GRADE 7 School BAGONG BUHAY F INTEGRATED SCHOOL Grade 7

DAILY LESSON LOG Teacher MS. JANECIL A. BONZA Date October 3-7 , 2022
Number of Week Week 5 Quarter First

I. OBJECTIVES MONDAY TUESDAY WEDNESDAY THURSDAY FRIDAY

A. Content Standards The learners demonstrate an understanding of some important properties of solutions.
B. Performance Standard The learners demonstrate an understanding of preparing different concentrations of mixtures according to uses and availability of materials.
C. Learning Competencies / Investigate properties of unsaturated or saturated solutions. S7MT-Ic-2
Write the LC code for each
 Describe characteristics  Determine how much  Distinguish mixtures  Investigate properties of
properties of a mixture. solid solute completely  Create different types of from pure substances acidic and basic
 Differentiate homogenous dissolves in a given mixture based on a set of substances.
Objectives: mixtures from heterogenous volume of water  Identify the characteristic properties.  Identify acidic and basic
mixture.  Describe the features of each type of  Describe some substances using
 Device ways to separate mixture. properties of metals and indicators.
appearance of a
components of a given  Classify mixtures based on nonmetals.  Follow safety precautions
saturated solution.
mixtures. their characteristic features. in handling corrosive
 Differentiate saturated
from unsaturated substances found at
solution. home.

II. CONTENT The properties of substances that distinguish them from mixtures

III. LEARNING RESOURCES

A. References

1. Teacher’s Guide pages pp. 50-55 pp. 55-65 pp. 55-65 pp. 66-73 pp. 73-78
2. Learner’s Material pages

3. Textbook pages
4. Additional Materials from
Learning Resource (LR) portal

B. Other Learning Resources

IV. PROCEDURES

A. Reviewing previous lesson or Reviewing past lesson. Review the previous lesson. Review of the past lesson. Review of the past lesson.
presenting the new lesson Have the students recall the
characteristic feature of
homogeneous mixtures.
B. Establishing a purpose for the Think-Pair-Share Show sample mixtures to the Show to the class two bottles To introduce the concept of
lesson class, such as the following: labeled as bottle A and bottle B. neutralization, let the students
Let each student find a pair. Instruct the learners to Bottle A contains distilled water, explain the ff.:
Instruct them to discuss the “Big a. Air confined in a prepare for the activity. Bring while bottle B contains mineral
Idea, then elicit their thoughts balloon out the materials and go to water. Explain how distilled water  Baking soda is used for
about it. Tell them that during b. Vinegar or syrup is produced. bee stings;
their respective area for the
discussions, they will find out c. Sterling silver  Lime (calcium hydroxide )
whether their ideas are correct or activity. is added to acidic soil;
not. Also, identify the concepts How are they the same?  Compost or manure
that will not be covered and say Different? Process their added to alkaline soil;
that these are beyond the scope answers. and
of the lesson.  Antacid, like Maalox, is
Let the students infer that given to a person
these mixtures are classified suffering from
as solutions. Emphasize that a hyperacidity.
solution is a homogeneous
mixture.

C. Presenting examples/instances for Direct Perform the activity creating

the new lesson the student’s attention to the Instruct the class to mixtures by following the given Direct Show to the students the different
concept map posted on the differentiate unsaturated, procedures by the teacher posted the student’s attention to the warning symbols usually found in
board. Ask them to construct two saturated, and supersaturated on the board. concept map posted on the the laboratory. Let them identify
sentences that relate the solution. board. Ask them to construct two which symbols relate to the
concepts found in the map. Allow sentences that relate the handling of acids and bases.
for the recitation and correct any concepts found in the map. Allow
misconception in their ideas. for the recitation and correct any
misconception in their ideas.
D. Discussing new concepts and Think-Pair-Share Guide Questions: How will you investigate the
practicing new skills # 1 Guide Questions: properties of acidic and basic
Students brainstorm and write What are the distinguishing substance?
What are the characteristics of characteristics of a mixture and a
mixtures? down some examples of some pure substance? How will you determine if a
substance is an acid or a base?
What are the differences and Solutions and the corresponding What is the difference between
similarities between a an element and compound? What are some safety precautions
homogeneous and a to follow when handling corrosive
solvents and solids.
heterogeneous mixture? What are the properties of metals substance?
and nonmetals?
What are techniques or methods
of separating components of a
mixture?

What is the difference between a

saturated and an unsaturated
solution?

How is the concentration of

solutions expressed
quantitatively?
E. Discussing new concepts and Classifying heterogeneous and  The students will watch Table Analysis Show the class some pictures of
practicing new skills # 2 homogeneous mixture. household materials and
a video explaining Have the students study the consumer products. Let them
posted table on the board with the identify the acids and bases
factors of solubility origin of among these products. Validate
Elements. Ask, “Why do you think their answers by explaining the
elements are named this way?” characteristics of acids, bases,
Cereals Black coffee and salt.
http://www.youtube.com/
watch?v=hut2Qujue_c

Oil in water Wine

 Cup noodle Perfume

F. Developing mastery Show to the students some Provide the students with three The teacher can do a question Ask the students to bring out their Let the students summarize what
(Leads to Formative examples of heterogeneous and solutions: saturated, and and answer portion to each periodic table of elements. Let they have learned from this
Assessment 3) homogeneous mixtures. Let them supersaturated. Ask them to make a group/presenter but with a student study it closely. Then ask lesson.
infer the distinct characteristics of comparison chart based on their time limit. questions on it.
these type of mixtures using the observations. Let them present their
examples. output to the class.

G. Finding practical applications of Ask them to write words that are Give examples of saturated A mixture consists of different Let the students list elements that Do the activity:
concepts and related to the word in the middle solutions at home. components that are physically exist in different states: solid,
skills in daily living of the word web below. combined. A mixture may either be liquid and gas. Instruct them to Short answer response
homogeneous or heterogeneous. discuss their output following the
Each type of mixture exhibits format below.
distinct characteristic features. Elements in Elements in Elements
Solid state Liquid state in Gas
state

MIXTURE

H. Making generalizations and Heterogeneous mixture- like Differentiate saturated from Re-discuss Scientific Process Indicators are used to determine
abstractions about the lesson suspension, consist of two or unsaturated solution. The characteristics of metals are whether a substance is acidic or
more phases. malleable, ductile, conductors of basic.
heat and electricity. Some are
Homogeneous mixture- consists lustrous and generally solid. Properties of acidic and basic
of a solute and a solvent. substances maybe investigated
The characteristics of nonmetals by their reaction with other
Are not lustrous, poor conductor substance.
of heat and electricity. Some are
brittle.

The characteristics of metalloids

are semiconductors.
I. Evaluating Learning Using a Venn diagram compare Give 10 item quiz Output will serve as evaluation Divide the class into groups. Let Quiz 1-10
 and contrast the characteristics of guided with rubric. them create a mnemonic device
heterogeneous and for the activity series of metals.
homogeneous mixtures. Have them present their output to
the class.

J. Additional activities for Ask the students to bring the

application for remediation following materials for the
following activity on the next
day.

 Any suitable glass

containers
 Salt
 Sand
 Food coloring
 Cornstarch
 Alcohol
 Liquid detergent
 Oil
 Soil
 Water
 Stirrer or spoon
V. REMARKS

VI. REFLECTION
A. No. of learners who earned 80% in
the evaluation.
B. No. of learners who require
additional activities for remediation
who scored below 80%.

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: Checked by:

MS. JANECIL A. BONZA MS. JOCELYN A. SAN DIEGO
Teacher Principal I