Lesson Guide g7 Q1 on Template

Lesson Guide in Science Grade 7

TO THE TEACHER

This Lesson Guide (LG) in Science serves as a framework of everyday teaching - learning episode. It aims to develop competence and reinforce the delivery of instruction to improve learners’ performance. This material is aligned with the existing Learner’s Module and Teacher’s Guide anchored in the K to 12 Basic Education Curriculum packed with suggested activities, strategies and video clips. It also coupled with suggested Daily Lesson Log (DLL) template. Let us take part in the present revolution in education by rendering quality instruction and making science easy and meaningful to develop scientifically literate 21st century learners.

THE AUTHORS .

Quarter I- Matter

1

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TOPIC OUTLINE SCIENCE GRADE 7 UNIT 1: MATTER Module Number

1. Ways of acquiring knowledge and solving problems

Topics

Learning Competency Code

Scientific Method/ Scientific Investigation

S7MT-Ia-1

1. Nature of Solutions

S7MT-Ic-2

2.Properties of solutions

S7MT-Ic-2

3. Saturated and Unsaturated Solutions

S7MT-Ic-2

4. Concentration of Solutions

S7MT-Id-3

5. Factors Affecting Solubility

S7MT-Id-3

1. Separating Component of Mixtures

S7MT-Ie-f-4

2. Distinguishing Substances and Mixtures

S7MT-Ie-f-4

1. Classifying substances as elements or compounds

S7MT-Ig-h-5

2. The Periodic Table of Elements

S7MT-Ig-h-5

1. Investigating properties of acids and bases using a plant indicator

S7MT-Ii-6

2. Determining the pH scale of common mixtures

S7MT-Ii-6

3. Safety in Handling Acids

S7MT-Ii-6

2. Diversity of Materials in the Environment

2.1 Solutions

2.2 Substances and Mixtures

2.3 Elements and Compounds

2.4 Acids and Bases




























2.5 Metals and Nonmetals

1. Properties of Metals and Nonmetals

S7MT-Ij-7

2. Metals and Nonmetals in and Around You

S7MT-Ij-7

WRITERS: WILHELM D. SISCAR Taal Natuonal High School

JACKELYN U. DE CASTRO Payapa National High School

EDITORS/EVALUATORS: JIMMY P. PENAFLOR Wencislao Trinidad Memorial NHS MARICHU C. MANALO Dacanlao G. Agoncillo National HS

LEONARDA G. MARQUINEZ Gov. Feliciano Leviste Memorial Memorial NHS JEORGE C. BAUTISTA BAUTIST A Lucsuhin National High School

MARIO B. MARAMOT EPS I – I – Science Science




























Lesson 1 Competency: Competency: Describe the components of a scientific investigation. 

I. Objective: Objective: 1. Identify the steps of scientific methods using an abstract of a science research or an investigation . II. Topic: Scientific Investigation/scientific Investigation/scientific Method Method III. Resources Needed: For Needed: For the t he teacher: Laptop and projector IV. References: Integrated References: Integrated Science book pp.35 https://www.youtube.com/watch?v=KIFz_-KzURY V. Preliminary Activity/Priming: Scientific Method Video Presentation ( https://www.youtube.com/watch?v=KIFz_-KzURY https://www.youtube.com/watch?v=KIFz_-KzURY)) VI. Activity: Identifying the Parts of Science Investigation VII. Analysis: a. What was the problem to be solved? b. State the hypothesis and the basis for the hypothesis. c. What are the variables v ariables in the study? d. Which of the variables are dependent? d ependent? Independent? Independent? Controlled? e. How are dependent, independent and controlled variables differ from one another? f. What were the findings of the study? g. State in your own words the conclusion of the study. VIII.

Abstraction: What are the important steps in a scientific investigation?

The Scientific Method involves a series of steps that are used to investigate a natural occurrence or to find answers on questions about the world around us. These steps include: include: Identify or define the problem, problem, Gather enough enough information and study them, Formulate a hypothesis, Test the hypothesis, Collect and analyze the results, Make a conclusion, Communicate the results.

