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

Week of July 22-26, 2013


COMMENTS
Prd. 1: No Classes - SONA
& SUGGESTIONS
Prd. 2: See Period 6 of LP dated July 15-19

Prd. 3:
EXPLORE and EXPLAIN

I. Objectives
A. Cognitive
1. Define dissolution, solubility
2. Explain the factors that affect the solubility of a substance
3. Enumerate the factors that affect the rate of dissolution
B. Affective
1. Appreciate the subject matter by relating it to cooking, washing,
cleaning and other household activities
2. Develop a sense of environmental stewardship
C. Psychomotor
1. Mix sand with a cup of water
2. List substances that are soluble in water
3. Complete a semantic map on solubility

II. Subject Matter


Factors Affecting Solubility

Valuing: Cleanliness, Integrity of Creation (Environmentalism)

III. Materials: PPT presentation sand, water, cup

IV. Procedure

A. Motivation
Ask a student to take some sand and try to dissolve it in a cup of water.
Ask student what happens. Ask why the sand does not dissolve. Elicit
the term insoluble and soluble.

B. Presentation
Students share their understanding of the term solubility. State that
solubility is the maximum amount of solute that dissolves in a given
amount of solvent at a specified temperature.

Students share their thoughts on the statement: The solubility of sodium


chloride (NaCl) at 60oC is 38 g/100 g of water.

CLS/Round Table. Students list substances that are soluble in water


e.g. salt, sugar, and alcohol.
SCIENCE 8 (7) Lesson Plan SY 2013-2014 First Quarter

CLS/Brainstorming. Students determine the variable or factor that


plays a role in the solubility of the substance in the following situations.
[1] How come water mixes with alcohol but not with oil? Nature of solute
or solvent
[2] How do you make a cold chocolate drink? Try dissolving the
chocolate powder in some hot water first. When the chocolate powder
has dissolved, add cold water. Temperature.
[3] One of the risks that divers face is the bends. Also called the
decompression sickness, it can lead to serious injury or death. Pressure

Pose the question: Which will dissolve faster a gram of sugar cubes
or a gram of sugar granules? Why? State that Solubility is the same for
both but rate of dissolution is faster for sugar granules. Students
discuss how the following factors affect the rate of dissolution.
[1] Particle size
[2] Agitation or stirring
[3] Increase in temperature
[4] Concentration of the solution

Follow-up on the class ambassaDRESS for the Trashion Show for the
Environmental Week Celebration.

C. Processing
Q: What is the danger of taking too much of fat-soluble vitamins such
as vitamins A, D, E and K? What happens to the excess water-soluble
vitamins we take in?
HOTS: What happens if all solids are soluble in water?
HOTS: What are the practical applications of knowing about solubility
and the factors that cause it?
Value of Cleanliness: How can you apply your knowledge on solubility
in maintaining the cleanliness of your surroundings?
Value of Integrity of Creation (Environmentalism): What is pollution?
Explain pollution in terms of the solubility and dissolution of substances.
Inform students of the upcoming Environment Week Celebration.

D. Synthesis Teachers Reflection


Students write their understanding for the day by writing four words they ____________________
associate with the concept of solubility. ____________________
____________________
Solubility ____________________
__________________.
SCIENCE 8 (7) Lesson Plan SY 2013-2014 First Quarter

Prd. 4&5:
EVALUATE

I. Objectives
A. Cognitive
1. Review the concepts that have been tackled
2. Enumerate the items or topics one is having difficulty with
3. Explain the IP problem and hypothesis
B. Affective
1. Develop appreciation of the subject matter
2. Exhibit presence of mind and common sense in taking the test
3. Display attitude of persistence, rational-thinking and objectivity
C. Psychomotor
1. Draw an emoticon that reflects ones feelings
2. Answer the unit test using a pen and paper

II. Subject Matter


Unit Test 2 and IP Consultation

Valuing: Knowledge Appreciation, Decisiveness

III. Materials: UT2, whiteboard, marker

IV. Procedure

A. Motivation
A. CLS/Think Pair Share.
Ask the following questions: What is matter? (small circle) Why does
matter matter? (big circle)

Matter

B. Presentation
CLS/Numbered-Heads Together. Students determine the item which
does not belong to the group. They justify their answers.
[1] Ag Cl Au Cu
[2] ductile flexible gaseous malleable
[3] Al CO SO2 NaNO3
[4] pH=1.5 pH=4.4 pH=6.5 pH=7.9
[5] concentrated juice honey iced tea rubbing alcohol

Open the floor for students to ask questions and clarify item in the unit
they dont understand well.

