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A Learning Plan in Science 7 Prepared by: Henry B. Sergio Jr. Quarter : First Topic: Pure Substances and Mixtures Time Frame/Session: 10 sessions Stage 1-Desired Outcome/Result Established Goal/s: The students should be able to differentiate the properties of substances from that of mixtures by using available materials in the community. Content standard: The learners demonstrate an understanding of the properties of substances that distinguishes them from mixtures. Performance Standard: The learners shall be able to investigate the properties of mixtures of varying concentrations using available materials in the community for specific purposes. Essential Understanding/s: There are many ways to separate mixtures and solutions. Some are more effective than others, some are easier to do than others, and some methods have significant impacts on our environment. Focus Question/s: How does knowledge of mixtures and solutions help us to create ways to both reduce and treat the waste we produce? Students will… distinguish mixtures from substances based on a set of properties. know that mixtures can be separated by color, size, magnetism, and filtration. cite examples of real life examples of how we use solutions and mixtures. Students will be able to….. separate mixtures by means of magnetism, sifting, evaporation, chromatography and filtration. work cooperatively in groups while making accurate observations of mixtures and solutions. discuss and investigate results and explain using the evidence that was seen or obtained demonstrate how solutes and solvents mix in solution at different rates and the factors that change solubility. Stage 2-Assessment Evidence Product At the end of the topic, the students shall be able to present a strategic plan on how to clean a polluted river using the separation techniques. The presentation shall be presented to the distinguish faculty of the School of Natural Sciences. Each presentation is given 10 minutes to present. Margin-red, ½ inch Font-Century gothic Font size: 10 Maximum page-15 pages Criteria: (see attached copy) Evidence at the Level of Understanding 1. Explanation How do we separate mixtures? Criteria: Accuracy Coherence Use of appropriate language forms and functions: simple past tense time markers WH questions S-V agreement Direct discourse etc. 2. Interpretation Why do we separate mixtures? Criteria: Significance Insight 3. Application How does the knowledge of mixtures and substances and separation techniques help in solving a pollution problem? Criteria: Adaptive Diverse Evidence at the Level of Performance Goal- stage a real-life scenario about an Environmentalist solving a pollution problem. Role - Environmentalist Audience –College students who are studying Environmental Science. (Second year Physical Science students under Dr. Wilfred B. Bambico) Situation- You are a group of Environmentalists who live in the same town and work for the same company. A river runs through your town and the water comes from three smaller rivers that pass through three big cities. Recently, your town ran out of drinking water and your non-chemist, non- engineer neighbors have been drinking the water from the river. A few days later, many of your neighbors started feeling sick. You suspected the river water and half of you went to City No. 1 and the other half went to City No. 2 to

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A Learning Plan in Science 7

Prepared by: Henry B. Sergio Jr. Quarter: First Topic: Pure Substances and Mixtures Time Frame/Session: 10 sessions

Stage 1-Desired Outcome/Result Established Goal/s: The students should be able to differentiate the properties of substances from that of

mixtures by using available materials in the community.

Content standard: The learners demonstrate an

understanding of the properties of substances that

distinguishes them from mixtures.

Performance Standard: The learners shall be able to

investigate the properties of mixtures of varying

concentrations using available materials in the

community for specific purposes.

Essential Understanding/s: There are many ways to separate mixtures and

solutions. Some are more effective than others, some

are easier to do than others, and some methods have

significant impacts on our environment.

Focus Question/s: How does knowledge of mixtures and solutions help

us to create ways to both reduce and treat the

waste we produce?

Students will…

distinguish mixtures from substances based on a

set of properties.

know that mixtures can be separated by color,

size, magnetism, and filtration.

cite examples of real life examples of how we

use solutions and mixtures.

Students will be able to…..

separate mixtures by means of magnetism,

sifting, evaporation, chromatography and

filtration.

work cooperatively in groups while making

accurate observations of mixtures and

solutions.

discuss and investigate results and explain

using the evidence that was seen or

obtained

demonstrate how solutes and solvents mix in

solution at different rates and the factors that

change solubility.

Stage 2-Assessment Evidence Product

At the end of the topic,

the students shall be able

to present a strategic plan

on how to clean a polluted

river using the separation

techniques. The

presentation shall be

presented to the distinguish

faculty of the School of

Natural Sciences. Each

presentation is given 10

minutes to present.

