PIVOT 4A LESSON EXEMPLAR USING THE IDEA INSTRUCTIONAL PROCESS - SCIENCE

SCIENCE
Learning Area

Learning Delivery Modality FACE TO FACE

Sta. Maria Integrated HS Grade 7

School Grade Level
LESSON KIMBERLY R. SULIT SCIENCE 7
Teacher Learning Area
EXEMPLAR First
Teaching Date October 16, 2023 Quarter
Quarter
Time 8:15 – 9:15 Number of Days 1 day

At the end of the lesson, learners are expected to:

1. identify the components of solution
2. cite evidences that a solution is saturated and
I. OBJECTIVES
unsaturated.
3. appreciate the value of unsaturated and saturated
solutions in our daily life.

The learners demonstrate an understanding of some important

A. Content Standards properties of solutions.

Demonstrate an understanding of prepare different

B. Performance Standards concentrations of mixtures according to uses and availability of
materials
C. Most Essential Learning
Competencies (MELC) Investigate properties of unsaturated or saturated solutions.

D. Enabling Competencies

II. CONTENT
Properties of Saturated and Unsaturated Solution
III. LEARNING RESOURCES
A. References

1. Teacher’s Guide Pages

2. Learner’s Materials Pages

Grade 7 Science Learners Materials PVOT 4-A, pp. 29-31
Grade 7 SLM, pp. 9- 11

3. Textbook Pages Exploring Life Through Science pp. 76-77

4. Additional Materials from

Learning Resources

B. List of Learning Resources for

Development and Engagement
Activities

IV. PROCEDURES
 Preliminary Activities:
 Prayer
 Greetings
 Checking of attendance

Review
The teacher will ask the learners:
1. Picture analysis. What is mixture?
2. What are the two types of mixtures?
2. Classify the homogeneous and heterogeneous mixtures.

Motivation (Group Activity)

Activity: Count and Name Me!
Direction: There are 26 letters in the Alphabet. Each letter
corresponds from number 1 to 26. Name the following words
based from the given numbers.

A. INTRODUCTION
1.) 19 15 12 21 20 5

2.) 19 15 12 22 5 14 20

3.) 19 15 12 21 20 9 15 14

4.) 19 15 12 21 2 9 12 9 20 25

5.) 21 14 19 1 20 21 18 1 20 5 4

Lesson Presentation

The teacher will present the topic and the objectives of the
lesson.

Unlocking of Difficulties
o Dissolve – to cause to disappear.
o Soluble - susceptible of being dissolved in or as if in a
liquid
o Maximum - the greatest quantity or value attainable or
attain.

B. DEVELOPMENT Discussion

Solution
o is a mixture that has a uniform composition . In
order to produce this, two substances are being
 used: the solute and solvent. Solute is a
component of a solution that is being dissolved,
normally present in a smaller amount. On the other
hand, Solvent is a component of a solution that
dissolves the solute and it is normally greater in
amount
Solubility
o The ability of a solute to be dissolved from a
solvent in a given solution.

Type of Solution

Unsaturated Solution
o is a type of solution containing less amount of
solute in a given amount of solvent leaving no
traces of it. This simply means that the solvent can
still dissolve more solute and it forms a single
phase.

Saturated Solution
o is a solution that contains the maximum amount of
solute that can be dissolved in a given amount of
solvent. This state is when the solution has
reached a point in which no more solute can be
dissolved.

C. ENGAGEMENT
Activity
To investigate the properties of unsaturated and saturated
solution, the leaners will do an activity. The learners will be group
into 2.