IX.

Application:




























X. Assessment: Directions: Read each statement carefully. Choose the letter of the correct answer. 1. Jackhyla and Shantell wanted to do an experiment with magnets. They listed the things they needed to do the experiment: magnets, toy cars, and rubber rubber bands. What step of the scientific method is being being described by the situation? a. hypothesis hypothesis b. materials c. procedure d. data 2. Jaden, Sincere, and Ashante were testing to see which ball, a basketball or or volleyball, would bounce higher. higher. Before they did did the experiment, experiment, each of them guessed what they thought would happen before the before the experiment. experiment. What step of the scientific method method is this? a. purpose b. materials c. hypothesis d. data 3. Pamela and Paloma wanted to test if sugar or salt dissolved faster in hot water. In order to do do this, they followed followed certain s t e p s to to complete the experiment. What part of the scientific method is this called? a. data b. procedure c. purpose d. results 4. Mayne Mayne and Richard were testing which balloon rocket would go the fastest. After they did each test, they recorded their findings on a chart . These findings are what part of the scientific method? a. hypothesis hypothesis b. materials c. procedure d. data 5. Abigail and Alden Alden were testing which color color candle would burn the fastest with their teacher. They thought the r ed one would burn the fastest and made their p r e d i c t i o n before doing the experiment. What part of the scientific method is this called? a. hypothesis

b. procedure

c. materials

d. data

XI. Agreement: 1. What are solutions? 2. What are the two components of a solution? 3. Differentiate between a solute and a solvent. Reference: Any Chemistry books, Learners Material pp. 1-2






























Activity 1 Identifying the Parts of a Science Investigation

Your Tasks

Identify the parts of a science investigation. investigation.

Materials Needed

a sheet of manila paper marker/pentel pen

Procedure

1. Read the following abstract of a research. A Research Abstract Abstract The Nobel Prize winning scientist Karl von Frisch studied the behavior of honeybees. He thought that bees could distinguish one kind of flower from another. He suspected that the t he bees could distinguish flowers by color. To determine if this was true, he designed a set of simple experiments. He first trained bees to come to t o a source of honey located on a piece of blue card. card. The bees made many trips between between their hives and the source of food on the blue card. The blue card was then removed and replaced with a clean blue card and a clean red card which did not contain honey. The bees returned to the blue card and avoided the red card. The bees were able to distinguished the t he blue card from the red card.






























   

Dependent variable Independent variable Control set up Experimental set up

c. state the following: Findings of the study Conclusion Recommendations   

From the research abstract, the following can be derived: a. Problem: Can bees distinguished one flower from another? Hypothesis: Bees can distinguish flowers through its color. Rationale or basis for the hypothesis: Bees visit colored flowers. b. Variables in the study: color of cards: blue card with honey; red card without honey; trips between the hive and the source of food, number of bees. Independent variable: changed or manipulated variable: cards without honey Dependent variable: response of bees to the card without honey Control set up: blue card with honey; red card without honey Experimental setup: both blue and red card without food source. c. Findings of the study: Bees B ees visited blue card with food, no bees went to the red card. When food source was removed from the blue card, bees visited the blue card only. Conclusion: The bees were able to distinguish the blue card from the red card.






























Lesson 2 Competency: Investigate properties of unsaturated or saturated solutions. 

I. Objectives: Objectives: 1. Describe what solutions are. 2. Identify the components of a solution. II. Topic: The Nature Nature of a Solution Solution III. Resources Needed: For the teacher: Laptop and projector For the students: clear glasses, graduated cylinder, measuring spoon, spoon, water, salt, sugar a nd stirrer IV. References: References: You You and the Natural World W orld Science pp.73, pp.73, V. Preliminary Activity/Priming: Present the following pictures to the class.

brass

bronze

Air

Gatorade

saltwater






























f. How about in salt and water mixture? g. What are the components of a solution? h. How is solute differ from a solvent? VIII. Abstraction: Based on the activity, how will you describe a solution? What makes up a solution? solution ? How do you compare the amount of components in a solution?