Margin-red, ½ inch

Font-Century gothic

Font size: 10

Maximum page-15 pages

Criteria: (see attached

copy)

Evidence at the Level of Understanding

1. Explanation How do we separate mixtures?

Criteria:

Accuracy

Coherence

Use of appropriate language forms and

functions:

simple past tense

time markers

WH questions

S-V agreement

Direct discourse etc.

2. Interpretation

Why do we separate mixtures?

Criteria: Significance

Insight

3. Application How does the knowledge of mixtures and

substances and separation techniques help

in solving a pollution problem?

Criteria:

Adaptive

Diverse

Evidence at the Level of

Performance

Goal- stage a real-life scenario

about an Environmentalist solving

a pollution problem.

Role - Environmentalist

Audience –College students who

are studying Environmental

Science. (Second year Physical

Science students under Dr. Wilfred

B. Bambico)

Situation- You are a group of

Environmentalists who live in the

same town and work for the same

company. A river runs through

your town and the water comes

from three smaller rivers that pass

through three big cities. Recently,

your town ran out of drinking

water and your non-chemist, non-

engineer neighbors have been

drinking the water from the river.

A few days later, many of your

neighbors started feeling sick. You

suspected the river water and half

of you went to City No. 1 and the

other half went to City No. 2 to

Effective

4. Perspective

Do all the separation techniques separate a

mixture?

Criteria:

Critical in analytical sense

Insightful

Revealing

5. Empathy What are some cases at home that we need

to separate a certain mixture?

Criteria:

Perceptive

Open-mindedness

Sensitive

6. Self-knowledge How can I use my knowledge about mixtures

and substances in solving pollution?

Criteria: Reflective

Responsive

Efficient

Effective

see what is in their river. In City

No. 1, you saw that a factory is

right next to the river and they

have been putting chemicals in

the river. In City No. 2, the other

half of you saw that the water

appears to be clean but have a

lot of sand in it. You are now

asked to come up with a way to

separate the chemicals from the

water in City No. 1 and the sand

from the water in City No. 2. A

separate group of

Environmentalists went to City No.

3 and found that ethanol and salt

are in their river water. That

means a mixture of water, ethanol

(isopropanol), acetone, salt, and

sand is in the river that runs

through your town. Remember,

your town is out of drinking water,

so you must clean the river water

and separate all the chemicals,

salt, and sand from the river water

to have drinking water!

Performance- Present a role play

on how you will solve the situation

integrating the different

separation techniques.

Standard- (See attached copy)

Stage 3-Learning Plan Teaching/Learning Sequence:

A. Explore

1. Define Substances and Mixtures and give 2 examples each.

2. Sing a line from the song “We are the World.”

3. Process the answer of the students.

A substance is composed of only a pure element. Example is Hydrogen and Oxygen.

A mixture is composed of two or more substances or mixtures or combination of both.

Example is juice and the air.

“We are the world, we are the children. We are the ones who make a brighter day so let’s

start giving. There’s a choice we’re making, we’re saving our own lives. It’s true we’ll make a

better day just you and me.”

In what way should we act as humans? What does it mean by being one?

We should act according to the norms of our society and not merely on our own will. Being

one means there’s no one on top but it is a congregation of all from different place, race,

gender, religion, social status and skin color.

4. Through a vertical bullet list, explain to the class the difference of a mixture and a solution with

examples.

Examples of Substances: Examples of Mixtures:

Lead Gold Water Air Juice Concrete

5. Discuss on the Particle Theory of Matter.

6. Post on the board a picture of the formation of the substances and mixtures.

What can you say about the pictures?

•contains only one type of particle.

•Substances don't usually occur in their pure form in nature, so in order to obtain pure substances, people must refine raw materials.

•Examples: Gold, water, lead etc..

Pure substances

•Mixtures are substances that consist of combinations of two or more pure substances, or different particles.

•Mixtures can be in the form of solids, liquids, and/or gases, in any combination.

•Examples: Air,concrete, juice etc.

Mixtures

Being one teaches us unity and unity teaches us that we are composed of not just one but

variety of members. This leads us to our lesson which is Mixtures and Substances.

The Particle Theory of Matter states that:

Matter is made up of tiny particles (Atoms & Molecules)

7. Group activity

8. Ask the focus question.

9. Clarify misconceptions of the students.

10. From the given examples of known things at home, a student picks one and share to the class if it’s a

substance or a mixture and what composes it.

