Republic of the Philippines
Department of Education
Region XII
Division of Sultan Kudarat
PRESIDENT QUIRINO NATIONAL HIGH SCHOOL
School ID: 304617
LESSON PLAN
Name of Lesson Planning, Following, and Recording Scientific Investigations
Learning Area Science 7
Designed by GRADE 7 SCIENCE TEACHERS
Teacher:
Designed for which Grade 7
Grade Level
Number of Sessions 5 Sessions
References ● Science 7 Q1 PIVOT Learning Materials pages 20-24
● Asuncion, Alvie [Link] “Science Grade 7 Learners Material” First Edition 2017, 111-112
● Set-up of Filtration (3D diagram). Retrieved from [Link]
● Saturated vs. Unsaturated Solutions. Retrieved from [Link]
Declaration of AI use
(Cite how AI was used
in the
formulation of the
lesson plan.
See DO 3, 2026 Annex
A.)
Intentions
Learning The learners shall be able demonstrate how different factors affect the solubility of a solute in each solvent; identify
Competency solutions such as acids, bases, and salts which can be found at home, and in school that react with litmus paper; and
demonstrate proper use and handling of science equipment.
Learning Learning Session 2 Learning Session 3 Learning Session 4 Learning Session 5
Learning Objectives Session 1
Differentiate Use litmus paper to Identify common Demonstrate Apply knowledge of
acids, bases, and identify acids, bases, science laboratory understanding of science acids, bases, salts, and
salts based on and salts. equipment. equipment through a
properties. performance task.
laboratory equipment by
Classify common Describe the proper conducting a simple
Identify everyday solutions based on use and handling of Reflect on the importance investigation on solubility
substances that litmus test results. basic laboratory tools. of proper laboratory and concentration.
may be acidic, practices.
basic, or neutral.
Interpret experimental
results and connect them
to real-life applications
(e.g., food preparation,
medicine, environment).
Learner Context
Pre-Lesson Learners are Safety rules and Learners brainstorm The teacher reviews key Learners review the
Describe how you will asked to use the proper handling of materials needed for takeaways from the
help the learners get words acids, materials are experiments and post previous session and
concepts of acids,
ready for the lesson. bases, salts, and reviewed. Learners their ideas, preparing explains the performance bases, salts, and
solutions in both predict which them to think about task criteria. safe laboratory
everyday and household equipment purpose practices.
scientific substances might be and safety.
sentences to acids or bases.
Teacher asks guiding
highlight questions: “Why do
language some substances
differences. dissolve faster than
others?” and “How
does concentration
affect taste or
effectiveness?”
Flow The teacher Learners perform the The lesson uses Learners draw one piece of Introduction (10
Describe the activities presents a “Acid and Base images, videos, and scientific equipment on minutes)
that you can reading passage Rainbows” activity by station activities to bond paper and write its
implement in 1 on acid-base testing various introduce science use and proper handling.
or more sessions to chemistry and solutions using red equipment. Learners Selected students share Teacher presents a short
meet the learning facilitates and blue litmus watch a video, visit outputs, and the teacher demonstration: dissolving
objectives. clarification of paper. Observations stations with posters, synthesizes learning sugar in cold water vs. hot
unfamiliar terms. are recorded and and discuss equipment across all sessions. water.
Apply the Learning Connections are discussed. The classification and uses.
Design Principles by made between teacher reinforces The importance of
thinking pH, daily life, and correct interpretation proper handling is Learners predict which
about how to: environmental of color changes. emphasized. factors (temperature,
• make the objectives issues. Learners stirring, particle size)
clear for the learners share initial
• guide learners before examples of affect solubility.
letting them try the substances found
task on their own at home or
• check the state of school. Group Investigation
the learners' well- (25 minutes)
being, understanding,
and mastery over the Learners conduct a guided
lesson
• connect today's new
experiment:
concepts to past
competencies Dissolve salt or sugar in
• encourage water under different
collaboration among conditions (temperature,
learners
stirring, particle size).
• invite learners to
reflect on why this
matters to them Record time taken for
• ensure inclusion for solute to dissolve.
learners' varied
abilities, learning Discussion & Connection
styles, and contexts
(15 minutes)
Teacher facilitates
reflection:
“How does this relate to
cooking, medicine, or
environmental issues like
water pollution?”
Learners share real-life
examples where solubility
and concentration matter.
Collaboration &
Reflection (10 minutes)
Learners create a short
poster or infographic
summarizing their
findings.
Posters are displayed for a
mini-gallery walk.
Learning Resources Reading material Learning Activity Instructional video, Bond paper, coloring Salt, sugar, water (cold
List down the learning on acids and Sheet 3, litmus posters, pictures of materials, rubrics. and hot), beakers/cups,
resources that will help bases, board, paper, household laboratory equipment,
you reach your and everyday solutions, droppers, worksheets.
droppers, stopwatch,
objectives. Ensure that substances. and cups. stirring rods, worksheets.
they are
available and inclusive. Alternative: If
materials are limited, use
Include options and
teacher demonstration and
alternatives in case of
emergencies. video clips.
Opportunities for The lesson The activity The session links Art integration is achieved Math: Measuring
Integration integrates Health integrates scientific Science with Health through drawing, while concentration and
Write down any and skills, data recording, and Safety Education values education is
possibilities to Environmental and practical and technology reinforced through
graphing results.
meaningfully Education by laboratory safety. through video-based responsibility and safety.
anchor learning areas, discussing food, learning. Health: Relating
special topic, or digestion, and concentration to medicine
technology. acid rain. dosage.
Write N/A if none.
Environmental
Science: Discussing
solubility in pollution and
water treatment.
ASSESSMENT
Formative Learners answer Completed tables and Oral questioning and The performance task Formative:
Assessment oral questions guided questions observation of learner serves as the formative Observation of group
Create a task, activity, identifying acidic serve as formative participation during assessment, scored using
work, accuracy of
or questions to and basic assessment, with station activities are clear criteria and recorded data, and
evaluate learning and substances immediate feedback used for assessment. accompanied by teacher participation in
provide feedback. based on from the teacher. feedback.
Include ways for descriptions.
discussion.
learners to ask for
guidance or support. Output:
Poster/infographic graded
Remember to provide with a rubric (clarity,
appropriate
accuracy, creativity,
accommodations so all
learners can connection to real life).
demonstrate their
understanding (e.g.,
varied response
formats, small group
options, visual or
auditory supports).
WAYS FORWARD
Extended Learning Learners observe Learners are Learners are asked to Learners are encouraged Learners are encouraged
Opportunities labels of encouraged to research one additional to keep a personal science to:
Suggest other learning household explain results to laboratory tool not notebook where they
experiences outside products at family members, discussed in class. document future
the home and list reinforcing learning experiments and tools Try dissolving
classroom/class hours those that may through teaching encountered. different
that learners may want be acidic or others. household
to access to reinforce basic. substances (coffee,
what they have
powdered milk,
learned, to park their
curiosities further, or detergent) and note
that may provide them differences.
support in their areas Interview family
of difficulty. members about
how solubility
affects cooking or
cleaning.
Add reflections to
their personal
science notebook.
Reflection:
Prepared by: JEAN JESSICA F. YADAO MARILOU P. FORTEZ AMIERAH O. ABPET MIERA A. DELIS
Checked by: GLORIA M. TABACUG, MT II
Science Department Head
Noted by: NIEVA B. COSTALES, MT II
Subject Group Head