SCIENCE 8 (7) Lesson Plan SY 2013-2014 First Quarter

Week of July 15-19, 2013

COMMENTS
Prd. 1&2:
ENGAGE and EXPLORE & SUGGESTIONS

I. Objectives
A. Cognitive
1. Determine the pH of substances commonly found at home
2. Describe the results of the litmus paper and pH paper tests
3. Identify the common acids and bases in the households
B. Affective
1. Manifest the desirable attitudes in the science laboratory
2. Exhibit caution and care in handling the substances and lab tools
3. Appreciate the role of chemistry in our daily lives
C. Psychomotor
1. Test the acidity and basicity of substances using the litmus paper
2. Use the pH paper in determining the pH of selected substances
3. Fill out and answer the lab sheet on acids and bases

II. Subject Matter

Laboratory Sheet No. 2 Acids and Bases

Valuing: Safety, Appreciation of the Things Around Us

III. Materials: vinegar, pineapple juice, calamansi juice, carbonated drink, milk,
coffee drink, soap solution, antacid solution, muriatic acid and shampoo;
litmus paper, pH paper

IV. Procedure

A. Motivation
CLS/Think Pair Share. Ask students to classify the materials listed in
their lab sheet whether they are acids or bases e.g. vinegar, juice, milk.
If they dont have an idea, tell them not to worry because an experiment
will be done to determine the subsances acidity and basicity.

B. Presentation
SCA/Lab Sheet. Ask students what are the ways in which the acidity of
basicity of a substance could be determined. Tell students that they are
going to do two tests.
Litmus paper If blue litmus paper turns red, substance is an acid. If
red litmus paper turns blue, substance is a base.
pH paper pH is measured on a scale of 0-14. Substances with a pH
lower than 7 are acids; those with a pH higher than 7 are bases; and
substances with a pH of 7 is neutral

Ask for volunteers who could demonstrate how to use the litmus paper
and pH paper.
SCIENCE 8 (7) Lesson Plan SY 2013-2014 First Quarter

Ask students what would be the criteria they would use to differentiate
acids and bases. They compare the two based on the following:
Taste
Sensation to touch
Reaction on litmus paper
pH
Reactivity

Value of Safety. Remind students to observe the lab safety rules such
as not touching, sniffing or tasting the chemicals.

C. Processing
Q: Why do citrus fruits and vinegar make our mouths pucker, make our
bodies shudder and make our eyes water?
Q: What are the other substances at home that you want the acidity or
basicity?
HOTS: How does knowing the acidity of basicity of a substance be
helpful?
Q: What are the uses of the acids and bases in our households?
Value of Safety and Appreciating the Things Around Us: Look for
substances in your homes and research whether they are acids or
bases. Exercise caution in handling these substances

D. Synthesis Teachers Reflection

Let the students compare the results of the experiment with the notes ____________________
they made at the start of the period. Students share what else do they ____________________
want to know about acids and bases.
____________________
____________________
__________________.

Prd. 3:
EXPLAIN

I. Objectives
A. Cognitive
1. Define compounds
2. Differentiate acids, bases and salts
3. Enumerate compounds found in the household
4. Explain the uses of acids, bases and salts
B. Affective
1. Realize the importance of knowing the properties of acids and bases
2. Recognize the role of substances in doing our household chores
3. Display the attitude of being careful and being aware of the safety
rules
C. Psychomotor
1. Demonstrate the use of the litmus paper
2. Show how to use the pH paper
SCIENCE 8 (7) Lesson Plan SY 2013-2014 First Quarter

II. Subject Matter

Compounds: Acids, Bases and Salts

Valuing: Forming Good Relationships with Others

III. Materials: Lab Sheet 2, litmus paper, pH paper

IV. Procedure

A. Motivation
CLS/Round Robin. State that anything that is too much is bad.
Students cite the disadvantages of too much acid or too much base in
the following: body system e.g. hyperacidity, and the environment e.g.
acid rain.

B. Presentation
CLS/Round Robin. Students discuss and share their inputs on the
following:
[1] What is the role of the gastric juice in the digestion of food? Why
does the gastric juice have to be acidic?
[2] What are the negative effects of acid rain to the environment? What
causes the rain to be acidic?
[3] Why are facial cleansers acidic in nature?
[4] What would be the effect if one accidentally drinks a very acidic or
basic substance?

