Semi-Detailed Lesson Plan
SCIENCE VII
Chemistry
June 4, 2019
I-OBJECTIVES
A. Content Standards
Demonstrate understanding of scientific ways of acquiring knowledge
B. Performance Standards
Perform in groups, guided investigations involving community-based problems using locally
available materials
C. Learning Competency
Describe the components of scientific investigation (S7MT-Ia-1)
Sub Competency
Enumerate steps in solving problems scientifically
II. CONTENT
Steps in solving problems scientifically
III. Learning Resources
BEAM I Module I: Scientific Method
UBD-Worktext in Science (Integrated Science) by Joni M. Albarico,
page 2 Sunburst visual media:The Scientific Method Teacher’s Guide.
IV. PROCEDURES
D. Preliminary Activities
ELICIT- Get the HYPE- Fill in the chart with facts about scientific method (H-Hold),
own question about scientific method(Y-Your), places where you can find
the information (P-Place) and what you have learned (E-Evaluate)
ENGAGE- Identify an object (Flash light) Turn it on. What happened what seemed to be
the problem? How will you make it work?
E. Discussing New Concepts and Practicing New Skills
EXPLORE- SOLVING PROBLEMS SCIENTIFICALLY -Suppose you are to use a
flashlight, but found out that it is not working properly. What would be the
probable cause of this problem? What could be done to address this problem? Use
the given diagram.
1. How did you find the activity?
2. Where you able to find ways to solve your problem?
3. What have you realized from this activity?
Rubrics:
Problem Solving: 2points- no strategy is done to reach to the solution.
3 points- partially correct strategy is done to solve part of the
task chosen.
5 points- an efficient strategy is done towards a solution.
Timeliness: 2 points – last to post their output on the board
3 points- 2nd to post their output on the board
5 points- 1st to post their output on the board
Content: 2 points- 5 or more information are incorrect
3 points- 2 to 4 information are incorrect
5 points- all information are correct.
F. Making Generalization and Abstraction about the Lesson
EXPLAIN- Post Activity Discussion
Three (3) pairs will be chosen by the teacher to read their output to the class.
1. How do you come up with solutions to your problems?
2. Do you plan your steps in order to achieve a sound solution?
Like you, scientist come up with a well thought and reliable answer.
This progression of steps is called SCIENTIFIC METHOD.
1. What is scientific method?
2. Enumerate the steps in scientific method.
ELABORATE- The teacher ask the following questions;
How do we solve problems scientifically? We use scientific method.
What is scientific method?
The scientific method is a logical process or an organized plan for gathering evidences
to arrive at an answer to a question or a solution to a problem.
What are the steps of scientific method?
Scientific method includes the steps of identifying a problem, gathering data, forming a
hypothesis, testing a hypothesis, and drawing a conclusion.
G. Evaluating Learning:
EVALUATE: WE NEED ORDER- Write the numbers 1-8 to next to each statement to
put them in correct order of the steps of scientific method.
H. Additional Activities for Remediation:
EXTEND- List the eight steps of the scientific method in order. (staircase diagram)
Prepared By: Mabel B. Cabilin Checked by: Israeli M. Cuizon
Sci. T-1 HT-II
Semi-Detailed Lesson Plan
SCIENCE VII
Chemistry
June 7, 2019
I-OBJECTIVES
A. Content Standards
Demonstrate understanding of scientific ways of acquiring knowledge
B. Performance Standards
Perform in groups, guided investigations involving community-based problems using locally
available materials
C. Learning Competency
Describe the components of scientific investigation (S7MT-Ia-1)
Sub Competency
Describe the steps in scientific method
II. CONTENT
Steps in scientific method
III. Learning Resources
BEAM I Module I: Scientific Method
UBD Worktext by Joni M .Albarico, page 3 SEMP2-Chemistry by Amelia P Mapa,
et al Sunburst visual media:The Scientific Method Teacher’s Guide
IV. PROCEDURES
D. Preliminary Activities
ELICIT- WE NEED ORDER- Write the numbers 1-8 to next to each statement to
put them in correct order of the steps of scientific method.
ENGAGE- Show students an object (tissue papers) – Call out students to identify a
problem they have encountered when using tissue papers.
E. Discussing New Concepts and Practicing New Skills
EXPLORE- TRIAL AND ERROR- Provide each group with two different brands of
tissue- Find out which bathroom tissue brand is stronger? Brand A or B?