A solution is a specific type mixture where one substance is dissolved into another. another. It consists of a solute and a solvent. solvent. A solute solute is the substance that is present pr esent in a smaller amount while solvent is present in larger amounts. In sugar and water solution, solution, the sugar is the solute and water is the th e solvent.

IX. Application: Do you think solutions are important to you? to the society? to the environment? Why? X. Assessment: Assessment: Given the following solutions, complete the table t able below by identifying the solute and the solvent. SOLUTIONS 1. 25 g potassium chloride crystals and 100 g water 2. 10cm3 acetone and 3 20cm alcohol 3. 75% nitrogen gas and 25 % oxygen gas

SOLUTE

SOLVENT






























Activity 2 Looks Pure……But It I t’s Ain Ain’’t!

Your Tasks

1. Describe what solutions solutions are. 2. Identify the components of solutions.

Materials Needed

2 clear glasses Graduated cylinder 1 tsp, salt 1 tsp. sugar 100 mL water measuring spoon stirrer

Procedure

A. Label clear glasses glasses as glass A and B. B. Put 50 mL of water in glass A. C. Measure Measure 1 tsp of sugar sugar and place it in glass A. Stir it vigorously. vigorously. D. Observe what happens.
































5. What happens to the salt when you you mixed it in water? water? 6. How many phases of matter matter can you see? 7. Identify the solute and solvent. solute____________________ solvent___________________ 8. Differentiate between a solute and a solvent.
































Lesson 3 Competency: Investigate properties of unsaturated unsaturated or saturated solutions. 

I.

Objective: 1. Describe the observable observable properties properties of solutions.

II.

Topic: Properties of Solutions

III.

Resources Needed: vinegar, juice, coins, vinegar, wine

IV.

References: Learner’s Material pp. 2-3 2-3 2. Preliminary Activity/Priming: Present some common household items . Which of these do you think are solutions? not solutions? Why?
































e. From the solutions that you have listed, which do you think is the solute? Solvent? VIII. Abstraction: How do you describe solutions? What are the observable properties of solutions? Based on the activity, solutions have the following characteristics: 1. It is homogenous. homogenous. It is a mixture of one phase only. The components are so well mixed that all parts of the solution appear the same. Solutions have the same composition and properties throughout. 2. A solution is often clear and transparent.

IX. Application: Air is an example of of naturally occurring solution. Cite some other example of a naturally occurring solution? Manufactured/processed solution? How are those solutions important to us? X. Assessment: Assessment: Which of the following is an example of solution? Choose more than one. Why do you think these are solutions. a. vinegar d. sugar dissolved in water b. mud in water e. ice cream
































Activity 3 What Solutions Do You Find In Your Home

Your tasks

1. Describe the observable characteristics or properties of common solutions found at at home or in stores. 2. Present the data gathered using the table below to show the different properties of common solutions.

Materials Needed

samples of solutions found at home or in stores

Procedure

1. Observe closely the sample of solutions you have. 2. Make a table similar to the one below.
































Lesson 4 Competency: Investigate properties of unsaturated or saturated solutions. 

I. Objectives: 1. Prepare and compare saturated and unsaturated solution. 2. Cite evidences that a solution is saturated and unsaturated. II. Topic: Saturated and Unsaturated Solutions Solutions III. Resources Needed: 6 tsp. of sugar, 1 cup of water, 1 measuring cup, measuring spoon, 2 small clear, transparent transparent bottles, 2 stirrers, 1 thermometer IV. References: Learner’s Learner’s Material pp. 7-8, TG. pp. 4-6 V. Preliminary Activity/Priming: Teacher Demonstration Materials: 2 clear glasses, measuring spoon, salt, stirrer Procedure: 1. Prepare 2 clear glasses half filled with water. 2. Label glasses as glass 1 and 2. 3. Place 1 tbsp. of salt in glass 1. Stir 4. Place another 1 tbsp. of salt in glass 2. Stir. Continue adding salt until the time that no more salt dissolves.


