Students recall how they would be able to tell if a substance is an acid

or base. Call volunteers to demonstrate how to use the litmus paper
and pH paper.

Administer Quiz 5.

C. Processing
Q: What is the difference between acids and bases?
HOTS: Why is it important to know the properties and characteristics of
acids and bases?
Q: What is the difference between an element and a compound?
HOTS: If you could make a certain acid or base, what would its purpose
be? Teachers Reflection
Value of Forming Good Relationships: Why do elements form ____________________
compounds? What is the effect when we form good relationships with ____________________
other people? Why do we feel more secured and grounded when we
____________________
maintain good relationships with family and friends?
____________________
D. Synthesis __________________.
Students complete the statement: An acid is . . . whereas a base is . . .
SCIENCE 8 (7) Lesson Plan SY 2013-2014 First Quarter

E. Quiz 5. Acids and Bases (PR 10)

Classify whether the given is an acid or base.
1. It tastes sour. acid
2. It feels slippery. base
3. It turns red litmus paper to blue. base
4. It can give a sharp, stingy feeling. acid
5. It has a pH of 5.5. acid
6. Apple juice acid
7. Facial cleansers acid
8. Human blood base
9. Battery liquid acid
10. Soap base

Prd. 4:
EXPLAIN and ELABORATE

I. Objectives
A. Cognitive
1. Define the terms mixture, solute, solvent etc.
2. Differentiate solutions, colloids and suspensions
3. Explain the preparation of a certain food or dish
B. Affective Affective
1. Recognize the role of mixtures in our everyday lives
2. Respect individual differences and recognize beauty in variety
3. Develop a natural love and interest in chemistry
C. Psychomotor
1. List observations and inferences by filling out a table
2. Unscramble the jumbled letters of a word to form the word

II. Subject Matter

Mixtures: Solutions, Colloids and Suspensions

Valuing: Variety, Individual Differences and Creativity

III. Materials: beakers or cups, iced tea, milk, sago

IV. Procedure

A. Motivation
CLS/Think-Pair-Share. The teacher poses the question: How do you
make halo-halo? What is the secret in making a great-tasting halo-
halo? What are the ingredients in making halo-halo? Elicit the concept
of mixtures.
SCIENCE 8 (7) Lesson Plan SY 2013-2014 First Quarter

B. Presentation
SCA/Quad Activity. Beakers or cups labeled A (iced tea), B (milk) and
C (sago) are shown to the class. Students describe each set-up based
on the criteria below.
Properties Cup A Cup B Cup C
Appearance
Particle Size
Separation Method
Inference: What
liquid is contained in
the cup?

State that set-ups A, B and C are examples of a solution, colloid and

suspension, respectively. Students define each type of mixture and
differentiate one from the other, based on the table they were able to
produce.

C. Processing
Q: What is a solute and solvent?
Q: What is a homogeneous and heterogeneous mixture?
Q: What is Tyndall effect? How come colloids exhibit Tyndall effect?
Q: Why do some medicine have to be taken before it is administered?
HOTS/Value of Creativity: Where do you apply your knowledge in
mixtures? Why are cooking and painting considered as arts of mixing?
Value of Variety and Individual Differences: Why do you consider Teachers Reflection
your section a mixture? What makes your section a great mixture? How
____________________
do you leave room for individual differences during a group activity?
____________________
D. Synthesis ____________________
Textwist. Students unscramble the letters to form the perfect mixture. ____________________
IXTSUREM - mixtures __________________.
SLEOUT - solute
LILOCOD - colloid
SPNESIONSU - suspension
MOHOGESENOU - homogeneous

Prd. 5:
EXPLAIN and ELABORATE

I. Objectives
A. Cognitive
1. Define what a solutions concentration means
2. Differentiate unsaturated, saturated and supersaturated solutions
3. Relate the lesson to everyday life
B. Affective Affective
1. Recognize the importance of knowing the types of solutions
2. Appreciate the role of solutions in our daily lives
3. Manifest the love and interest in chemistry
SCIENCE 8 (7) Lesson Plan SY 2013-2014 First Quarter

C. Psychomotor
1. List observations by filling out a table
2. Demonstrate the preparation of orange juice

II. Subject Matter

Solutions: Unsaturated, Saturated and Supersaturated

Valuing: Appreciation of Food, Resourcefulness

III. Materials: cups, orange juice

IV. Procedure

A. Motivation
CLS/Think-Pair-Share. Students share their practices in preparing
their best-tasting iced tea, juice or coffee. Ask what are the things they
consider in making their drinks (solution). Ask a student to demonstrate
how to prepare orange juice.