1. What do you want to find out?
2. What do you think may happen?
3. How will you do the investigation?
4. What will you observe and record?
5. What are your observations?
6. Did you find a pattern or trend? What did you find out?
7. What does the data/ observation tells you?
Group presentation- Results/Output of the activity.
Rubrics:
Problem Solving: 2points- no strategy is done to reach to the solution.
3 points- partially correct strategy is done to solve part of the
task chosen.
5 points- an efficient strategy is done towards a solution.
Timeliness: 2 points – last to post their output on the board
3 points- 2nd to post their output on the board
5 points- 1st to post their output on the board
Content: 2 points- 5 or more information are incorrect
3 points- 2 to 4 information are incorrect
5 points- all information are correct.
F. Making Generalization and Abstraction about the Lesson
EXPLAIN- How do we solve problems scientifically?
1. State the problem in question form (provided)
2. Gather information about the problem
3. Form a hypothesis- a possible answer to the question.
4. Write down procedure that will be used to test your hypothesis
5. Perform your experiment
6. Observe and record all results
7. Interpret data-Make tables and charts
8. Conclusion- Communicate result by answering the question.
ELABORATE- The teacher ask the following questions;
What brand of detergent soap do you use?
How often do you change your brand of soap? Why?
What made you choose each brand?
How did you go about choosing each brand of soap?
G. Evaluating Learning:
EVALUATE- QUICK CHECK- Write a question that will describe each step of
scientific method.
STEP Question
1. Identify a problem. What do you want to find out?
2. Formulate a hypothesis. What do you think may happen?
3. Test the hypothesis. How you will do the investigation?
Design the experiment
4. Study the result. What are your observations?
Anlayze the data Did you find out any pattern or trend?
5. Formulate the conclusion/ What did you find out?
recommendation What can you suggest about what you
found out?
6. Communicate the findings How you will share the findings of your
of the study investigation?
H. Additional Activities for Remediation:
EXTEND- How will you go about each step in solving problems scientifically?
Prepared By: Mabel B. Cabilin Checked by: Israeli M. Cuizon
Sci. T-1 HT-II
Semi-Detailed Lesson Plan
SCIENCE VII
Chemistry
June 10, 2019
I-OBJECTIVES
A. Content Standards
Demonstrate understanding of scientific ways of acquiring knowledge
B. Performance Standards
Perform in groups, guided investigations involving community-based problems using locally
available materials
C. Learning Competency
Describe the components of scientific investigation (S7MT-Ia-1)
Sub Competency
Explain the steps of the Scientific Method
II. CONTENT
Steps in scientific method
III. Learning Resources
BEAM I Module I: Scientific Method
UBD Worktext by Joni M .Albarico, page 3 SEMP2-Chemistry by Amelia P Mapa,
et al Sunburst visual media:The Scientific Method Teacher’s Guide
IV. PROCEDURES
D. Preliminary Activities
ELICIT- STEPS & FACTS- Write the scientific method steps in order and at least one
fact about each.
ENGAGE- The teacher asks the following questions;
When developing a question, what should you be able to do?
( examine, measure, analyze)
What questions should one make sure to answer?
(What happened?
What is it that you expected?
Did your results agree with the hypothesis?
Did it answer the original question?)
E. Discussing New Concepts and Practicing New Skills
EXPLORE- CHART IT TO EXPERIENCE
List the steps (column 1), explain what each step means (Column 2), organize your
own experiment (Column 3).
STEPS What do you do in this step Example of this step
1.
2.
3.
4.
5.
6
7
8.
Group presentation- Results/Output of the activity
Rubrics:
Problem Solving: 2points- no strategy is done to reach to the solution.
3 points- partially correct strategy is done to solve part of the
task chosen.
5 points- an efficient strategy is done towards a solution.
Timeliness: 2 points – last to post their output on the board
3 points- 2nd to post their output on the board
5 points- 1st to post their output on the board
Content: 2 points- 5 or more information are incorrect
3 points- 2 to 4 information are incorrect
5 points- all information are correct.
F. Making Generalization and Abstraction about the Lesson
EXPLAIN- FACT OR BLUFF?
1. The Scientific method is an organized process for finding the answer to a question.
2. Developing a good, solid hypothesis is the easiest step of the scientific method.
3. When you explain what happened in your experiment you record this result.
4. Sharing true information about the outcome of your experiment is not an example of
ethical behavior.