Substances are formed from only 1

particle whereas mixtures are formed

from 2 or more substances.

1. Group the class into 5 groups with 10 members each.

2. Each group must come up with a presentation about how mixtures

and substances are formed using only the members of the group

3. They are given 3 minutes each only to present.

How does knowledge of mixtures and solutions help us to create ways to both

reduce and treat the waste we produce?

Knowledge of mixtures and solutions is for the

management and ultimate disposal of

laboratory waste that may present chemical

hazards, as well as those multihazardous wastes

that contain some combination of chemical,

radioactive, and biological hazards. The best

strategy for managing laboratory waste aims to

maximize safety and minimize environmental

impact, and considers these objectives from the

time of purchase.

-The solvent in a solution disappears when mixed with the solute.

-Solutes absorb the solvents in solution.

When mixing solutions a chemical change will always occur to change solution to

another liquid

B. Firm-up 1. From the pictures posted on the board, the students should determine what kind of separation

technique was used.

2. From the posted pictures of the different separation techniques, define each using the vertical chevron

list.

I choose water. It is a

substance. It is made up of the particles

of water which is hydrogen and oxygen.

Sifting

Chromatography Filtration

Magnetism Evaporation

3. Post on the board a problem.

4. Administer a class activity:

Divide the class into 5 groups with 8 members each. Each group will be assigned on a separation

technique and perform the principle in each separation technique to separate the gravel and the

sand. Distribute the materials to each group. Common material for each group is the mixture of sand

and gravel.

Group A-sand and a gravel,

Group C-seawater,

Group D-dye,

Group E-water and

Group B-and sulfur in iron filings.

5. Give to each group the materials to be used.

Group A: Sifting

sifter

magne-tism

•use of magnet to separate metals from non-metals.

Sifting

•a method in which you use the property of size to separate mixtures

Evapora-tion

•liquid portion of the solution is allowed to evaporate, leaving the solute behind

Filtration

•is a method that uses the property of the boiling point to separate two components of a solution

Chroma-tography

•is a method that uses the property of thea bsorption rate to separate different -coloured substances from a solution.

Henry has a lot of mixtures in his house. He wants to separate

those to easily dispose them and gain profit from it. How can he

separate the following mixtures: Sand and a gravel, seawater, dye,

water and sand, and sulfur in iron filings?

Group B: Magnetism

horseshoe magnet

Group C. Evaporation

evaporating dish alcohol lamp

Group D: Chromatography

beaker with water paper stick

Group E: Filtration

flask with water funnel filter paper

Each group will try to separate the sand and gravel using the method assigned to them. The group also

demonstrates the method assigned to them.

6. Outcome of the Activity

7.

Group A-the sand and gravel separated.

Group B- the iron filings separated from the sulfur

Group C- the water evaporated leaving behind salt.

Group D- the dye separated into different colors like green, blue, yellow and red.

Group E- the sand was left behind the filter paper.

How does the knowledge of mixtures and substances and

separation techniques help in solving a pollution problem?

Chemicals we use to wash our homes,

cars and even our bodies get washed down

the drain and into the sewer system, but they

often end up in the water supply. These

chemicals aren't good for the plants and

animals that make up our ecosystems, and

they aren't healthy for human consumption,

either. Whenever possible, use natural,

healthy alternatives to chemicals.

For example, instead of using a heavy-

duty cleaner to scrub your bathroom or

kitchen, use a mixture of vinegar and

water or a baking soda and salt paste.

These natural household supplies get the

job done just as well, and they won't

pollute the water when you wash them

down the drain.

Try making your own laundry detergent

and dish soap. If you don't have the time,

buy detergent made with all-natural

ingredients.

When you can't find a good alternative

to a toxic item, use the least amount you

can get away with and still get the job

done.

8.

9. Name the techniques which are suitable for separating the following mixture. 10 points

a. To obtain drinking water from muddy water- Evaporation/Filtration/Distillation

b. To separate petrol from crude oil- Distillation

c. To remove leaves from a swimming pool.- Sifting

d. To obtain pure sugar from a solution.- Evaporation

e. To determine whether the coloring in a fruit juice is a single substance or a mixture of colored substance-

Chromatography

10. Tell the class that they will have a role play about solving pollution and a strategic plan on water

pollution.

