Ateneo de Zamboanga University School of Education Week Plan July 9-12, 2012 School: Escuela Segundaria Nacional de Sangali

Cooperating Teacher: Mr. Robin Quibilan Yr. & Section: Grade 7- Section E Pre-Service Teacher: Gino I. Calumpang Topic: Solutions

Day 1

Day 2

Day 3

Day 4

Goal: At the end of the module, students are expected to propose plan of actions on how to diminish the production of harmful solutions. Objectives: At the end of the lesson, students are expected to; 1. Give examples of some solutions found in their environment. 2. Present observations of some of the solutions in their environment. 3. Differentiate solute from solvent as components of a solution. 4. Identify essential properties of solutions. 5. Exhibit the sense of quality in Objectives: At the end of the lesson, students are expected to; 1. Give examples of some solutions found in their environment. 2. Present observations of some of the solutions in their environment. 3. Differentiate solute from solvent as components of a solution. 4. Identify essential properties of solutions. 5. Exhibit the sense of quality in Objectives: At the end of the lesson, students are expected to; 1. Weigh mass and volume of sample solids and liquids. 2. Solve percent by volume and percent mass of concentrations. 3. Exhibit the sense of quality in organizing data. Objectives: At the end of the lesson, students are expected to; 1. Weigh mass and volume of sample solids and liquids. 2. Solve percent by volume and percent mass of concentrations. 3. Exhibit the sense of quality in organizing data.

organizing data.

organizing data.

Strategies of the Activities: Engagement Activity: o Teacher will show a juice. Students are to determine the components. o Overview will be o o conducted. Questions: What can you see here in front? What do you think are the compositions of this juice? What do you call the powdered juice in the solution? What do you call the water in the solution?

Strategies of the Activities:

Strategies of the Activities: Engagement Activity o Teacher will show a triple beam balance and a graduated cylinder. o Questions: Do you have any idea what are these? What are these for? How can we use these to measure solids (TBB) and liquids (GC)?

Strategies of the Activities:

Explanation:

Explanation: Processing and Abstraction will be done of the previous experiment. C1. Content Questions: 1. What are the 2 components of solution? 2. What did happen when the solute was poured to a larger amount? 3. What did happen when the solvent was reduced in amount? 4. Were all solutes dissolved in the solvent? 5. What do you call the ability of solute

Processing and Abstraction will be done of the previous experiment.

C1. Content Questions:

1. What are solutions? 2. What are some of the properties of solutions as examined in the experiment? 3. Which among the sample solid/liquid dissolve in water? 4. In the homogenous solutions, were you able to separate the solute from the solvents? 5. What can you say about the appearance

Exploration o We will

conduct

Exploration

laboratory experiment found in the module. The title of the experiment is can you tell the difference

Activity from the module will be conducted. This will determine the uniformity and some essential properties of solutions.

of the solution? 6. What are other solutions you have in your environment? 7. Do you think they also have the same properties with the ones experimented.

between solutions by the way they look? the activity will lead them to the concepts regarding solubility, saturation, and concentration of solutions.

to dissolve with the solvent at a certain temperature? 6. Do you think there is a limit of solute to dissolve in a solvent? Abstraction: 1. Solving for concentration of solution will be introduced. In groups of 5 members, students will be tasked to think of situations in life, that like concentrations of solutions and like the addition of the amount solute and to decrease the amount of solvent, concentration of the solution will increase, problems in life oftentimes become big due to blaming, and backstabbing, and all malpractices which do increase the tension in a

Elaboration: o I will ask the students to get out from the classroom to make them observe different solutions found in their environment, that there are different solutes and solvents and solutions. I want them to list them down. Now, Bringing them to the idea they, as social individuals, are also members of a unit/organization (e.g. peer, family, class in schools, etc). they are like a mixture of solutions. I want them to

Elaboration:

write in a crosswise the answer to the question; Do you share the same characteristics? Account these characteristics you have which made you intact as a group, and which made you unified and uniform in preferences. Evaluation: Instruction: group yourselves in teams of 3 members. In a 1 whole sheet of paper, answer the following. Choose 6 among the following. With these 6, determine which of the following is a solution or not. Write the word solution if the given is a solution and write not solution if it is not. Below each item, give the reason why they are such. a. b. c. d. e. Vinegar Mud in water Sugar dissolved in water Ice cream Cold Coca-cola soft drinks

situation. Ill ask them to list down some ways, in a manila paper, they can do to stabilize or dilute the tension in situations they had conflict with their friends. After that, they will post their work and I will process. Evaluation

Students will be grouped with 5 members. They will work on a set of problems.

1. Which is more concentrated, a solution containing 5 grams of salt in 10 grams 0f water or a solution containing 10 grams of salt in 90 grams of water? Show your calculations. 2. The label of the 200-mL alcohol that Mr. Calumpang bought shows that it contains 40% ethyl alcohol. What is the volume of ethyl alcohol does the rubbing alcohol

with bubbles in it. f. Hot coffee drink. g. Pure Diamond h. Mineralized Water i. Juice in water j. Water from the Canal k. Rainwater l. clouds

contain? Show your calculations.

3. Give one reason why

people stir coffee or juice in water after they have added sugar?

Instructional Materials: Engagement: o Juice Exploration: o These are the materials that I will use: o Sugar Salt Mongo seeds Powdered juice Cooking oil

Instructional Materials: Engagement o The materials that the teacher will be using are Triple beam balance and graduated cylinder.

Exploration o The materials that we will be using are 7 teaspoons sugar 7 teaspoons powdered juice 10 cups of water 3 measuring cups ( 1 cup capacity) 3 measuring cups (1/2 cup capacity)

Vinegar The materials will actually be used in the experiment wherein they will draw out conclusions onto what solutions are, and what are the some of the

properties solutions share in common.

Closing Statement: today, we have learned the components of solution. We have also performed the experiment regarding essential properties of solution. Tomorrow, we will be having the discussion of the experiment done. We will also be synthesizing the lesson by tomorrow. Moreover, pls. bring the following tomorrow: Food color blue, yellow, or green.

3 measuring spoons for each of the following: tsp, 1 tsp. Closing Statement: Today, we have Closing Statement: today, we have discussed the properties of solutions. In learned the concentrations, solubility and totality, we have already talked about the saturation of solutions. We will continue definition, components, and the discussing about the concentration of properties of homogenous solutions. solutions wherein I will be also Tomorrow, we will continue to study introducing calculations for solutions by knowing concentrations of concentrations. solutions. But let me first give you this assignment. Answer this in crosswise: 1. What will happen to a coffee if you add a lot of sugar in it? Why is it so? 2. In 1 glass of water, you were able to pour an approximately 5 tablespoons of juice powder. What do you think is the taste of the juice? Why?

Closing Statement: we have already discussed concentration, solubility and saturation of solutions. Moreover, we have already discussed the reason why stirring makes solutes dissolve faster. The next meeting, we will be discussing factors affecting the solubility of solutes. Now, copy this assignment for you to answer in 1 whole sheet of paper. 1. Joel and Ben wanted to find out how much salt is needed to make a saturated solution in 100-mL of water, use the following data to answer the questions below the table. (available in the module)

P.S.: One lesson plan will spend two days of classes.