Date:

Objectives:
 describe the observable characteristics or properties of common solutions found at home; as to
color, appearance, odor, feel and taste (food products only).
 identify the components of solution.
 Give examples of naturally occurring solutions and man – made solutions.

Lesson:
Module 1 – Solutions:
Activity 1 – What Solutions do you find in Your Home?

References:
Teacher’s Guide of Module 1 Quarter I, pp. 1 -2.
Student’s Guide of Module 1 Quarter I, pp. 1 – 4.

Learner’s Materials Used:

LM. pp. 1 – 4.
Activity:
Refer to Activity No. 1 What Solutions do you find in Your Home?
Reference: Student’s Guide of Module 1 Quarter I, pp. 1 - 4.
Analysis:
1. What are the common solutions you found at home? ( in the kitchen, bathroom, bedroom)
2. Are they the same in color, appearance, odor, feel and taste?
3. Which solutions are the same in:
a. Color c. feel
b. Taste d. odor
4. Did you notice the solid particles or liquid droplets in the samples of solution that you
observed?
5. What are the components of solution based on your observations?
6. Differentiate solvent from solute.
7. Are solutions always a liquid? Why?
Abstraction:
The important ideas in the activity are:
The two (2) components of solution are solute and solvent.
1. Solute – solid or liquid particles dissolving in solution.
- Component present in small amount.
2. Solvent – parts of the solution that dissolves the solute.
- Component present in greater amount.
Example: In sugar solution,
Solute – sugar
Solvent water
A solution is not always a liquid; it can be solid, liquid or gas; it may either be
found in nature or man – made.

Application:
What are the solutions that are naturally occurring and man – made?
Are they important to us? Explain your answer.
Assessment:
Tell whether the following are solutions or not. Draw a happy face if solution and a
sad face if NOT a solution.

1. Salt and Water

2. Pepper and water
3. Sugar and water
4. Coffee and water
5. Mais con yelo and ice
Date:
Objectives:
 compare the evidence gathered with the prediction you made.
 identify the solute and solute in a solution.
 describe the properties/characteristics of solution.

Lesson:
Module 1 – Solution
Activity No. 2 – What Are the Properties of Solutions?
References:
Teacher’s Guide of Module1 Quarter I, p. 3
Student’s Guide of Module 1 Quarter I, pp. 4 -7.

Learner’s Materials Used:

LM. pp. 4 -7.
Activity:
Refer to Activity 2 - What Are the Properties of Solutions?
Quarter 1 page 3.
Analysis:
1. Did the solid or liquid dissolve in water?
2. What is the appearance of the solution?
3. How many phases do you observe? Write your answer to questions 1 – 3 in column 2, 3
and 4 of table 1.
4. Which of the following will dissolve completely? What is your evidence?
5. Which of the samples dissolve partially? (not completely)
6. Which sample/s seemed not to dissolve at all? Write your answers to questions 4 to 6 in
column 5 of table 1.
7. In which solution were you able to separate the components (solute and solvent) by
filtration? Write your observations in column 6 of table 1.
8. What was the taste of each of the filtrate?
9. Using all your observations, what properties of a solute and solvent identify it as a
solution?
Abstraction:
Refer to LM. Page 7
Application:
Why is the knowledge of the properties of solution useful to us?
Assessment:
Paper and pencil test
Date:
Objectives:
 determine how much solid solute completely dissolve in a given volume of water;
 describe the appearance of a saturated solution;
 discuss solubility of the solute
Lesson:
Module 1 – Solutions
Activity No.3 - What is the Evidence that a Solution is saturated?
References:
Teacher’s Guide of Module 1 Quarter I, pp. 7 – 9.
Student’s Guide of Module 1 Quarter I, pp.8 – 10.

Learner’s Materials Used:

LM. 8 – 10.
Activity:
Refer to Activity 3 - What is the Evidence that a Solution is saturated?
Students’ Guide of Module 1 Quarter 1 pp. 7 – 9
Analysis:
1. What is the appearance of the solution? (based on the result of procedure 1)
2. So how many teaspoon of sugar dissolved completely in 20 mL of water?
3. How many teaspoons of sugar have you added until the sugar no longer dissolves?
4. Why do you think there is already excess sugar which did not dissolve in procedure 4?
5. How will you describe the solution if the give amount of solute dissolved completely in a
given amount of solvent?
6. What can you say about a solution which contains less solute than the maximum amount
it can dissolve at a given temperature?
7. In what condition does the solubility of those solutions will change?
Abstraction:
Refer to LM. pages 9 -10.
Application:
Why is it significant to know whether a solution is saturated or unsaturated?
Assessment:
Short Quiz – Paper and