The solution that contains the maximum amount of solute dissolved by a gi ven amount of solvent is called a saturated solution. If you add more solute to the solvent, it will no longer dissolve. dis solve. The solution has reached its saturation poi nt. The presence of an excess solid which can no longer dissolve is evidence that the solution is saturated. A solution is unsaturated when it contains less solute that the maximum amount it can dissolve at a given temperature.


































Activity 4 What is the evidence that a Solution is saturated?

Your Tasks

1. Prepare and compare saturated and unsaturated solution. 2. Cite evidences evidences that a solution is saturated saturated and unsaturated. unsaturated.

Materials Needed    

10 teaspoon sugar 50 mL water Graduated cylinder 1 measuring spoon ( ½ tsp capacity ) 1 small clear, transparent glasses


































Q3. So, how many teaspoons of sugar dissolved completely in 50 mL of water? Note: This is now the maximum amount of sugar that will completely dissolve in 50 50 mL water.


































Lesson 5 Competency: Express concentration of solutions quantitatively by preparing different concentrations of mixtures according to uses and availability of materials I. Objectives: 1. Describe the concentration of solutions quantitatively 2. Calculate for the percentage by mass and percentage by volume of a given solution. 

II. Topic: Concentration of Solutions III. Resources Needed: 5 glasses of strawberry juice with different concentration, 25 g sugar, 2 beakers, 25 g NaCl, 40 40 mL ethanol, water, water, platform balance, stirrer IV. References: Learner’s Learner’s Material pp. 10-11 Textbook: You and the Natural World W orld Science by Vengco


































VII. Analysis: a. What is the formula f ormula in finding the percentage (%) by mass of solute and solvent/ b. What is the percentage by mass composition composition of the first solution? c. Calculate for the percentage by volume composition of the second solution. d. In what way is percentage by mass and percentage by volume the same? Differ from one another? e. Suppose a solution was prepared by dissolving 20.0 g of sugar into 100 g of water. How is its percentage by mass calculated? VIII. Abstraction: In what way can you express concentration of solution? W hat is percentage by mass? percentage by volume? Concentration of solutions may be expressed quantitatively in terms of percentage by mass and percentage by volume. Percentage by mass of solute is the mass of sol ute divided by the total mass of the solution x 100. The mass of the solution is equal to the sum of the masses of the solute and




































How is percentage composition by mass and volume important in the production of different household items? X. Assessment : Which is more concentrated, a solution containing 5 grams of salt in 10 grams of water or a solution containing 18 grams of salt in 90 grams of water? Show your calculations.


































Lesson 6 Competency: Express concentration of solutions quantitatively by preparing different concentrations concentrations of mixtures according to uses and availability of materials 

I. Objective: 1. Investigate how the size of solid affects its solubility. II. Topic: The Effect of of Particle Size Size in Solubility Solubility of Matter


































The solubility of a substance is the maximum amount of that solute that will dissolve in a given amount of solvent at a certain temperature. There are several factors that affect affect solubility. In the above activity, the factors that affect solubility is particle size. Smaller particles dissolve faster than larger ones because they have more surface area. In short, the smaller the particle size, the faster the rate of


































4. If you pound the granules of sugar before adding it in your cup of coffee, does it affect the solubility? a. No, it has really no effect on solubility because we did not heat it at all. b. Yes, it has increased the surface area so it speeds up the dissolving process. c. Yes, it decreases decreases the solubility. d. Yes, it has increased the surface area and so it increases the maximum solubility.


































Activity 6 Size Matters!

Your Tasks

1. Investigate how the size of the solid affects its solubility.





































































L3sson 7


































IX. Application:


































Activity 7























































































































































































































































































































































































































































































































































































































































































































































































Activity 13 The Periodic Table: It’s Element-ary! Element-ary!

Your Task

1. Be familiar with the layout of the periodic table; 2. Know some information about the elements that may be found in the periodic table 3. Identify the group number an element it belongs to.