C. Reflect and Understand

1.

All the way back to Ancient History, industrious humans have separated mixtures in order to obtain the

specific substances that they need. One example of this is extracting metal from ore in order to make

tools and weapons.

Why do we want to separate mixtures?

How does knowledge of mixtures and solutions help us to create ways to both reduce and treat

the waste we produce?

2.

3. Group the class into 5 groups with 10 members.

The students choose chromatography. Instead of color, they will represent it as the human race. And

after series of investigations, the group separates the girls in the group from the boys.

Criteria:

Group discipline-10 points

Accuracy of the presentation-15 points

Total: 25 points

4. Differentiate mixtures from substances.

5.

Knowledge of mixtures and solutions is for the management and ultimate disposal of laboratory waste

that may present chemical hazards, as well as those multihazardous wastes that contain some

combination of chemical, radioactive, and biological hazards. The best strategy for managing

laboratory waste aims to maximize safety and minimize environmental impact, and considers these

objectives from the time of purchase.

Substance is an element or a compound

(two or more elements that have reacted

chemically in a fixed proportion by

mass).We can separate the various

constituents of a compound substance by

a chemical process (reaction).

Mixture is formed when two or more

substances are mixed in any proportion.

The constituents of a mixture can be

separated by a physical process.

Mixtures Substances

What are the different methods of

separation techniques?

The methods of separation techniques are the following: magnetism, evaporation, distillation,

chromatography, and sifting. The use of each depends on the kind of mixture.

Which separation method — magnetism, filtration or sifting, evaporation, distillation, or chromatography

— would you recommend to divide the components of mixtures in the following examples? Defend your

answer.

6 points

1. A chef is preparing stew and finds it is too watery. Without adding anything, how can the chef

separate some of the water from the mixture?

2. A person is allergic to the yellow dying agent used in manufacturing certain candy coatings.

Although the coatings appear as one color, the colors are often made from a combination of

dyes. What separation method can be used to determine if a yellow dying agent was used?

1.

2.

6. Identify the following statements to be TRUE or FALSE.

a. In filtration, the filtrate is always a pure liquid. True/False

b. Drinking water can only be obtained from seawater by distillation. True/False

c. The fractional distillation of miscible liquids is only possible if the liquids have different boiling points.

True/False

d. Paper chromatography is a physical method for separating mixtures. True/False

e. Mixtures have fixed melting and boiling points. True/False

7. Experiment on Paper chromatography

a. Tell the class to be on their respective group and areas.

b. Distribute to them their work sheets and materials to be used.

Smarties paint brush beaker

chromatography paper ink stick

c. Work period

Bend a paper clip so that it is straight with a hook at one end. Push the straight end of the paper clip

into the bottom of the rubber stopper. Next, you hang a thin strip of filter paper on the hooked end of

the paper clip. Insert the paper strip into the test tube. The paper should not touch the sides of the test

tube and should almost touch the bottom of the test tube. Now you will remove the paper strip fro m the

test tube. Draw a solid 5-mm-wide band about 25 mm from the bottom of the paper, using the black

felt-tip pen. Use a pencil to draw a line across the paper strip 10 cm above the black band.

Evaporation

Chromatography

Pour about 2 mL of water into the test tube. The water will act as a solvent. Put the filter paper back into

the test tube with the bottom of the paper in the water and the black band above the water. Observe

what happens as the liquid travels up the paper. Record the changes you see. When the solvent has

reached the pencil line, remove the paper from the test tube. Measure how far the solvent traveled

before the strip dries. Finally, let the strip dry on the desk. With the metric ruler, measure the distance

from the starting point to the top edge of each color. Record this data in a data table. Calculate a

ratio for each color by dividing the distance the color traveled by the distance the solvent traveled.

8. Present the expected outcome.

Before chromatography: After chromatography:

9.

10. Select the best answer. Letters only.

1. Which is the best way to get salt from salty water?

a. evaporation

b. filtration

c. distillation

2. Pure water can be separated from inky water by simple distillation. This is because:

a. water and ink have different boiling points.

b. water evaporates leaving the ink particles behind.

c. ink evaporates leaving the water behind.

3. What is the correct order for obtaining salt from a mixture of sand and salt?

a. dissolving in water - filtration - evaporation

b. evaporation - filtration - dissolving in water

c.filtration - dissolving in water - evaporation

D. Transfer 1. Product

At the end of the topic, the students shall be able to present a strategic plan on how to clean a polluted river

using the separation techniques. The presentation shall be presented to the distinguish faculty of the School of

Natural Sciences. Each presentation is given 10 minutes to present.