Administer UT2. IP Consultation follows.


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

C. Processing
Value of Knowledge Appreciation: What part of the study of matter
would be most helpful to you as a student?
Q: What part did you find easy? What part in the test did you have a Teachers Reflection
difficult time with? ____________________
Q: Looking at your quiz and test scores, what do you think will be your
____________________
grade in Science?
____________________
Value of Decisiveness: Why is it important to be decisive when taking
quizzes and tests? ____________________
__________________.
D. Synthesis
Students draw an emoticon that describes or summarizes their thoughts
and feelings about the recently concluded unit test.

Prd. 6:
EXPLAIN and ELABORATE

I. Objectives
A. Cognitive
1. Compute for the concentration of a solution in percent weight and
volume
2. Explain the progress of the class in the Trashion Show activity
3. Relate the subject matter of solutions to pollution and the various
environmental issues
B. Affective
1. Develop a stronger sense of environmentalism
2. Recognize the great role of recycling in the environmental
movement
3. Display accuracy and precision in doing calculations
C. Psychomotor
1. Draw or sketch ideas for the Trashion Show
2. Solve for the concentration of solutions using GRESA
3. Write a reflection on how one can be a better steward of the
environment

II. Subject Matter/Activity


Preparation for the Trashion Show and Quiz 6

Valuing: Environmental Stewardship

III. Materials: PPT Presentation


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

IV. Procedure

A. Motivation
Students prepare for the Environmental Week celebration on July 29-
31, especially the Grade 8s Trashion Show on the 31st. They watch a
video of a Trashion Show. Ask the class where they are in terms
making the dress. The point persons may present their output in behalf
of the class.

B. Presentation
Remind the students of the guidelines in making the ambassaDRESS
of nature:
Used and/or recycled materials are used e.g. newspaper, used
clothes, cardboards, buttons, fruit peelings, food wrappers, tetrapack
The attire should not be higher than 2 inches above the knee.
The activity is a class effort. Everyone should contribute to the
project.
The class chooses a model who would wear the dress during the
day of the Trashion Show.

Remind the students of the things that are prohibited.


Using materials that are hazardous (to the environment) e.g.
styrofoam, blade
Buying new materials for the project
Bringing home the project
Letting a parent and/or professional fashion designer do all, some or
a part of the project. They may be consulted as part of the class
research.

The class should be 80% complete with their output at this point.

CLS/Round Robin. Students explain pollution and the various


environmental problems in terms of the chemistry concepts of mixtures,
and solutions. They also talk about how they their knowledge on
mixtures and solutions could be valuable tools in the green movement.

Administer Quiz 6.

C. Processing
HOTS: How could you be an ambassadress of nature by coming up
with your unique clothing or attire?
HOTS: How do you raise peoples awareness and consciousness
through a piece of clothing?
Q: What used and recyclable materials are you using for the Trashion
dress?
Q: How is the study of solutions and concentrations of solutions
SCIENCE 8 (7) Lesson Plan SY 2013-2014 First Quarter

instrumental in the fight against pollution and other environmental


problems?
Value of Environmentalism: How do you improve on the Trashion
dress? How do you make it stand out? What statement would you like
to make these days amid all the environmental problems that continue
to linger?

D. Synthesis
CAC/Journal Writing. Students complete the statement I can be a
better steward of the environment by . . . .

E. Appendix
Quiz 6. Expressing Concentrations of Solutions by Percent Weight and
Volume
Solve the following word problems using GRESA.
1. 47.5 g Pb, 2 g Hg and 0.5 g Cu were scavenged from a landfill to
make a metal cube. Calculate the weight percent of Pb. 95%
2. If there were 15 mL of chemical XYZ (a pollutant) in 60 mL of the
solution, what is the concentration of the solution in percent by volume?
20%

***

Lesson Tracker
If Iv Mg Tg Mb
07/22 No No No No No
Classes Classes Classes Classes Classes

07/23 1&2 1&2 1&2 1&2 1&2

07/24 3&4 3 3&4 3 3&4

07/25 5 4&5 5 4&5 5

07/26 6 6 6 6 6

Spill-over for the following week:

*July 22 No Classes (SONA)

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