B. Presentation

CLS/Round Table. Three cups labeled A, B and C, all containing

orange juice but have different concentrations, are shown to the
students. Students compare the four set-ups by filling-out the table
below.
Properties Cup A Cup B Cup C
Appearance/Color
Presence of Solid
Particles
Inference: Taste
Inference: What is the
relative concentration of
the orange juice

Students come up with an operational definition for each of the

following classifications of solutions.

Dilute Concentrated Unsaturated Saturated Supersaturated

CLS/Round Table. Students share their experiences in eating or

drinking food that was either diluted or concentrated.

C. Processing
Q: What is the difference between a diluted and concentrated solution?
Q: What is the difference between unsaturated, saturated and
supersaturated solutions?
Q: Which juice would have the best taste?
SCIENCE 8 (7) Lesson Plan SY 2013-2014 First Quarter

HOTS: In what situations is it important to observe the concentration of

a solution?
HOTS: What are the many different roles of solutions in our everyday
lives?
Value of Food Appreciation/Resourcefulness: What did you do if the
food you were eating lacked taste or was diluted? What did you do to Teachers Reflection
the food that tasted too strong? How do you exhibit your ____________________
resourcefulness in the kitchen? Why should you not waste food? ____________________
____________________
D. Synthesis ____________________
Students complete the statement If I were a solution, I would be __________________.
(saturated/unsaturated/supersaturated) because . . . .

Prd. 6:
ELABORATE and EVALUATE

I. Objectives
A. Cognitive
1. Define percentage by weight and volume
2. Relate the lesson to everyday life
3. Explain how to express the concentration of a substance
mathematically
B. Affective
1. Manifest an appreciation for numbers
2. Appreciate the value of effectiveness in many aspects of life
3. Exhibit caution and care when doing mathematical computations
C. Psychomotor
1. Calculate for the percentage by weight and volume
2. Examine the labels in consumer products e.g. alcohol

II. Subject Matter

Expressing Concentrations of Solutions by Percentage Weight and
Volume

Valuing: Effectiveness

III. Materials: alcohol or sanitizer, textbook

IV. Procedure

A. Motivation
CLS/Think-Pair-Share. Students take out the alcohols from their
grooming kits. Ask what kind of mixture is alcohol. Students describe
alcohol as a solution.

B. Presentation
CLS/Think-Pair-Share. Ask how concentrated is the alcohol What is
meant by 70% ethyl or isopropyl alcohol. Students explain their answer
SCIENCE 8 (7) Lesson Plan SY 2013-2014 First Quarter

based on the formula below. Ask why is the concentration of the

rubbing alcohol set at 70, not 60 or 90. Why is 70% alcohol most
effective?

volume of solute
Volume percent = x 100%
volume of solution

Ask what does a 70% by volume mean when you have 100 mL of the
solution. Or a liter of the solution? When do you express the
concentration in percent by weight.

weight of solute
Weight percent = x 100%
weight of solution

Seatwork. Students answer Practice Exercises 4.1 on p. 79 of the

textbook.

C. Processing
Q: Cite instances or situations where we encounter concentrations of
solutions.
HOTS: What is the importance of knowing the concentration of
solutions e.g. in health and medicine, cooking, engineering, painting
and arts?
Value of Effectiveness: How important is the concentration of a Teachers Reflection
material in its effectiveness e.g. metal, medicine, jewelry? When are ____________________
you effective, when are you not?
____________________
D. Synthesis ____________________
Students are shown pictures or items that indicate the solutions ____________________
concentration. Students identify if it is percent by weight or volume. __________________.

***
Lesson Tracker
If Iv Mb Mg Tg
07/15 1 1 1&2 1 1

07/16 2&3 2 3 2&3 2

07/17 4 3 4 4 3

07/18* 5 4&5 5 5 4&5

07/19 6 6 6 6 6

Spill-over for the following week:

*July 18 is CPR Seminar. No time yet.

SCIENCE 8 (7) Lesson Plan SY 2013-2014 First Quarter