Department of Education
Region III
Schools division of Zambales
IBA DISTRICT
PRESIDENT RAMON MAGSAYSAY STATE UNIVERSITY
6 E’s FINAL DEMONSTRATION PLAN IN SCIENCE 7
S.Y 2021-2022
I. TARGETS:
At the end of the discussion, at least 85% of the student’s process should be
able to:
1. Gives examples by classifying mixtures as homogeneous and
heterogeneous.
2. Examples of solid, liquid and gaseous media are given.
3. Estimates some methods that can be used to separate mixtures and tests
their estimates.
4. Classify mixtures that are encountered in everyday life according to
different qualities.
II. LEARNING TASKS
A. Topic: Mixture
B. Reference:
K to 12 Basic Education Curriculum in Science (Grade 7 Science)
C. Materials:
Power point presentation rubbing alcohol
small bottles, brown sugar
tablespoon, instant coffee
stick, tap water salt
vinegar
D. Values Integration- Concern for others
Linkage: States of Matter, Mixture
Values Strategy:
Listens by giving himself.
He / she is interested and curious about himself and his
surroundings.
Acts with consideration of the outcome of the actions
(Attentive, meticulous, accepts the responsibilities of his
movements).
Commit together.
Constant interrogation of self and surroundings
E. Vocabulary
Mixture - is a material made up of two or more different substances
which are not chemically combined. A mixture is the physical
combination of two or more substances in which the identities are
retained and are mixed in the form of solutions, suspensions and
colloids.
Homogeneous mixture - is a mixture in which the composition is
uniform throughout the mixture. The salt water described above is
homogeneous because the dissolved salt is evenly distributed
throughout the entire salt water sample.
Heterogeneous mixture - consists of two or more phases. When oil and
water are combined, they do not mix evenly, but instead form two
separate layers.
Solution - is a homogeneous mixture of one or more solutes dissolved
in a solvent
F. Skills:
The skills to be integrated in the discussion of this lesson are the
following:
Observing, Describing, Comparing, Inferring
III. ROUTINE
TEACHER’S ACTIVITY PUPIL’S ACTIVITY
A. Engage
1. Prayer
Class, let us pray
2. Greetings
I am teacher blessy_ I will
be your instructor for
today.
Good Morning Ma’am!
Good morning class!
Students condition themselves
Ok take a seat. And we will have a
short review of our lesson last meeting
IV. REVIEW OR RECALL
TEACHER’S ACTIVITY PUPIL’S ACTIVITY
Let’s recall the gained knowledge
about solid in liquids
What’s your idea when you heard the
word solid and liquid?
Please raise your hand if you want to Student answered matter
answer… Student answered molecules
Student answered solution
Very good class! Nice try!
Let us proceed to our next topic.
V. MOTIVATION
TEACHER’S ACTIVITY PUPIL’S ACTIVITY
First, let’s make an analyzation
I have here short quiz of solid and liquid
materials. determine what is solute and
solvent in the solution.
Students accepted answer sheet
Student’s try to answer the given
short quiz
In order to distinguish substances
brought together looking the short
pre-test.
Are you done?
Did you get it? All of the given are has two or more
substance
Determining: 5 minutes
Excellence class! In order to distinguish substances
brought together looking the short
Question 1 pre-test.
What will you distinguish class?
Solute is the substance that is being
dissolved, while the solvent is the
Precisely dissolving medium.
Question 2
How can you determine solute and
solvent?
Precisely!
VI. LESSON PROPER
Procedure of Activity
Observation and Analysis, Discovering the effect of solids and liquids
I have here some materials for the Yes, Ma’am
presentation of an experiment to better
understand our topic entitled
"Observing Solids in Liquid".
Get a teaspoonful of brown sugar,
iodized salt, sand, monggo seeds, corn
seed and annatto
Fill half of each six glasses with water.
Put each material into each glass and
stir very well, using a spoon.
Observe what happens to each material
as you stir.
which are solid particle seen and solid
particles not seen.
We will record if the solid particles of a
material we use are able to seen or not.
Is that clear class? Yes, Ma’am
What are the substance that are in solid
state class? Brown sugar, iodize salt, annatto,
monggo seeds, are substances in the
solid state.
What about water?