Materials Needed

Periodic Table of Elements

What To Do

1.

Every element has a name. name. In each box of the table, you will find only one name. One box corresponds to one element. Using the partial figure of the periodic table on the right, f ind where oxygen is.

2. For the next questions, please refer to the periodic table of the elements elements found at the t he back page of this module. Write your answers for each question in Table 1. a. Scientists agreed to give symbols for each element. This is very helpful especially to those elements with long names. Instead of writing the full names, a one-letter or t wo-letter symbol may be used. You can find these symbols in the periodic table too. It is written inside the same box for that element. For instance, O is the symbol for oxygen. Q1. What are the symbols for elements with long names such as beryllium, phosphorus, phosphorus, germanium, and darmstadtium?

b. Notice that most of the one-letter symbols are the first letters of these elements.




























Q2. What are the symbols for boron, nitrogen, fluorine and vanadium? c. For the two-letter symbols, most of them start with the first letter of the element. Notice that the second letter in the symbol may be any letter found in the element’s name. Notice as Notice as well that only the first letter is capitalized for the t wo-letter symbols. Q3. What are the symbols for lithium, li thium, chlorine, argon, calcium and manganese? d. There are symbols that use letters that were taken from the ancient name of the element. Examples Examples of ancient names are ferrum (iron (iron), ), argentum (silver ), ), hydrargyrum (mercury (mercury ) and plumbum (lead (lead ). ). Q4. What are the symbols for iron, silver, mercury, and lead? e. In the earlier grade levels, you already encountered elements. You studied rocks and learned that some are composed of silicon and magnesium. Some even have gold. Q5. What are the symbols for silicon, magnesium and gold? f. When you were recycling materials, you segregated the objects according to what these are made of. Some of them are made from aluminum, copper, tin or carbon. Q6. What are the symbols for these 4 elements? g. In nutrition, you were advised to eat enough bananas because it is a good source of potassium. Q7. What is the symbol for potassium? h. In each box, you will find a number on top of each symbol. This is the atomic number. number. In the higher grade levels, you will learn learn what this number represents. For now, use it as a guide on how the elements are sequenced. Q8. What is the element’s name and symbol that comes before titanium? How about that comes after barium? i. Elements that are in the same column have similar properties. For this, each column is called a family and has a family name. However, at this point, you will refer first fir st to each family with their corresponding group number . Notice that the columns are




























Data and Results

Table 1. Name, symbol and group number of some elements Name

Symbol

Note: Please add rows if necessary. necessary.

Group Number




























Lesson 14 Competency: Recognize that substances substances are classified into elements and compounds 

I. Objectives: 1. Identify some common elements by showing their na mes and symbols. 2. Describe the elements that may be found in the periodic table. II. Topic: Elements III. Resources Resources Needed: IV. References: References:

Periodic Table of Elements

Learner’s Material pp. 32-34 32-34

www.franklinboe.org/site/.../filedownload.ashx?https://www.goog www.franklinboe.org/site/.../filedownload.ashx?h ttps://www.goog le.com.ph/?gfe_rd=cr&ei=WteVs3_Ea_C8Af75ajQBg#q=sample le.com.ph/?gfe_rd=cr&ei=WteVs 3_Ea_C8Af75ajQBg#q=sample +work sheet+for+elements V. Preliminary Activity/Priming: Periodic Activity/Priming: Periodic Table Elements Song https://www.youtube.com/watch?v=VgVQKCcfwnU &ebc=ANyPxKrQWSNGiK5TweWAWXjMlisnxmLc JtUMfj3uxrKx021pf2x9xcJY7B2wurmECLDWRk5TMY7oFYq65qFQOoSNg9eh4zgnQ https://www.youtube.com/watch?v=xQu2eSeM66o VI. Activity: The Periodic Table: It’s Element-ary! Element-ary! (Refer to LM pp 36-39) VII. Analysis: I. The Names of the Elements: A. Some elements are named named after places. Write the name of the element that is named after the place given in each question. 1. The country of France. ___________________________________ ________________________________ ______________ ___ 2. The country of Germany. _____________________ ________________________________ ______________________ _________________ ______ 3. America: _____________________

