LP01_Solutions_Class A (differentiated content)

DETAILED LESSON PLAN IN SCIENCE VII

(SOLUTIONS)

I. OBJECTIVES
At the end of the lesson, the students should be able to:

C – Identify the properties of solutions.

P – Perform various experiments on the properties of solutions.

A – Appreciate the value of solutions in everyday life.

II. SUBJECT MATTER

Topic: Solutions
References: Grade 7 Science Teacher’s Guide; Grade 7 Science Learner’s Module
Materials: salt, sugar, monggo seeds, cooking oil, hot and cold water, measuring
cups, filter paper, observation sheets

III. PROCEDURE

TEACHER’S ACTIVITY STUDENTS’ ACTIVITY

A. Preliminary Activities
1. Daily Routine
a. Prayer
b. Checking of Attendance
c. Greetings
2. Review (note: no previous topic)
3. Motivation
Class, most of you have tasted soft Soft drinks taste sweet, ma’am.
drinks, right? How do they taste?

What do you think makes it sweet? I think it contains sugar.

But we don’t see any particles of I think it is because the sugar is

sugar in it, right? Why do you dissolved in the water, ma’am.
think that is the case?

Very good! It is because the sugar

is DISSOLVED in the water. In
other words, it has formed a
SOLUTION with water.
 Do you remember from your Solvent and solute, ma’am.
Grade 6 Science what the
components of a solution are?

What is a solvent? The solvent is the component that

dissolves the solute. It is usually the one
present in a greater amount.

How about solute? The solute is the component that is being

dissolved.

Very good. Solutions are very

important in our daily lives. Many
of the things we use every day,
like vinegar and brine are
examples of solutions.

Do you want to learn more about Yes, ma’am.

solutions?

B. Developmental Activities
1. Presentation
Today we will learn about the
different properties of solutions.

2. Group Activity [note: this part is

differentiated]
For us to identify and understand
the different properties of
solutions, I will divide you into
three groups. Each of the groups
will be given a separate
experiment to perform.

Am I understood? Yes, ma’am.

(Teacher calls out names of (Students go to their respective groups)

students belonging in each group.
[note: the groups are
predetermined according to the
students’ scores in the pretest.
Students who scored ____ will be
assigned to Group 1; those who
scored ____ to Group 2; and those
who scored ____ to Group 3.])
Alright. For Group 1, you will try (Students get their materials, perform
to mix salt, monggo seeds and the experiment and fill in the
cooking oil with water and observation table.)
determine whether each resulting
mixture is a solution or not based Sample Will Appearance Can be Solution
solid/liquid dissolve separated or not?
on its characteristics. in water by
(yes or filtration?
no) (yes or
Compare your observations with no)
the list of properties that Salt Yes uniform No Yes
Monggo No not uniform Yes No
characterize solutions found in the seeds
Learner’s Module and fill in the Cooking No not uniform No No
oil (2 layers)
observation table.

For Group 2, dissolve as much (Students perform the experiment and

sugar in 20 ml of water as you can. fill in the table below.)
You may stir the mixture for the
sugar to dissolve faster. Add the Amount of sugar added Observations
1 teaspoon Sugar completely
sugar gradually until you come to dissolved.
a point where the water cannot 2 teaspoons Sugar completely
dissolve any sugar anymore. dissolved.
3 teaspoons Sugar completely
dissolved.
Record your observations in the 4 teaspoons Sugar completely
table provided. dissolved.
5 teaspoons Sugar completely
dissolved.
6 teaspoons Some sugar was left in
the bottom of the
container
 For Group 3, you will be (Students perform the experiments and
performing three related fill in the table below.)
experiments.
Mixture Time it took to
dissolve
Experiment 1: Get two cups with Sugar in water (stirred)
20 ml of water each. Place 1 Sugar in water (not stirred)
tablespoon of sugar in each cup. Coarse salt in water
Stir the mixture in the first cup and Fine salt in water
Sugar in cold water
leave the second cup to stand. In Sugar in hot water
which cup did the sugar dissolve
faster?

Experiment 2: Get two cups with

20 ml of water each. In one cup,
place 1 tablespoon of coarse salt.
In the other, place 1 tablespoon of
fine salt. Which dissolved faster?

Experiment 3: Get 2 cups. Place 20

ml of cold water in one and 20 ml
of hot water in the other. Put 1
tablespoon of sugar in each cup. In
which cup did the sugar dissolve
faster?

Record the time in which the

sugar/salt dissolves in the water for
each cup.

After performing your respective

experiments, copy your tables to a
piece of manila paper and choose a
reporter to present your findings to
the whole class.

3. Abstraction
(After 15 minutes.)

Okay class, are you done with your

activities?

Kindly post your observation

sheets on the board and proceed
with your reports.
 (Group 1 presents table.)
After performing our experiment, we
found that only salt mixed with water
had the properties of a solution. Monggo
seeds in water and cooking oil in water
did not have some of the properties of a
solution and are therefore not solutions.

Based on your observations, what A solution has a uniform appearance and

can you say about the properties of cannot be separated through filtration.
a solution?