5. Detailing the entire experiment and recording all variable analyzed , scientist are
able to track the validity of the hypothesis.
ELABORATE- How are the steps in scientific method done?
G. Evaluating Learning:
EVALUATE- Multiple Choice.
H. Additional Activities for Remediation:
EXTEND- Writing:
Have students create poems form the vocabulary words to remember them better. Share the
poems to Create a study guide for the entire class.
Example:
Very important part of experimental group
Always change only one variable in each experiment
Record any variables
Interpret the data recorded from the variable
Accurate information on the variable is a must
Be ethical and honest when using a variable
List observations from variable
Experiments are where a variable is needed
Assignment: The whole class will bring 3 hard boiled eggs.
Prepared By: Mabel B. Cabilin Checked by: Israeli M. Cuizon
Sci. T-1 HT-II
Semi-Detailed Lesson Plan
SCIENCE VII
Chemistry
June 11, 2019
I-OBJECTIVES
A. Content Standards
Demonstrate understanding of scientific ways of acquiring knowledge
B. Performance Standards
Perform in groups, guided investigations involving community-based problems using locally
available materials
C. Learning Competency
Describe the components of scientific investigation (S7MT-Ib-1)
Sub Competency
1. Identify independent, dependent, and controlled variables
2. Differentiate independent, dependent and, controlled variables
II. CONTENT
Variables
III. Learning Resources
The New Science Links: Worktext in Science and Health,
page 22-23 Science Explorer Grade 7 Lab Manual, xiv
IV. PROCEDURES
D. Preliminary Activities
ELICIT- Match the term and description. Write the letter of the correct answer
ENGAGE- Using a Venn Diagram Compare the two illustration/picture (Control group
and Experimental group)
What does both have in common?
How are they different?
What is being tested as shown in the picture?
E. Discussing New Concepts and Practicing New Skills
EXPLORE- CONTROLLING VARIABLES (Laboratory Activity)
Ask student to present data gathered and answer to guide questions.
1. What is independent variable?
2. What is dependent variable?
3. What is controlled variable?
In the experiment, which is independent, dependent and controlled variables?
Rubrics:
Problem Solving: 2points- no strategy is done to reach to the solution.
3 points- partially correct strategy is done to solve part of the
task chosen.
5 points- an efficient strategy is done towards a solution.
Timeliness: 2 points – last to post their output on the board
3 points- 2nd to post their output on the board
5 points- 1st to post their output on the board
Content: 2 points- 5 or more information are incorrect
3 points- 2 to 4 information are incorrect
5 points- all information are correct.
F. Making Generalization and Abstraction about the Lesson
EXPLAIN- Identifying Variables.
Identify the Dependent, Independent, Control variables.
Independent: ________________
Dependent:__________________
Control:_______________________
1. Different rose bushes are grown in a greenhouse for two months. The number
of flowers on each bush is counted at the end of the experiment.
2. You water three sunflower plants with salt water. Each plant receives a
different concentration of salt solution. A fourth plant receives pure water.
After two weeks period the height is measured.
ELABORATE- The teacher will ask the questions;
Is the rice grain used for cooking the same everyday throughout the year?
What have you noticed when you bought a different kind of grain the next time you
cook?
Is there any changes done to achieve a better result?
What are variables?
When is a variable considered independent, dependent or controlled?
G. Evaluating Learning:
EVALUATE- Identify the term/s being described.
1. _________ a variable that causes a change in another variable.
2. _________ a variable that changes as a response to the independent variable.
3. _____________ all variables that are kept constant so that it will not affect the
variables being experimented.
[Link] is the dependent variable in an experiment that shows how the volume of a
gas changes with change in temperature.
5. What is the independent variable in the same experiment?
H. Additional Activities for Remediation
EXTEND- Identify the variables
Three red wood trees kept at different humidity levels inside a greenhouse for
12 weeks. One tree is left outside in normal condition. Height of the tree is measured
once a week.
