Philippine Normal University

National Center for Teacher Education

College of Teacher Development
Faculty of Science, Technology, and Mathematics
Taft. Avenue, Manila

Strategies and Instrumentation

in
Teaching Chemistry
(S-CHM 28)

A Semi-detailed Lesson
Plan
on
Hypothesis-making
And
Experimentation
Submitted By:
Bigcas, Brylle Raphael U.
III-BSCT
Submitted To:
Professor Vic Marie Camacho

I.

Objectives:
At the end of the lesson, students will be able to:
a. Explain Predict, Explain, Observe, Explain (PEOE) as a
scientific investigative process ,
b. validate their hypothesis by conducting an experiment, and
c. propose a feasible experimental setup for their research
hypothesis

II.

Subject Matter:
A. Topic: Introduction to Research II
a. Sub-topics:
i. Hypothesis-making
ii. Experimentation
Grade Level: Secondary Grade 7 Science
Concept:
Hypothesis an educated guess.
Types of Hypothesis:
Null Hypothesis refers to a negative response.
Alternative Hypothesis refers to a positive
response.
Experimentation conducted to test hypothesis.
Steps in PEOE
Predict Hypothesis-making
Explain hypothesis
Observe Design an experiment
Explain observation

B. References:
a. Title: Hypothesis
http://en.wikipedia.org/wiki/Hypothesis

b. Title:What is a Hypothesis?
http://psychology.about.com/od/hindex/g/hypothesis.htm
c. Title: Experiment
http://en.wikipedia.org/wiki/Experiment
d. Title: Understanding and Using The Scientific Method
http://www.sciencemadesimple.com/scientific_method.html
e. Chang, Raymond (2010). General Chemistry 10 th Edition,
McGraw-Hill, p.124-125
C. Instructional Strategy: Predict, Explain, Observe, Explain (60minutes)
D. Instructional Materials: Chalk, Whiteboard marker, Powerpoint
presentation, LCD projector, Illustration board, Speaker, Eraser,
Laboratory materials
E. Values Integrated: Open-mindedness, and Patience
a. Students will be able to accept ideas from their peers as a
part of learning and they will also be willing to wait for results
to happen in an experiment.
F. Skills: Keen Observing, and Critical Thinking
a. Students will enhance their observation skills by means of
listening and thorough experimentation and develop their
critical thinking skills evident in reasoning for hypothesis and
experimentation.
G. Integration to Other Subject Areas:
a. English
i. Students will incorporate their knowledge in analysis as
well as in comprehension to be able to state the
problem, hypothesize, and draw ideas from conducting
experiments.
b. Physics
i. Students will be able to listen to the sound clips as an
application of their lesson in waves, sound waves in
particular to predict what is being asked.

Time Plan

Procedure
Daily Routine
Motivation
Lesson Proper (Hypothesis)
Activity (hypoTESTing)
Lesson Proper (Experimentation)
Generalization
Evaluation
Total

III.

Time Allotment
(Minutes)
5
15
5
10
5
5
10
60

Procedure:
A. Daily Routine
a. Prayer
b. Greeting
c. Seating Arrangement (Small Group)
d. Checking of Attendance
e. Motivation
i. Whats that Movie?
1. Teacher groups the class into six groups using
stick method.
2. Teacher tells the students to take their respective
seats according to group number.
3. Teacher explains to the students the mechanics of
the activity as follows:
a. Each group is given a set of materials (Earshaped illustration board, Chalk, Eraser).
b. Each round is composed of a movie sound
clip in which they have to predict the movie
in which the sound belongs.
i. Sounds are played twice for each
round
1. Sounds to be played:
a. The Hunger Games
b. Slumdog Millionaire
c. The Lorax
d. Kung Fu Panda
e. Alvin and the Chipmunks
Chipwrecked

f. Shrek
g. Cars 2
h. Rio
i. Brave
j. The Smurfs
c. Each team is given only ten seconds to write
down their answers after the teacher says
Go.
d. After which, all teams should raise their
boards for their answers to be checked.
e. The team who would get the highest score
after ten (10) rounds will be declared the
winner.
Question:
What have you done in the previous activity?
Expected answers:
Listen Guess Predict Hypothesis
Reinforcement:
In research, this is called hypothesis making. You draw a hypothesis
(an educated guess) from your observations which could be answer to your
formulated problem.
Lesson Proper: Hypothesis making
Two (2) types of hypothesis:
1. Null Hypothesis Refers to a negative response towards the
proposed problem.
a. Sunflower seeds will not grow on an acidic soil.
b. Melting is not an evidence of physical change.
c. There is no significant relationship between age and height.