Title of the Activity: “What are the evidences that make a

Solution Saturated?”
Objectives:
A. Determine how much solid solute dissolves in a given
volume of water.
B. Describe the appearance of a saturated and
unsaturated solution

Materials needed: activity sheet, marker and manila paper, 6

teaspoon of sugar, 1 cup of water, 2 measuring cup, 2
measuring spoon, 2 beaker, 2 stirrers
 Procedure:
1. Put 20 mL of water in a small, clear transparent glass. Add 1
teaspoon of sugar and stir. Set aside the beaker with sugar
solution, label it as Solution A.
2. Put 20 mL of water in another small, clear transparent glass.
Label it as solution B. Put 1 teaspoon of sugar and stir.
3. To the sugar solution in step 2, add 1 teaspoon sugar, a small
portion at a time and stir the solution to dissolve the sugar. At this
point, you have added 2-teaspoons sugar in your Solution B.
4. Continue adding 1 teaspoon of sugar to the same cup until the
added sugar no longer dissolves.

Guide questions:
1. How many teaspoon of sugar have you added until the
sugar no longer dissolves?
2. How many teaspoon of sugar dissolved completely in 20
mL of water?
3. From the solutions that you have made, which is the
saturated solution and which is the unsaturated solution?
4. Differentiate saturated from unsaturated solution by
answering the table. (Group 1)

Type Of Solution Saturated/Unsaturated Observations

Solution A

Solution B

4B Differentiate saturated from unsaturated solution through

illustration/drawing. (Group 2)
4C Differentiate saturated from unsaturated solution
through the prepared solution. (Group 3)

Presentation of Rubrics

Activity Proper
Group ___
Group ___
Group ___

Presentation / Checking of outputs

Generalization: How can you distinguish a saturated solution

from unsaturated solution?
What is the evidence that a solution is unsaturated? Saturated?

Application: Who among you loves coffee?

What happens if you increase the amount of sugar that you added to
your coffee?
Will it taste good? Will it be beneficial to our health?
D. ASSIMILATION
 Post Test. Choose the letter of the correct answer.
1. Which of the following is/are component/s of a solution?
A. solute C. solute and solvent
B. solvent D. none of the above
2. What best describes an unsaturated solution?
A. It has dissolved solute.
B. It tends to be darker in color.
C. It normally have undissolved solute.
D. It has undissolved solute that can be seen in the
solution.
3. How could you tell that a solution reached its saturation
point?
A. When the solute stops dissolving.
B. When the solute continues to dissolve.
C. When the solute seems to disappear.
D. You could add more solute to the solution.
4. What is the evidence that a solution is saturated?
A. The solution is homogeneous.
B. Solute particles dissolve in the solvent.
C. Solute particles affect the boiling temperature of water.
D. The presence of excess solute which can no longer
dissolve.
5. Which of the following is considered to be the universal
solvent?
A. Alcohol C. Water
B. Oil D. Wine

Assignment
Make a simple steps that will determine your skills in distinguishing
saturated and unsaturated solutions.

I understand that ______________________________

VI. REFLECTION
I realize that __________________________________

Prepared by:
Checked by:
KIMBERLY R. SULIT MELANIE P. ANINAO
Teacher III Master Teacher - I

Noted:
ROSEMAE M. BALTAZAR
Head Teacher - I
Group 1
Title of the Activity: “What are the evidences that make a Solution Saturated?”
Objectives:
a. Determine how much solid solute dissolves in a given volume of water.
b. Describe the appearance of a saturated and unsaturated solution.

Materials needed: activity sheet, marker and manila paper, 6 teaspoon of sugar, 1 cup of water, 1
measuring cup, 1 measuring spoon, 2 beaker, 2 stirrers

Procedure:
1. Put 20 mL of water in a small, clear transparent glass. Add 1 teaspoon of sugar and stir. Set aside the
beaker with sugar solution, label it as Solution A.
2. Put 20 mL of water in another small, clear transparent glass. Label it as solution B. Put 1 teaspoon of
sugar and stir.
3. To the sugar solution in step 2, add 1 teaspoon sugar, a small portion at a time and stir the solution to
dissolve the sugar. At this point, you have added 2-teaspoons sugar in your Solution B.
4. Continue adding 1 teaspoon of sugar to the same cup until the added sugar no longer dissolves.