Prepared By: Mabel B. Cabilin Checked by: Israeli M. Cuizon
Sci. T-1 HT-II
Semi-Detailed Lesson Plan
SCIENCE VII
Chemistry
June 13, 2019
I-OBJECTIVES
A. Content Standards
Demonstrate understanding of scientific ways of acquiring knowledge
B. Performance Standards
Perform in groups, guided investigations involving community-based problems using locally
available materials
C. Learning Competency
Describe the components of scientific investigation (S7MT-Ib-1)
Sub Competency
Design a procedure to test the hypothesis (EXPERIMENT)
II. CONTENT
Designing an experiment
III. Learning Resources
Conceptual Science and Beyond I (Integrated Science) page 19Science Explorer
Grade 7 Lab Manual, xv
IV. PROCEDURES
D. Preliminary Activities
ELICIT- Read the following statements and then answer the questions.
ENGAGE- Make your own paper plane with the materials provided by the teacher.
Look at the wing design of each plane (those with varied wing design presented to the
class)
Problem: What is the effect of changing the wing design of the paper plane on its flight
time?
How will you test your hypothesis?
E. Discussing New Concepts and Practicing New Skills
EXPLORE- In an experiment that test if the temperature affects the time at which
sugar dissolves in water, the temperature of water in which the sugar will dissolve
is the manipulated variable or the independent variable while the time it takes the
sugar to dissolve in water is the responding variable or the dependent variable.
1. Identify the problem
Problem: _______________________
_______________________________
2. Formulate a hypothesis
Hypothesis: _____________________
_______________________________
3. Design a procedure to test your hypothesis.
Experiment/Procedure: _____________________________________________________
____________________________________________________________________________
Make sure that all other variable are kept constant or the same.
Rubrics:
Problem Solving: 2points- no strategy is done to reach to the solution.
3 points- partially correct strategy is done to solve part of the
task chosen.
5 points- an efficient strategy is done towards a solution.
Timeliness: 2 points – last to post their output on the board
3 points- 2nd to post their output on the board
5 points- 1st to post their output on the board
Content: 2 points- 5 or more information are incorrect
3 points- 2 to 4 information are incorrect
5 points- all information are correct.
F. Making Generalization and Abstraction about the Lesson
EXPLAIN- Group Presentation of outputs and discussion of results.
1. Did you have the same or similar steps in solving the problem?
2. What should be considered in designing an experiment to test a hypothesis?
3. If one of the steps to test the hypothesis is changes, will you have the same
results? Why?
ELABORATE- You were asked to bake a cake following the recipe and procedure. If
there were 3 of you who were asked to bake a cake. When will the cake be similar?
When will they be different?
1. How are hypothesis tested?
2. What is a fair test?
3. What is the most important part of making/ designing an experiment?
When designing an experiment, one should be able to identify clearly the variables to
maintain the accuracy and reliability of an experiment.
G. Evaluating Learning:
Evaluation- Formulate your hypothesis for each problem and think of a way to test them.
Problem: Can ants sense vibration
Hypothesis: _________________________________________
Test: _______________________________________________
Problem: Can sense of smell affect sense of taste.
Hypothesis: __________________________________________
Test: ______________________
Prepared By: Mabel B. Cabilin Checked by: Israeli M. Cuizon
Sci. T-1 HT-II
Semi-Detailed Lesson Plan
SCIENCE VII
Chemistry
June 14, 2019
I-OBJECTIVES
A. Content Standards
Demonstrate understanding of scientific ways of acquiring knowledge
B. Performance Standards
Perform in groups, guided investigations involving community-based problems using locally
available materials
C. Learning Competency
Describe the components of scientific investigation (S7MT-Ib-1)
Sub Competency
Collect and Organize Data
II. CONTENT
Collecting and organizing data
III. Learning Resources
Conceptual Science and Beyond I (Integrated Science) page 20-22
IV. PROCEDURES
D. Preliminary Activities
ELICIT- Supply the missing answer.
Independent variable is a standard by which test results can be compared.
Dependent Variables are factors or conditions tested in an experiment.
Independent variable is a factor or condition that is changed to test a hypothesis.
is a factor that changes in response to the independent variable.
Tabular presentation is a representation of data in an organized display of rows
and columns for ready reference.
Graph is a visual display of information or data.
ENGAGE- THE BOAT IS SINKING- Group yourself according to the following:
1. Birth month
2. Age
3. Height
4. Mass
Count how many students are in each category (tally), Separate Males from female count.
How can you organize/ present the information or data you have collected?