Very good! Another word for

uniform appearance is
HOMOGENOUS. A solution, in
other words, is a HOMOGENOUS
mixture in which the components
are so well mixed that they cannot
be distinguished. The other
mixtures, on the other hand, are
HETEROGENOUS mixtures and
are therefore not solutions at all.

Is everything clear? Yes, ma’am.

Okay, let’s move on. (Group 2 presents table.)

We have observed that after adding 6

teaspoons of sugar, some of the sugar
cannot dissolve anymore.

What can you conclude from those We think that the solvent can only
observations? dissolve a certain amount of solute and
once that amount has been dissolved, it
cannot dissolve any more.

Excellent! A solution which has

taken in the maximum amount of
solute and cannot dissolve any
more is called a SATURATED
solution. A solution which can still
dissolve more solute is called an
UNSATURATED solution.
 How about Group 3? (Group 3 presents table.)

We observed that stirring the water and

sugar solution makes the sugar dissolve
faster. Smaller particles of salt dissolve
faster than bigger ones. Finally, sugar
dissolves faster in hot water than cold
water.

Exactly! What you just observed

are the factors that affect the rate
in which the solute dissolves in the
solvent. Stirring makes the solute
dissolve faster because it lets the
solvent come into contact faster
with the corners and edges of the
solute particles. Smaller particles
of solute have a greater surface
area than bigger particles. This
means that more of it is exposed to
the solvent and will therefore
dissolve faster. Finally,
temperature has an effect on the
rate in which the solute dissolves
in the solvent. Generally, a solute
dissolves faster in a solvent of
higher temperature.

Did I make myself clear? Yes, ma’am.

C. Post-Activity
1. Generalization
Let’s see if you remember what we A solution is homogenous and cannot be
have discussed today. Who can separated by filtration.
give me some of the properties of a
solution?

What is a saturated solution? A saturated solution is one which

contains the maximum amount of solute
and cannot dissolve any more.

What are some of the factors that The solute can dissolve faster if the
make the solute dissolve faster? mixture is stirred, if the solute has
smaller particles and if the solvent has a
higher temperature.
 Excellent! You have really learned
a lot today.

2. Application
Solutions are very common in our (Answers vary.)
daily lives. Who can give me
examples of solutions we can find
at home or in the grocery?

3. Valuing
Good! See? Some of the things (Answers vary.)
you have just mentioned are very
essential to our daily lives. One
cannot imagine life without
solutions. How important are
solutions to you?

IV. EVALUATION

Answer the following questions in a ¼ sheet of paper.

1. Which of the following is an example of a solution?

a. Catsup
b. Mud in water
c. Sugar dissolved in water
d. Ice cream
2. Which statement describes the solute?
a. It is the solid formed in solution.
b. It is the liquid part of the solution.
c. It is the component of a solution in smaller amount.
d. It is the component of a solution in bigger amount.
3. Which is more concentrated, a solution containing 5 grams of salt in 10 grams of
water or a solution containing 18 grams of salt in 90 grams of water? Show your
calculations.
4. The label of the 200-mL rubbing alcohol that Mrs. Herrera bought shows that it
contains 40% ethyl alcohol. What is the volume of ethyl alcohol does the rubbing
alcohol contain? Show your calculations.

For items 5 and 6: Joel and Ben wanted to find out how much salt is needed to make a
saturated solution in 100 mL of water. Use the following data to answer the questions
below the table.

Step Amount of salt Observations

Number added
1 6 grams After stirring, salt completely dissolved.
2 6 grams After stirring, salt completely dissolved.
 3 6 grams After stirring, salt completely dissolved.
4 6 grams After stirring, salt completely dissolved.
5 6 grams After stirring, salt completely dissolved.
6 6 grams After stirring, salt completely dissolved.
7 6 grams After stirring, some salt is seen at the bottom of
the container.

5. Which is the solute of the solution? Which is the solvent?

6. In which step is the solution described as saturated solution? Explain your answer.
7. Give one reason why people stir coffee or juice in water after they have added
sugar.

For items 8-10: A group of students was asked to investigate how fast sugar dissolves in
cold and in hot water?

8. If this is going to be a fair test, what variables should they control?

a. Amount of water and sugar in each cup, method of stirring, time when the
solid is added to water, how long each solution is stirred.
b. Amount of water and sugar in each cup, method of stirring, how long each
solution is stirred.
c. Amount of sugar in each cup; method of stirring, time when the solid is
added to water, how long each solution is stirred.
d. Amount of water in each cup, method of stirring, time when the solid is
added to water; how long each solution is stirred.
9. What is the dependent variable (what is being measured)?
I. The temperature of water.
II. The amount of sugar.
III. The length of time that sugar completely dissolves in hot water.
IV. The length of time that sugar completely dissolves in cold water.
a. I only
b. II only
c. II and III
d. III and IV
10. What is the independent variable in the investigation?
a. I only
b. II and III
c. I, II and III
d. II, III and IV

V. ASSIGNMENT

Do some further research about solutions. Are solutions always liquid? If no, give
examples of solid solutions. Write your answers in a ¼ sheet of paper.