your paper with your

seatmate.

F. Extend
Thank you and good bye, teacher.
Write in a ½ sheet of paper.

List down 5 solution that you can find inside your

room and explain why it is a solution.

That’s all for today

Good bye, class

V. Remarks

The grade 7 students got 98% proficiency level, which means that most of my student
understand the concept and the importance of Solution and its component.

VI. Reflection

Based from the proficiency level of my students it shows that discovery and inquiry approach
on teaching Solution and its component.helps the students to understand the concept and the
importance of the lesson.

Prepared by:

EDESSA D. MASINAS
SST I

NOTED:

BRIGIDA C. SINGZON
Science Head Teacher

RUTH D. CABANGANAN
Secondary School Principal IV