Water is in the liquid state
What will happen if water is added to
the solid substance? When water is added to the solid
substance, the mix well. These solids
What are the substances that dissolved dissolve in water.
in a liquid? A substance that dissolves in a liquid
is said to be soluble in that liquid.
Brown sugar, iodized salt, are
soluble in water therefore the solid
particles are not seen.
What are the substances that not
dissolved in a liquid? Monggo seed, corn seed, annatto and
sand mix with water but do not
dissolve in water even when the
mixture is stirred they are not soluble
in water. Therefore, solid particles are
seen.
Discovering the definition of mixture
Mixture is formed by combining many
elements or compounds without losing
their chemical properties. The
substances forming the mixture do not
lose their properties. Salt and salt taste
is perceived in salt water.
What are mixtures? Combining two or more elements.
What else?
There is no specific ratio between the
amounts of the constituents of the
mixture. They can be mixed as desired.
The melting and boiling points of the
mixtures are not constant. Mixtures
have no specific chemical formulas.
Mixtures are formed by physical
means and their components are
separated by physical means.
What are the two classifications of
mixtures? Heterogeneous and homogeneous
mixture
Mixtures are two varieties according to
their appearance.
If the substances forming the mixture
are not evenly distributed throughout
the mixture, it is called heterogeneous
mixture. They are blends that do not
show the same features all over.
Mixtures, such as a single substance,
which have the same properties on all
sides, are called homogeneous
mixtures. Homogeneous mixtures are
also commonly referred to as solutions.
Salt water, air, cologne, 24 carat gold
are some examples to homogeneous
mixtures.
We can separate the mixtures by
sieving, filtration, flotation,
recrystallization, magnetization,
evaporation and distillation methods.
What else can you give examples of Examples of heterogeneous mixtures
heterogeneous? are ice cubes in a drink, sand and
What else? water, and salt and oil.
Valuing
Mixtures can’t only be applied to
substances it can also be applied to us
human, for example is the classroom
we are the materials that are mix
together in a container which is the
classroom and after we have mixed,
can you still identify your friends?
What do you call that kind of mixture?
How about if twins are put together,
can you still identify who is your
friend? You can’t identify because
they have the same characteristics
unless you have the sign like one has a
mole. What kind of mixture is that? It is a heterogeneous mixture
How will you value your identity. To our personal identity. ... Our
decisions and actions flow from our
principles and in this way our values
help to define us; they are part of our
identity. Our exploration and
discovery of our principles is therefore
a discovery of self.
VII. EVALUATION
Part 1 Identification
F. Evaluation Identify the following whether they are homogeneous or they are
heterogeneous mixtures
1. orange
2. alcohol
3. fruit salad
4. air
5. chicken noodle soup
ANSWERS: 1. Homogeneous 2. Homogeneous 3. Heterogeneous 4.
Homogeneous
5. Heterogeneous
Part 2 labeling
Direction: Label each item in the solution as the solute or the solvent.
Answers:
1. Solution: Cup of a coffee
a. Water _____________ 1. a. solvent
b. solute
b. Caffeine _____________
2. a. solute
b. solvent
2. Solution: Maple Syrup
3. a. solvent
a. Sugar _____________
b. solute
b. Water _____________
4. a. solute
b. solvent
3. Solution: Unopened can of soda
5. a. solute
b. solvent
a. Water _____________
b. Carbon dioxide _____________
4. Solution: Vinegar
a. Acetic acid _____________
b. Water _____________
5. Solution: Water in a fish tank
a. Oxygen ______________
b. Water ______________
Part 3 true of false
State whether the following statements are true or false. If false, write - the correct
statement.
1. ______Components in a mixture are present in a definite proportion.
2. ______Mixture have no definite set of properties
3. ______Components in a mixture can be separated by physical and
chemical methods.
4. ______Sodium chloride and water is an example of a mixture of
compounds
5. ______Heterogeneous mixtures have different composition and properties
throughout the mixture
VIII. AGREEMENT
Mixtures and Solutions Experiment
This lesson will provide an introduction to mixtures and their uses in everyday life. Methods
for separating these mixtures will be introduced and investigated.
Students:
Compare and contrast mixtures and solutions.
Discuss methods for separating mixtures and solutions into their original components.