4. The country of Poland. ___________________________________ ________________________________ _______________________ _____________ _ 5. Scandinavia: _____________________

6. One of our states.




























___________________________________ __________ 8. The continent of Europe. _________________________

B. Four of the elements are named after planets. Complete the chart below for the elements named after planets. Element Name _____________________ ____________________________ _______

Planet Name ______________________ ____________________________ ______

_____________________ ____________________________ _______ ______________________ ____________________________ ______ _____________________ ____________________________ _______ _______________________ ____________________________ _____ ______________________ ____________________________ ______ ______________________ ____________________________ ______

C. Many elements are named after famous f amous scientists. The scientist’s last name is used along with the t he ending “ium”. Write the element after each scientist given. ___________________________________ 1. Albert Einstein: 2. Pierre and Marie Curie: ___________________________________ _____________________ ________________________________ ______________ ___ 3. Enrico Fermi: ___________________________________ 4. Alfred Nobel: ___________________________________ 5. Dmitri Mendeleev: ____________________ _______________________________ _______________ ____ 6. Ernest Lawrence:

II. Element Symbols: An element symbol is an abbreviation for the name of an element. A symbol can have one or two letters. The first letter of a symbol is always capitalized. The second letter (if there is one) is never capitalized. Symbols for the naming of elements are part of an international language. Chemists all over the world use the same symbols. 1. Complete the following table by filling in the missing word or symbol. Element Carbon Hydrogen Oxygen Nitrogen Sulfur Iodine Iron Lead Mercury

Symbol C

Element Chlorine

Symbol Cl Cu Au Ag He Al Ca Ne K






























VIII. Abstraction: How did the scientist come up with the name and symbols of the elements in the periodic table? 

 

Elements are named after the places, planets planets and from the scientist’s last name. Most of the one-letter symbols symbols are are the first letters of the element. For the two-letter symbols, symbols, most most of them start with the first letter of the element and the second letter in the symbol may be any letter found in the element’s name. (Only the first letter found in the element is capitalized for the two-letter symbols)

IX. Application: It’s easy to see where some of the symbols came from by looking at the names of the elements. The symbol seems to be a combination of one or two of the beginning letters in the element’s name. The elements in the following table are ones that have symbols that come from their Latin names. See how many Latin names you can get right in this table. Study the element symbol, and then pick the Latin names from the list in the last column of column of the table. Latin Name

Latin Name Choices

English Name

Symbol

Antimony

Sb

Argentum

Copper

Cu

Aurum

Gold

Au

Cuprum

Iron

Fe

Ferrum

Lead

Pb

Hydragyrum






























X. Assessment: Assessment: 1. What is the name of the following elements? a. Kr b. C c. Se d. Cd e. Ga 2. What is the symbol of the following elements? a. Cesium b. Arsenic c. Berkelium d. Bromine e. Bismuth XI. Agreement: Solve the Element-ary Crossword Puzzle. 1 2 3 4 5

1. Down: a yellow element that stinks when burned 2. Down: a reddish-orange element used for electrical wiring 2. Across: element named after a female scientist 3. Down: an element that is a coin 4. Across: name of an element and the closest planet to the sun






























Lesson 15 Competency: Recognize that substances substances are classified into elements and compounds. 