Guide questions:
1. How many teaspoon of sugar have you added until the sugar no longer dissolves?
2. How many teaspoon of sugar dissolved completely in 20 mL of water?
3. From the solutions that you have made, which is the saturated solution and which is the
unsaturated solution?
4. Differentiate saturated from unsaturated solution by answering the table.
 Type Of Solution Saturated/Unsaturated Observations

Solution A

Solution B
Group Presentation Rubric

Criteria (Excellent) 10 (Very Good) 9 (Good) 8 Fair 7

The answers were Most of the answers Some of the answers The answers were out of
CONTENT (Answer) clearly explain. were clearly explain. were correctly the box.
explained.
The group worked very The group worked very Group communicated Group did not work well
well with each other and well with each other andrelatively well with a few together. There were
COOPERATION/ the presentation was communicated well. lapses in the obvious
shared equally among Some members presentation; some miscommunications and
TEAMWORK
the group members. participated slightly students dominated the lapses in the
more than the others. presentation and others presentation.
did not participated
much.
The presenter explained The presenter explained The presenter missed The group is not able to
the activity clearly and correctly but the some observations and explain their
PRESENTATION correctly. deliberation is not yet cannot delivered well observation.
that good. the activity.

Group 2
Title of the Activity: “What are the evidences that make a Solution Saturated?”
Objectives:
a. Determine how much solid solute dissolves in a given volume of water.
b. Describe the appearance of a saturated and unsaturated solution.

Materials needed: activity sheet, marker and manila paper, 6 teaspoon of sugar, 1 cup of water, 1
measuring cup, 1 measuring spoon, 2 beaker, 2 stirrers

Procedure:
1. Put 20 mL of water in a small, clear transparent glass. Add 1 teaspoon of sugar and stir. Set aside the
beaker with sugar solution, label it as Solution A.
2. Put 20 mL of water in another small, clear transparent glass. Label it as solution B. Put 1 teaspoon of
sugar and stir.
3. To the sugar solution in step 2, add 1 teaspoon sugar, a small portion at a time and stir the solution to
dissolve the sugar. At this point, you have added 2-teaspoons sugar in your Solution B.
4. Continue adding 1 teaspoon of sugar to the same cup until the added sugar no longer dissolves.

Guide questions:
1. How many teaspoon of sugar have you added until the sugar no longer dissolves?
2. How many teaspoon of sugar dissolved completely in 20 mL of water?
3. From the solutions that you have made, which is the saturated solution and which is the
unsaturated solution?
4. Differentiate saturated from unsaturated solution through drawing.
Group Presentation Rubric

Criteria (Excellent) 10 (Very Good) 9 (Good) 8 Fair 7

The answers were Most of the answers Some of the answers The answers were out of
CONTENT (Answer) clearly explain. were clearly explain. were correctly explained. the box.

The group worked very The group worked very Group communicated Group did not work well
well with each other and well with each other and relatively well with a few together. There were
the presentation was communicated well. lapses in the obvious
shared equally among Some members presentation; some miscommunications and
COOPERATION/ the group members. participated slightly more students dominated the lapses in the
TEAMWORK than the others. presentation and others presentation.
did not participated
much.

The presenter explained The presenter explained The presenter missed The group is not able to
the activity clearly and correctly but the some observations and explain their observation.
correctly. deliberation is not yet cannot delivered well the
PRESENTATION that good. activity.

Group 3
Title of the Activity: “What are the evidences that make a Solution Saturated?”
Objectives:
a. Determine how much solid solute dissolves in a given volume of water.
b. Describe the appearance of a saturated and unsaturated solution.

Materials needed: activity sheet, marker and manila paper, 6 teaspoon of sugar, 1 cup of water, 1
measuring cup, 1 measuring spoon, 2 beaker, 2 stirrers

Procedure:
1. Put 20 mL of water in a small, clear transparent glass. Add 1 teaspoon of sugar and stir. Set aside the
beaker with sugar solution, label it as Solution A.
2. Put 20 mL of water in another small, clear transparent glass. Label it as solution B. Put 1 teaspoon of
sugar and stir.
3. To the sugar solution in step 2, add 1 teaspoon sugar, a small portion at a time and stir the solution to
dissolve the sugar. At this point, you have added 2-teaspoons sugar in your Solution B.
4. Continue adding 1 teaspoon of sugar to the same cup until the added sugar no longer dissolves.