Identify possible mixtures in everyday life
Work in groups to conduct first hand investigations
Lesson focus
This lesson introduces the properties of mixtures and solutions. A first hand investigation
gives the students the opportunity to compare and contrast the physical characteristics of a
few simple mixtures and solutions. Students discuss the separation of mixtures and solutions
back into their original components as well as different applications of mixtures and solutions
Assessment focus
Diagnostic assessment is an important aspect of the Engage phase. In this lesson you will
elicit what students already know and understand about:
Compare and contrast mixtures and solution
Discuss several separation techniques
Identify mixtures in everyday life
Work in groups to conduct first hand investigations
Part A: Mixtures
What is a mixture?
___________________________________________________________________________
____________________________________________________________________
Aim: To identify a mixture
Materials:
1 large glass bowl
24 paper cups
1 packet salted popcorn
1 packet M&Ms
1 packet mini marshmallows
1 packet red frogs
Method:
1) All the materials are tipped into a big glass bowl one at a time on the teacher’s desk
(make sure there are clear layers)
2) Mix it all together to make a trail mix
2) Each student “scoops” up a cup full of “mixture”
Results:
Record what you observed about the “mixture”
Observations in the clear layered bowl Observations in the cup
Discussion Questions:
1) Could you separate the mixture?
_____________________________________________________________________
2) What happened to the properties of the substances when you separated them? Did they
stay the same or did they change?
____________________________________________________________________
_
3) What can you conclude about mixtures from this experiment?
_______________________________________________________________________
___ ________________________________________________________________
Part B: Solutions
What is a solution?
___________________________________________________________________________
___ __________________________________________________________________
Aim: To identify a solution
Materials:
1 cordial mix
300g of sugar
1 glass jug
1.5L of water
Hypothesis:
What do you think will happen when the sugar is added to the cordial mix and water once we
stir it?
___________________________________________________________________________
___ __________________________________________________________________
Method:
1) ______________________________________________________________________
2) ______________________________________________________________________
3) ______________________________________________________________________
4) ______________________________________________________________________
Results:
Observations:
Record what you observed in the table below:
Discussion Questions:
1) Could you separate this mixture?
_____________________________________________________________________
2) What happened to the properties of the substances when they were mixed? Did they stay
the same or did they change?
_______________________________________________________________________
___
_______________________________________________________________
_
3) What can you conclude about mixtures from this experiment?
_______________________________________________________________________
___ ________________________________________________________________
Extension Questions:
1) Define Heterogeneous
_______________________________________________________________________
___ ________________________________________________________________
2) Define Homogeneous
_______________________________________________________________________
___ ________________________________________________________________
Virtual Lab: States of Matter
Learning Goals:
Students will be able to demonstrate their knowledge of the states of
matter through illustrations and descriptions. These illustrations and
descriptions should include:
● How the molecules in a solid, liquid and gas compare
to each other.
How temperature relates to the kinetic energy of molecules.
Procedure:
● Click on the lab: http://phet.colorado.edu/en/simulation/states-of-matter
Select “Run Now”
Investigation:
1. Predict what the molecules of a solid, liquid and gas look like.
You may either describe using words or sketch a drawing
using a program like Paint.
Solid Liquid Gas
2. Complete the table below by exploring the “Solid, Liquid, Gas”
tab in the simulation. Test your predictions and record your
observations by recording the temperature and illustrations of
each substance in the three states of matter. You can change
the substance and the state on the right hand side of the
simulation.
Substances Observations
Solid Liquid Gas
Temperature: Temperature: Temperature:
Neon Illustration: Illustration: Illustration:
Temperature: Temperature: Temperature:
Argon Illustration: Illustration: Illustration:
Temperature: Temperature: Temperature:
Oxygen Illustration: Illustration: Illustration:
Temperature: Temperature: Temperature:
Water Illustration: Illustration: Illustration:
3. Describe what happens to kinetic energy of the molecules
when temperature increases. What type of relationship
between exists between kinetic energy and temperature?
(direct or inverse)
4. Write a summary paragraph to demonstrate you have
mastered the learning goal. Be sure to incorporate both
concepts of the learning goal:
● How the molecules in a solid, liquid and gas compare
to each other.
How temperature relates to the kinetic energy of molecules.
5. Explain how a change in temperature affects the pressure
inside a container.