I. Objectives: 1. Familiarize with the different elements’ symbols 2. Trace the origin of the symbol of the elements. II. Topic: Topic: Elements III. Resources Resources Needed: coloring materials IV. References: References: Worktext Worktext in Science and Technology 7 pp. 64-66, V. Preliminary Activity/Priming: Video Presentation (BINGO)

VI. Activity: Let’s Play SYMBO! Directions: Different symbols are written on each letter of the SYMBO card with a corresponding corresponding color. Write the answer in the the blank that best describes the statement or ill ustration that will serve as clue presented for each box. Shade it as directed by the color coding. (Note: Five similar colors in a row must form whether straight, horizontal or diagonal pattern to win SYMBO)






























VII. Analysis: Guide Questions: a. What elements elements have only only one-letter symbol? symbol? What did you notice with their symbols? b. What elements elements have two-letter symbol? What did you you notice with with their symbols? c. What are the elements elements with symbols derived derived from their ancient names? d. How did scientist arrived at giving symbols of elements? VIII. Abstraction: How do scientists give symbol for each element? The system of chemical symbols was proposed by the great Swedish chemist, John Jacob Berzelius, in 1811. Berzelius suggested suggested that the first letter of the element be used as the symbol for the element. He later suggested that if two or more elements start with the same letter, the first and second letters would be used as the symbol. You may observe that sometimes symbols appear to be very different from the names of the t he elements. This is because their Latin or Greek names were used.

IX. Application: Decipher the element symbols from the sentences given. 1. 2. 3. 4. 5. X.

Fire is fun. Accept that you you can be psychic. psychic. Clark fixes ham with fries, cokes cokes plus plus snacks snacks Candy canes taste crunchy. Chocolate chip cookies cookies amuse fat lads. Assessment: Crossword puzzle






























Answer key

































I. Objectives: Objectives: 1. Name elements that are listed in the Nutrition Facts of food label 2. Recognize that the elements listed in the Nutrition Facts are not added as the elements themselves. 3. Infer the food ingredient that could be the source of the listed elements. 4. Recognize that most of the t he food ingredients are examples of compounds. II. Topic: Topic: Elements III. Resources Resources Needed: food labels IV. References: References: Learner’s Material pp. 36-39 36-39 V. Preliminary Activity/Priming: You won P2000 worth of gift certificate in a raffle at SM Supermarket what are the lists of products that you will buy? VI. Activity: The “Matter” on Labels (refer to LM pp 36-39) 36-39) VII. Analysis: Analysis:
































VIII. Abstraction: How do you distinguish an element from a compound? c ompound? E l e m e n t s are the simplest form of pure substances, made up of

only one kind of atom. It is represented by a chemical symbols. A c o m p o u n d is a pure substance made from a chemical combination of at least two different elements. Compounds are represented by their chemical formula. IX. Application: Why do you think it is important to always check on the t he elements listed in the Nutrition Facts of food label? X. Assessment: A certain brand of of softdrinks contains carbonic carbonic acid, HCO3 and sucrose C12H22O11. Name the elements present on the said ingredients. XI. Agreement: Identify and describe some elements that are essential to life.
































Activity 16 The “ Matter “ on Labels

Your Task

1. Name elements that are listed in the Nutrition Facts of a food

label. 2. Recognize that the elements listed in the Nutrition Facts are not added as the elements themselves. 3. Infer the food ingredient that could be the source of those listed elements. 4. Recognize that most of these food ingredients are examples of compounds.

Materials Needed

Food labels

What To Do
































INGREDIENTS: SUGAR, GLUCOSE SYRUP, MILK NGREDIENTS, MODIFIED PALM OIL, UNSWEETENED CHOCOLATE, MODIFIED VEGETABLE OIL, PALM OIL, VEGETABLE OIL, COCOA BUTTER, SALT CALCIUM CHLORIDE, CITRIC ACID, SODIUM BICARBONATE, BICARBONATE, SOY LECITHIN, NATURAL AND ARTIFICIAL FLAVORS. MAY CONTAIN PEANUTS, TREE NUTS OR EGG.

Chocolate candy Ingredients: water, hydrolysed soybean protein, iodized salt, sugar, natural and artificial colors with tartrazine, acidulant, monosodium glutamate, 0.1% potassium sorbate, natural flavor and flavor enhancer.
































Data and Results

Table 3. Compounds and their constituent elements written in the food labels Food Product

Compound

Cereal drink Chocolate candy Soy sauce Note: Please add rows if necessary.