Margin-red, ½ inch Font-Century gothic

Font size: 10 Maximum page-15 pages

Why did the inks separate?

The inks separated because the black ink was a mixture of different pigments with

different molecular characteristics. These differences allow for different rates of absorption

by the filter paper.

The inks separated because the black ink was a mixture of different pigments with different

molecular characteristics. These differences allow for different rates of absorption by the filter

paper.

2. The compilation should contain a plan on how to use separation techniques in cleaning polluted water.

3. It must follow the cycle of strategic plan.

*See attached copy of criteria

4. Performance

Goal- stage a real-life scenario about an Environmentalist solving a pollution problem.

Role - Environmentalist

Audience –College students who are studying Environmental Science. (Second year Physical Science students

under Dr. Wilfred B. Bambico)

Situation- You are a group of Environmentalists who live in the same town and work for the same company. A

river runs through your town and the water comes from three smaller rivers that pass through three big cities.

Recently, your town ran out of drinking water and your non-chemist, non-engineer neighbors have been

drinking the water from the river. A few days later, many of your neighbors started feeling sick. You suspected

the river water and half of you went to City No. 1 and the other half went to City No. 2 to see what is in their

river. In City No. 1, you saw that a factory is right next to the river and they have been putting chemicals in the

river. In City No. 2, the other half of you saw that the water appears to be clean but have a lot of sand in it.

You are now asked to come up with a way to separate the chemicals from the water in City No. 1 and the

sand from the water in City No. 2. A separate group of Environmentalists went to City No. 3 and found that

ethanol and salt are in their river water. That means a mixture of water, ethanol (isopropanol), acetone, salt,

and sand is in the river that runs through your town. Remember, your town is out of drinking water, so you must

clean the river water and separate all the chemicals, salt, and sand from the river water to have drinking water!

Performance- Present a role play on how you will solve the situation integrating the different separation

techniques.

Standard: (See attached copy)

Resources:

Hadsal, A.S.(2008).Exploring science and technology II. Diwa learning system, Inc.

Mendoza, E.A. et al (1997).Science and technology: Chemistry. Phoenix Publishing House Inc.

Boundless. “Substances and Mixtures.” Boundless Chemistry. Boundless, 29 Oct. 2014. Retrieved 14 Nov.

2014 from https://www.boundless.com/chemistry/textbooks/boundless-chemistry-textbook/introduction-

to-chemistry-1/classification-of-matter-27/substances-and-mixtures-179-3707/

Materials Needed:

• Matter chart diagram

• Pictures showing a mixture and a substance

• Water in a glass

• ½ teaspoon of a mango powder juice.

• Common things seen at home (Oil, water, butter, rock etc..)

• Bucket

• Sand

• Gravel stones

• Sifter

• Beakers

• Paper

• Water

• Flask

• Alcohol lamp

• Evaporating dish

• Magnet

• Sifter

• Water

• Filter paper

Rubric for Presenting a Role Play

Assessment Criteria Indicators for the Levels of Performance Score

Appropriateness

1 point 3 points 5 points

The presented

solutions to the

problem are not

appropriate to the

scenario.

The presented

solutions to the

problem are fairly

appropriate to the

scenario

The presented

solutions to the

problem are very

appropriate to the

scenario.

Delivery The dialogues are

poorly delivered

The dialogues are

properly delivered.

All of the dialogues

are well delivered.

Consistency and

organization

The flow of events

and ideas is

inconsistent and

disorganized.

The flow of events

and ideas is

consistent but it

needs to be more

organized.

The flow of events

and ideas is

consistent and well

organized.

Total:

Criteria for Evaluating the Strategic Plan Presentation

Criteria Points Score

Content: Development of Context, Depth of Analysis, Accuracy, Depth of Insights 30

Quality of Graphics 5

Correct Format for Tables and Figures 10

Effective Use of Materials 10

Delivery of Presentation (speed, clarity of articulation, eye contact) 5

Strength of Transitions Between Speakers 5

Coordination with Other Presentations by Group Members 5

PowerPoint Effectiveness 5

Audience Engagement 5

Ability to Answer Questions 20

Total: 100