School Grade &

Candaping National High School 7 - Almeda

Section
DAILY Teacher
Ronie B. Mabayambang
Learning
SCIENCE
LESSON Area
Teaching Dates
PLAN Quarter 1
& Time
Week No. 3 Day 2 Duration

Objectives must be met over the week and connected to the curriculum standards. To meet the objectives, necessary procedure must be followed and if needed,
additional lessons, exercises, remedial activities may be done for developing content knowledge and competencies. These are assessed using Formative
I. OBJECTIVES Assessment strategies. Valuing objectives support the learning of content and competencies and enable children to find significance and joy in learning the
lessons. Weekly objectives shall be derived from the curriculum guide.
A. Content The Learners demonstrate an understanding of the properties of substances that distinguish
Standards them from mixtures.
B. Performance The Learners shall be able to investigate the properties of mixtures of varying
Standards concentrations using available materials in the community for specific purpose.
C. Learning 1. Distinguish mixtures from substances based on a set of properties. S7MT-Ie-f-4
Competency/ies
Write the LC Code for each.
Knowledge: Discuss the different properties of pure substance and mixture.
D. Learning
Skills: Classify materials as pure substance and mixture.
Objectives
Attitudes: Relate the properties of pure substance and mixture to their uses.
Content is what the lesson all about. It pertains to the subject matter the teacher aims to teach in the CG, the content can be tackled in a week or two.
II. CONTENT/TOPIC Pure Substance vs. Mixture
III. LEARNING List the materials to be used in different days. Varied sources of materials sustain children’s interest in the lesson and learning. Ensure that there is a mix of
concrete and manipulative materials as well as paper-based materials. Hands-on learning promotes concept development.
RESOURCES
A. References
1. Teacher’s Guide
pp. 17-25
pages
2. Learner’s
pp. 6-12
Materials pages
1. Chemistry III Textbook. Mapa, Amelia P., Ph. D., et. al. 2001. pp. 38-42.
3. Textbook pages 2. Science and Technology III: Chemistry Textbook. NISMED. 2012. pp. 34-38.
3. Science and Technology III. NISMED. 1997. pp. 30-34.
4. Additional
1. EASE Science III. Module 3. Lesson 2.
Materials from
2. EASE I. Module 5. Lesson 3.
Learning
3. BEAM III. Unit 2. 5 Demonstrate Skill in Studying Chemical System. Pure Substance and
Resource (LR)
Mixture. August 2009.
Portal
B. Other Learning Laptop, speaker, glass with water, powdered juice, teaspoon, vinegar, sand with gravel, soft
Resources drinks, halo-halo, salad, aluminum foil, stainless steels
These steps should be across the week. Spread out the activities appropriately so that students will learn well. Always be guided by demonstration of learning by
the students which you can infer from formative assessment activities. Sustain learning systematically by providing students with multiple ways to learn new
IV. PROCEDURES things, practice their learning, question their learning processes, and draw conclusion about what they learned in relation to their life experiences and previous
knowledge. Indicate the time allotment for each step.
A. Reviewing
previous lesson or
presenting the new
lesson.
ELICIT (The activities in this section
will evoke or draw out prior concepts of
or experiences from the students)
B. Establishing a Lines from the song “We are the World” will be played. These questions will be asked
purpose for the after:
AWARENESS

lesson. 1. In what way should we act as humans? What does it mean by being one?
ENGAGE (The activities in this section Human behavior is largely constrained by the rules that govern particular situations
will stimulate their thinking and help them and environment. We are constantly obliged to behave in a particular way, or to avoid
access and connect prior knowledge as a
jumpstart to the present lesson.)
certain behaviors. Being one teaches us that we are composed of not just one but
variety of members.
2. How would you relate this to the two general classes of matter?
Like humans, matter behaves differently. There are times that they will combine with
each other as a result of their interaction.
C. Presenting
examples/instance
s of the new lesson.
 D. Discussing the new Show to the class a glass with water. Let a student describe it and what it is made up of.
concepts and Then, add ½ teaspoon of powdered orange juice. Call another volunteers to describe
practicing new the combination of water and powdered juice. Then, show pictures of the following:
skills #1.
vinegar, sand with gravel, soft drinks, halo-halo, salad, aluminum foil, and stainless
EXPLORE (In this section, students
will be given time to think, plan, steels.

ACTIVITY
investigate, and organize collected Classify these pictures as pure substance or mixture.
information; or the performance of the
planned/prepared activities from the
student’s manual with data gathering and
Guide questions)
E. Discussing the new
concepts and
practicing new
skills #2.
F. Developing Which of the samples of matter are pure substances? Which are mixtures? What
mastery indicates a sample of matter as pure substance? Mixture?
(Leads to formative
assessment 3).
ANALYSIS

EXPLAIN (In this section, students will

be involved in an analysis of their
exploration. Their understanding is
clarified and modified because of
reflective activities)/Analysis of the
gathered data and results and be able to
answer the Guide Questions leading to
the focus concept or topic of the day.
G. Making Differentiate a pure substance from a mixture.
generalization and
ABSTRACTION

abstraction about
the lesson.
ELABORATE (This section will give
students the opportunity to expand and
solidify / concretize their understanding
of the concept and / or apply it to real –
world situation)
H. Finding practical Materials are used depending on their properties. How are the uses of gold depending
application of on its properties?
APPLICATION

concepts and skills

in daily living.

I.
Evaluating Tell whether the sample of matter below is a pure substance or a mixture.
ASSESSMENT

learning. 1. Paint 6. Air

EVALUATION (This section will 2. Silver 7. Salt
provide for concept check test items and
answer key which are aligned to the 3. Smoke 8. Salad
learning objectives - content and 4. Blood 9. Alloy
performance standards and address
misconceptions – if any) 5. Aluminum 10. Carbon dioxide
J. Additional On a long sized bond paper with 1” margin on the four sides, make a collage of the
activities for different examples of pure substances and mixtures.
ASSIGNMENT

application or
remediation.
EXTEND (This sections give situation
that explains the topic in a new context ,
or integrate it to another discipline /
societal concern)

V. REMARKS

Reflect on your teaching and assess yourself as a teacher. Think about your students’ progress this week. What works? What else needs to be done to help the
VI. REFLECTION students learn? Identify what help your instructional supervisors can provide for you so when you meet them, you can ask them relevant question.
A. No. of learners who
earned 80% on the
formative assessment
B. No. of learners who
require additional activities
for remediation
C. Did the remedial lesson
work? No. of learner who
caught up with the lesson
D. No. of learner 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?
NOTE: Procedure is adapted/adopted from DLP 2017 of DepEd-Division of Lapu-Lapu City as reference.