2. Alternative Hypothesis Refers to a positive response towards the

proposed problem.
a. Sunflower seeds will grow on acidic soil.
b. Melting is an evidence of physical change.
c. There is a significant relationship between age and height.
Activity: HypoTESTing
1. Teacher will divide the class into six (6) groups.
2. Teacher will explain the following:
a. Each group is given different set of materials according to
their given hypothesis.
i. Formation of precipitate
(A) Formation of precipitate is an evidence of chemical
change.
(B) Formation of precipitate is not an evidence of
chemical change.
1. Setup 1 (Beaker, Copper (II) sulfate, mossy Zinc)
a. In a beaker with Copper (II) sulfate, place a
piece of mossy Zinc.
b. Observe what happens.
i. Guide Question:
1. Is there a change in the sample?
ii. Change in size
(A) Change in size is an evidence of chemical change.
(B) Change in size is not an evidence of chemical
change.
1. Setup 2 (1 piece short Bond paper)
a. Shred a piece of paper into 8 pieces.
b. Observe.
i. Guide Question:
1. Is there a change in the sample?
iii. Presence of light
(A) Presence of light is an evidence of chemical change.
(B) Presence of light is not an evidence of chemical
change.
1. Setup 3 (Alcohol lamp, Crucible tong, Magnesium
ribbon)

a. Using a crucible tong, burn the Magnesium

ribbon.
b. Observe what happens.
i. Guide Question:
1. Is there a change in the sample?
iv. Change in phase
(A) Change in phase is an evidence of chemical change.
(B) Change in phase is not an evidence of chemical
change.
1. Setup 4 (Dropper, Acetone, Filter paper)
a. Using a dropper, drop 5 drops of acetone in
a filter paper.
b. Observe what happens.
i. Guide Question:
1. Is there a change in the sample?
v. Evolution of gas
(A) Evolution of gas is an evidence of chemical change.
(B) Evolution of gas is not an evidence of chemical
change.
1. Setup 5 (Erlenmeyer flask with cork, Calcium
carbide, Distilled water, Matchstick)
a. In an Erlenmeyer flask with Calcium carbide,
mix a small amount of water and cover with
a cork stopper.
b. After 30 seconds, remove the cork and place
a lighted matchstick on the mouth of the
flask.
c. Observe what happens.
i. Guide Question:
1. Is there a change in the sample?
vi. Change in shape
(A) Change in shape is an evidence of chemical change.
(B) Change in shape is not an evidence of chemical
change.
1. Setup 6 (Modelling clay)
a. Using a modelling clay, create different
shapes.
i. Note: Do not mix clay colors.
b. Observe what happens.

i. Guide Question:
1. Is there a change in the sample?
b. Each group is to perform each assigned laboratory activity.
c. Each group must identify the problem presented that leads to
a hypothesis and experimental as such.
d. Each group must observe and eliminate one of the given
hypothesis.
e. Each group will report their output to the class afterwards.

Question:
What have you done in the previous activity?
Expected answers:
Do an experiment Observe
Reinforcement:
This is called experimentation in research. In this, you are to design
an experiment that is feasible to your problem and can validate your
hypothesis.
Lesson Proper: Experimentation
Sample Situation:
Elsa is wondering on what type of soil sunflower seeds grows the best.
She prepared an experimental setup to investigate her aforementioned
problem.
Variables present in an experiment:
1. Controlled variable variable that is not manipulated throughout
the whole experiment.
a. Ex. Sunlight, Amount of water, Sunflower seeds

2. Independent variable variable that is manipulated throughout the

whole experiment.
a. Ex. Soil (Loamy and clay)
3. Dependent variable variable that is affected or the one being test
in the experiment.
d. Ex. Quality of flowers

Steps in PEOE
Predict Hypothesis-making
Explain hypothesis
Observe Design an experiment
Explain observation
Generalization:
Teacher will allow students to generalize their own learning by
using the statement:
PEOE process is . . .
In research, hypothesis making is . . .
In research, experimentation is . . .
IV.

Evaluation:
Given the problem In which soil pH does monggo seed will grow

faster?, formulate a hypothesis and propose a feasible experimental setup

for your proposal. 20 points
V.

Follow-up:
Students Individual Researchupdates.

Group No.: ________________________

__________________

Date:

Year and Section: _______________

Score: _________________

Given the problem In which soil pH does monggo seed will grow faster?
Formulate a hypothesis and propose a feasible experimental setup for your
proposal. 20 points

Problem
Predict
Explain

What to
do?

Observe

Explain

Name: ________________________
__________________

Date:

Year and Section: _______________

____________

Activity No.:

Activity Sheet

Problem
Predict
Explain

What to
do?

Observe
Explain

Rubrics for Evaluation

Criteria/Score

4
Problem is
clearly
stated.

3
Problem is
clearly
stated.

2
Problem is
stated but is
not direct to
the point.

1
Problem is
not stated.

Grammar is
slightly
incorrect.

Grammar is
incorrect.

Hypothesis is
stated but is
not direct to
the point.

Hypothesis is
not stated.

Grammar is
correct.

Grammar is
slightly
incorrect.

Grammar is
incorrect.

Grammar is
correct.

Grammar is
slightly
incorrect.

Grammar is
incorrect.

Observation

Observation

Problem

Grammar is
correct.
Hypothesis is
clearly
stated.

Grammar is
slightly
incorrect.
Hypothesis is
clearly
stated.

Predict

Explain

Grammar is
slightly
incorrect.
Explanation is Explanation is Explanation is Explanation is
clearly
clearly
stated but is
not stated.
stated.
stated.
not direct to
the point.

Observation

Grammar is
slightly
incorrect.
Observation

is clearly
stated.

is clearly
stated.

is stated but
is not direct
to the point.

is not stated.

Grammar is
correct.

Grammar is
slightly
incorrect.

Grammar is
incorrect.

Grammar is
correct.

Grammar is
slightly
incorrect.

Grammar is
incorrect.

Observe

Explain

Grammar is
slightly
incorrect.
Explanation is Explanation is Explanation is Explanation is
clearly
clearly
stated but is
not stated.
stated.
stated.
not direct to
the point.

Grammar is
slightly
incorrect.