E. Discussing New Concepts and Practicing New Skills
EXPLORE- With the data/ information collected present it on a table and a graphs
(line, bar, pie graph)
Guide Question:
1. What type of data were collected?
2. What is a qualitative data?
3. What is a quantitative data?
4. How can you present data in such a manner that will allow the reader to
easily understand its content.
* Data may be presented in textual, tabular or graphical form depending on the type
of information and objective for presentation.
Rubrics:
Problem Solving: 2points- no strategy is done to reach to the solution.
3 points- partially correct strategy is done to solve part of the
task chosen.
5 points- an efficient strategy is done towards a solution.
Timeliness: 2 points – last to post their output on the board
3 points- 2nd to post their output on the board
5 points- 1st to post their output on the board
Content: 2 points- 5 or more information are incorrect
3 points- 2 to 4 information are incorrect
5 points- all information are correct.
F. Making Generalization and Abstraction about the Lesson
EXPLAIN- Group Presentation of outputs and discussion of results.
1. When are data presented in textual form??
2. When are data presented in tabular form?
3. What are the different types of graphs?
4. When can we use each type of graph?
ELABORATE- How is your general average different from that of your siblings? Which
graphical presentation of your quarterly average would show who excels better in
class.
How are data/ observation collected and presented?
G. Evaluating Learning:
EVALUATE- Determine how you can collect and present data for the given problem.
1. What is the common ailment of children in your community?
2. What is the average income of you family and How is it spent?
Prepared By: Mabel B. Cabilin Checked by: Israeli M. Cuizon
Sci. T-1 HT-II
Semi-Detailed Lesson Plan
SCIENCE VII
Chemistry
June 17, 2019
I-OBJECTIVES
A. Content Standards
Some important properties of solutions.
B. Performance Standards
Prepare different concentrations of mixtures according to uses and availability of materials.
C. Learning Competency
Investigate properties of unsaturated or saturated solutions; (S7MT-Ic-2)
Sub Competency
Describe some observable characteristics or properties of common solutions found at home.
II. CONTENT
Solutions at home
III. Learning Resources
Dep Ed LM Science 7, pp. 1-3
Dep Ed TG Science 7, pp. 1-2
IV. PROCEDURES
D. Preliminary Activities
ELICIT- Pre- Test
1. What do you call a substance that cannot be broken down into smaller and
simpler substance?
Correct answer
element
compound
mixture
molecule
2. Which of the following is a combination of two or more elements linked by chemical
bonds?
Correct answer
homogeneous mixture
heterogeneous mixture
compound
element
3. Which of the following substances is not a pure substance?
Correct answer
water
hydrogen
oxygen
air
ENGAGE- Directed Inquiry!-Look at the picture and describe what you see.
1. What is happening in this photo?
2. What do you think will happen eventually?
3. Is this an example of a chemical reaction that forms new substance or is it something else?
Discussing New Concepts and Practicing New Skills
EXPLORE- With the data/ information collected present it on a table and a graphs
(line, bar, pie graph)
Guide Question:
1. What type of data were collected?
2. What is a qualitative data?
3. What is a quantitative data?
4. How can you present data in such a manner that will allow the reader to
easily understand its content.
* Data may be presented in textual, tabular or graphical form depending on the type
of information and objective for presentation.
Rubrics:
Problem Solving: 2points- no strategy is done to reach to the solution.
3 points- partially correct strategy is done to solve part of the
task chosen.
5 points- an efficient strategy is done towards a solution.
Timeliness: 2 points – last to post their output on the board
3 points- 2nd to post their output on the board
5 points- 1st to post their output on the board
Content: 2 points- 5 or more information are incorrect
3 points- 2 to 4 information are incorrect
5 points- all information are correct.
E. Making Generalization and Abstraction about the Lesson
EXPLAIN- Group Presentation of outputs and discussion of results.
1. When are data presented in textual form??
2. When are data presented in tabular form?
3. What are the different types of graphs?
4. When can we use each type of graph?
ELABORATE- How is your general average different from that of your siblings? Which
graphical presentation of your quarterly average would show who excels better in
class.
How are data/ observation collected and presented?
F. Evaluating Learning:
EVALUATE- Determine how you can collect and present data for the given problem.
1. What is the common ailment of children in your community?
2. What is the average income of you family and How is it spent?
Prepared By: Mabel B. Cabilin Checked by: Israeli M. Cuizon
Sci. T-1 HT-II
