This series helps students learn to become fit in body and in mind through lessons in Music, Arts, Physical Education, and Health. This series likewise aims to develop the mental, physica…Full description
demo lpFull description
Detailed Lesson Plan in English Grade III I.OBJECTIVES: At the end of 90 minute discussion, the child should be able to: a. distinguish on identity from fantasy; b. tell whether the ev…Full description
Science
A sample lesson plan for Entrepreneurship focusing on Target Market.
fluid mechanicsFull description
something
lpFull description
Science Class
detailed lesson planFull description
Full description
A sample lesson plan for Entrepreneurship focusing on Target Market.
How to make a cord
LESSON PLAN
Simple lesson plan
ICT Lesson Plan
Demo Lesson Plan in Grade 7- Science I. Learning objectives: At the end of 60-minute discussion, 80% of learners should be able to: a. identify the different classes of hydrocarbons according to their structures; b. investigate properties of hydrocarbons using their physical properties; and c. value the importance of hydrocarbons in everyday life.
II. Subject Matter: Content Focus: Carbons and Its Compounds References: Materials: Pictures, Powerpoint and video presentations, writing materials (cartolinas, markers).
b.) For 5 minutes, learners will identify the given mixtures whether sour or bitter in taste, learners will arrange these examples in a column depicting sour and bitter foods. c.) Learners will then discuss their work in front of the class. d.) After discussion, teacher will check the answers. V. Lesson Proper a. Analysis
What is the usual taste of an acid? A base? Give other examples of acids and bases What do you think is the use of vinegar in foods like atsara, burong mangga?
b. Abstraction Properties of acids and bases: Properties Taste In contact with skin Reactions with Litmus paper
III. Introductory Activities 1. Daily Routine (Greetings, Attendance Checking)
Acids Sour Produces a painful sensation Turns blue litmus paper to red
Bases Bitter Usually slippery
Turns red litmus paper to blue
pH Scale:
2. Review: Based on the pictures given, identify which of the examples are homogeneous and heterogeneous mixtures. Motivation: 1. The learners will be given pictures of foods. 2. The learners then identify the taste of these foods, either bitter or sour. Pictures: Kalamansi juice Bitter Gourd Unripe indian mangoes Vinegar Medicine tablet
IV. Learning Activity: a.) Learners will be given materials (cartolinas, permanent markers, instructional material)
Key Concept: pH, also known as the “power of hydrogen”, is a numerical value used to specify whether a substance or a mixture is acidic, basic or neutral. pH below 7 is considered “acidic”, while pH above seven is considered “basic”. Otherwise, if the pH is equal to 7, a substance or a mixture is said to be “neutral”. pH is usually determined using a pH scale.
VI. Application: Indicators: Litmus Papers Litmus papers are also used in determining whether a solution is acidic or basic. Litmus blue turns to red if the solution is acidic and litmus red turns blue if the solution is basic.
a.) A video presentation of reactions between indicators and substances/mixtures to see the changes undergoes. b.) Learners will be asked to complete the table for 5
Materials
Litmus red turns to blue: solution is basic
Color
Description (Acidic or basic)
Kalamansi Juice Sprite Baking soda Detergent minutes.
VII. Generalization:
Litmus blue turns to red: solution is acidic Red Cabbage Red cabbage juice is an example of natural indicators. Red cabbage has a substance called “anthocyanin”, a purple pigment that changes from red to green, depending on the pH.
Key Concept: An indicator is a dye that changes in into a different color depending on the substance or mixture subjected is either an acid or a base. It is commonly used to determine an unknown pH of a certain sample.
Acids are substances/mixtures that have a pH of 1.0 to 6.0. Bases are substances/mixtures that have a pH of 8.0 to 14.0. These are observed using natural indicators. Indicators are materials that are used to identify the pH of solutions/substances/mixtures depending on the resulting color. VIII. Valuing: Acids and bases can be found anywhere around us. Pickling (an example of food preservation) requires an acidic solution to inhibit microbial growth. pH of rainwater should be around 5.6 or else we will experience “acid rain”. Baby soaps must be neutral so that babies won’t experience eye irritations. Plants may grow depending on the pH of soil. Some plants prefer acidic soil and some prefer basic soil. Farmers need to know the pH of soil as plants only grow on narrow pH range.
IX. Evaluation: a.) The teacher will present a table and a box filled with words that are properties or examples of acids and bases.
b.) For 10 minutes, learners will be asked to fill the column of acids and bases using those words in a box. ACIDS
BASES
pH 1 Bitter pH 14 Sour Detergent Painful to skin Slippery Vinegar Red litmus turns to blue Blue litmus turns to red
X. Homework 1. What would happen if an acid and a base combined? 2. What would happen when an acid is reacted to a metal? 3. Give properties of metals.