Guide questions:
1. How many teaspoon of sugar have you added until the sugar no longer dissolves?
2. How many teaspoon of sugar dissolved completely in 20 mL of water?
3. From the solutions that you have made, which is the saturated solution and which is the
unsaturated solution?
4. Differentiate saturated from unsaturated solution through the prepared solution.
Group Presentation Rubric

Criteria (Excellent) 10 (Very Good) 9 (Good) 8 Fair 7

The answers were Most of the answers Some of the answers The answers were out of
CONTENT (Answer) clearly explain. were clearly explain. were correctly explained. the box.

The group worked very The group worked very Group communicated Group did not work well
well with each other and well with each other and relatively well with a few together. There were
the presentation was communicated well. lapses in the obvious
shared equally among Some members presentation; some miscommunications and
COOPERATION/ the group members. participated slightly more students dominated the lapses in the
TEAMWORK than the others. presentation and others presentation.
did not participated
much.

The presenter explained The presenter explained The presenter missed The group is not able to
the activity clearly and correctly but the some observations and explain their observation.
correctly. deliberation is not yet cannot delivered well the
PRESENTATION that good. activity.

Choose the letter of the correct answer.

1. Which of the following is/are component/s of a solution?
A. solute C. solute and solvents
B. solvent D. none of the above
2. What best describes an unsaturated solution?
A. It has dissolved solute.
B. It tends to be darker in color.
C. It normally have undissolved solute.
D. It has undissolved solute that can be seen in the solution.
3. How could you tell that a solution reached its saturation point?
A. When the solute stops dissolving.
B. When the solute continues to dissolve.
C. When the solute seems to disappear.
D. You could add more solute to the solution.
4. What is the evidence that a solution is saturated?
A. The solution is homogeneous.
B. Solute particles dissolve in the solvent.
C. Solute particles affect the boiling temperature of water.
D. The presence of excess solute which can no longer dissolve.
5. Which of the following is considered as the universal solvent?
A. Alcohol C. Water
B. Oil D. Wine
 Choose the letter of the correct answer.
1. Which of the following is/are component/s of a solution?
A. solute C. solute and solvent
B. solvent D. none of the above
2. What best describes an unsaturated solution?
A. It has dissolved solute.
B. It tends to be darker in color.
C. It normally have undissolved solute.
D. It has undissolved solute that can be seen in the solution.
3. How could you tell that a solution reached its saturation point?
A. When the solute stops dissolving.
B. When the solute continues to dissolve.
C. When the solute seems to disappear.
D. You could add more solute to the solution.
4. What is the evidence that a solution is saturated?
A. The solution is homogeneous.
B. Solute particles dissolve in the solvent.
C. Solute particles affect the boiling temperature of water.
D. The presence of excess solute which can no longer dissolve.
5. Which of the following is considered as the universal solvent?
A. Alcohol C. Water
B. Oil D. Wine

Group Presentation Rubric

Criteria (Excellent) 10 (Very Good) 9 (Good) 8 Fair 7

The answers were Most of the answers Some of the answers The answers were out of
CONTENT (Answer) clearly explain. were clearly explain. were correctly explained. the box.

The group worked very The group worked very Group communicated Group did not work well
well with each other and well with each other and relatively well with a few together. There were
the presentation was communicated well. lapses in the obvious
shared equally among Some members presentation; some miscommunications and
COOPERATION/ the group members. participated slightly more students dominated the lapses in the
TEAMWORK than the others. presentation and others presentation.
did not participated
much.

The presenter explained The presenter explained The presenter missed The group is not able to
the activity clearly and correctly but the some observations and explain their observation.
correctly. deliberation is not yet cannot delivered well the
PRESENTATION that good. activity.