Constituent Element



































I. Objectives : 1. Recover iron from a food product. 2. Name other other food / food products that are rich in iron. 3. Enumerate Enumerate human benefits from iron iron as part of the daily daily meal. II. Topic: Iron-y in Food Food III. Resources / Materials Needed: processed food product rich in reduced reduced iron iron e.g. e.g. cereal cereal meal meal magnetic stirrer (magnet with white coating) or a piece of neodymium neodymium magnet wrapped in a small Ziplocs / plastic bag blender (optional) water  

 


































VI. Activity: The Iron-y of Food (refer to LM pp 42-43) Procedure Place one cup of the food sample in a blender. Add one cup of 1. water. If no blender is available, use a hollow or concave plastic container and manually mash the food sample.

2.

Transfer the crushed sample to a beaker. If a concave container is use , no no need to transfer transfer the mashed sample. sample. If the mixture is too thick, add more water.

3.

Make sure that the magnetic stirring bar or the Ziplock with the neodymium magnet magnet inside inside ( whichever whichever is available) is clean. clean. Place it in the beaker containing the mixture.

4.

Stir the mixture for about 15 minutes with a magnetic stirrer or magnet.


































X. Assessment: Direction: Choose the letter of the correct answer. 1. What element element in the food sample is found present present from the activity? a. Copper b. Iron c. Manganese d. Sodium 2. Which among among the food food listed below below is classified classified iron rich food? a. cereals b. banana c. pineapple d. ampalaya 3. What property property of iron is dominant in the activity? a. conductivity b . malleability c. magnetic magnetic 4. What symbol symbol is used used for iron? a. Cl b. Au c. Na

d. durability

d. Fe

5. Which among among the diseases diseases are are related to iron deficiency? a. anemia b. psoriasis c. mumps d. pneumonia XI. Agreement:


































Activity 17 The Iron-y of Food

Your Task

1. Recover iron from a food product.

Materials Needed

processed food product rich in reduced iron e.g. cereal meal magnetic stirrer (magnet with white coating) or a piece of neodymium magnet wrapped in a small Ziplocs / plastic bag blender (optional)


































5. Using the forceps, retrieve the magnetic stirring bar from the mixture. Take a closer look at the magnetic stirring bar. 6. If neodymium magnet is used, carefully carefully washed it with drops of water using the dropper. 7. Blow dry the neodymium while it is still inside the plastic. Once Once dry, carefully remove the magnet from the plastic using the clean white paper as the mat.

Data and Results




































Lesson 18 Competency: Investigate properties of acidic and basic mixtures using using natural natural indicators 

I. Objectives: 1. Prepare a plant indicator indicator using using a red cabbage. cabbage. 2. Find out if a given sample is acidic acidic or basic basic using a plant plant indicator 3. Examine how acidic or basic the the samples of water from different sources


































VII.

Analysis:

a. Fill in Table 1 Sample calamansi tap water disilled water vinegar sugar in water

Color of indicator

Nature of sample


































2. Which one of the following following substances substances should you rub to the sting sting of a bee (an acidic bite bite insect) to neutralize it? it? A. Water B. Vinegar C. Lemon Juice D. Baking soda 3. Acid waste waste from a factory is found found to be killing fish fish in a nearby river. Which one of the following if added to the water would help h elp prevent the fish kill? A. sand B. salt C. lime D. chlorine


































Activity 18 How Can You Tell if a Mixture is Acidic or Basic?

Your Task

1. Prepare a plant indicator using a red cabbage. 2. Find out if a given sample is acidic or basic using a plant indicator.


































2. Pour the mixture into a strainer. Collect the liquid portion. The liquid portion should be purple in color. Part B. Determining the acidity or basicity of some common household items. In this part of the activity, you will find out if a given household household material is acidic or basic using the plant indicator you have prepared in Part A.




































5. Determine the acidic or basic nature of your sample using the


































Lesson 19


































IX. Application:


































Activity 19










































































































































































































































































































































































































































































































































Lesson Guide g7 Q1 on Template

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