DLL Science 7 Week 1 Q1

Republic of the Philippines
Department of Education
Region I
SCHOOLS DIVISION OFFICE I PANGASINAN
QUINAOAYANAN NATIONAL HIGH SCHOOL
Bani, Pangasinan
DAILY LESSON PLAN IN SCIENCE 7

(November 7, 2022)
I. OBJECTIVES
MELC: Identify parts of the microscope and their functions (S7LT-IIa-1)
1. Analyze the timeline on the invention of microscope.

2. Identifying the parts of Compound Microscope
II. SUBJECT MATTER

Topic: The Microscope
Reference: Self-Learning Module
Materials: laptop PowerPoint presentation
III. PROCEDURE
A. Preliminary Activities
1. Prayer
2. Greetings
3. Checking of Attendance
B. Review/Drill
Ask the students to share what are their insights about the subject. What do they expect
throughout the exploration of the subject matter?
C. Motivation
Play the game ‘To see is to believe!’
List atleast 10 things you will believe when you see.
1. 6.
2. 7.
3. 8.
4. 9.
5. 10
Then try to list things/tools that you can use to see the things you wrote on your list.
D. Presentation of the Lesson

Elicit Question:
How can microscope see the invisible objects? How did scientist came up with this idea?
E. Development of the Lesson
The teacher will show a video about how did some scientist came up with the invention of
microscope.
On the early 13th century, spectacle makers were producing lenses

for glasses. The early simple “microscopes” were known as “flea glasses”
because they were used to study small insects.
A father- son duo, Zacharias and Hans Janssen, created the first
microscope in the 1590s.
In the year 1625, Galileo Galilei perfects the principle of
microscope.
In 1665, an English physicist, Robert Hooke looked at a sliver of
cork through a microscope lens and notice some “pores” or “cells” in it.
Anton van Leeuwenhoek built a simple microscope in 1674 with
only one lens to examine blood, yeast, insects and many other tiny
objects.
In year 1925, Richard Zsigmondy developed the ultra-microscope
that could study objects below the wavelength of light and won a Nobel
Prize in Chemistry in 1925.
The phase- contrast microscope was invented by Frits Zernike in
1932, allows the study of colorless and transparent biological materials.
Little was done to improve the microscope until the middle of the
19th century when great strides were made and quality instruments like
today’s microscope emerge
F. Application
With the emergence of microscope as a tool to see the unseen, What are the benefits it brings to
the Science community? List atleast 5.
G. Generalization
Guide Questions:
What is the
When do you use science and technology in your daily life?
What are the importance of science and technology?
How are they related to each other?
IV. EVALUATION
Activity: Graphic Organizer.
Describe the following scientists below and tell something about their
contribution to the development of the microscope. Write your answer on
your activity notebook.
SCIENTISTS CONTRIBUTIONS
1. Robert Hooke
2. Hans & Zacharias Janssen
3. Anton van Leeuwenhoek
4. Richard Zsigmondy
V. ASSIGNMENT
Read and identify the parts of the microscope.
Prepared by:
ARJAY CRUZ MOLANO

Subject Teacher Noted by:
LYN O. ESON
Principal II
Region I
Bani, Pangasinan

(November 8, 2022)
I. OBJECTIVES
1. Explain the functions of a microscope

2. Identify and label the parts of a compound microscope
II. SUBJECT MATTER

III. PROCEDURE
Prayer
Greetings
Checking of Attendance
B. Review/Drill
Ask the students about the previous lesson.
C. Motivation
Show pictures of organisms that only microscope can see.

Elicit Question:
What tool is use to see micro-organism?
Parts and function of a microscope(Part 1)
1. Eyepiece or Ocular lens, this is the part used to

look through the microscope.
2. Body tube or Lens tube is connected with the
eyepiece and its main task is to hold it.
3. Revolving nosepiece, it holds the objective lenses. It is movable and it can revolve
the objective lenses depending on the magnification power of the lens.
4. Arm, this is the part connecting the base and to the head and the eyepiece tube to
the base of the microscope. It gives support to the head of the microscope and it is also
used when carrying the microscope.
5. Objectives/ objective lenses, are the major lenses used for specimen visualization.
Most schools have light microscope with three objectives and others have four. Usually,
the shortest one marked 3x, 4x or 5x is called scanner. The lower power objective
(LPO) is marked 10x or 12x, while the high power objective (HPO) is marked 40x, 43x
or 60x. The objectives magnify the object to be observed to a certain size as indicated by
the 3x, 10x or 40x, etc. marks.
6. Stage is the platform that holds the specimen or sample for viewing.
F. Generalization
Guide Questions:
 What part of the microscope is responsible for
1. Visualization of specimen
2. Handle
 What is the relationship of each part?
IV. EVALUATION
Use the figure to answer the questions.
1. Which part supports the entire weight of the microscope?

A. Part B
B. Part C
C. Part D
D. Part E
2. Edgar needs to raise the stage to focus the specimen he is studying using the low
power objective. Which part should he manipulate?
A. Part A
B. Part B
C. Part C
D. Part E
3. You are to transfer the microscope to the next room. What parts should you hold to
carry the microscope properly?
A. Part C & E
B. Part B & C
C. Part A & F
D. Part E & J
V. ASSIGNMENT
Read the continuation of the parts of the microscope.
Prepared by:
ARJAY CRUZ MOLANO

LYN O. ESON
Principal II
Region I
Bani, Pangasinan

(November 9, 2022)
I. OBJECTIVES
1. Explain the functions of a microscope

VI. SUBJECT MATTER

VII. PROCEDURE
Prayer
Greetings
Checking of Attendance
B. Review/Drill
Ask the students about the previous lesson.
C. Development of the Lesson
Parts and function of a microscope (Part 2)
7. Stage clips hold the specimen slides in place.

8. Diaphragm controls the amount of light that passes through the specimen.
9. Coarse adjustment focuses images under the scanner and the low- power objectives.
10. Fine adjustment focuses images under the high- power and oil- immersion
objectives.
11. Light source provides light for the specimen (could be a lamp or a mirror).
12. Base supports the microscope.
D. Generalization
Guide Questions:
What part of microscope serves as a support?
Can you list all the parts of the microscope and there functions?
II. EVALUATION
Crossword puzzle: Write your answer on a sheet of paper.
ACROSS
2- a tool which can help you see tiny objects and living organism
4- it supports the microscope
5- controls the amount of light that passes through the specimen
7- provides a space where the slide can be examined
9- provides light for the specimen
10- magnify the specimens
DOWN
1- focuses images under the high- power and oil- immersion objectives
3- holds the slide in place
6- used to carry the microscope
8- part where the viewer views the sample
III. ASSIGNMENT
Search the internet about the dfferent types of microscope.
Prepared by:
ARJAY CRUZ MOLANO

LYN O. ESON
Principal II
Region I
Bani, Pangasinan

(November 10, 2022)
I. OBJECTIVES
II. MELC: Identify parts of the microscope and their functions (S7LT-IIa-1)

2. Compare and contrast the different types of a microscope
III. SUBJECT MATTER

IV. PROCEDURE
1. Prayer
3. Greetings
B. Review/Drill
Asked the students to share what are the different parts of the microscope.
C. Development of the Lesson
There are different types of microscopes which differ in their magnification and
their resolving power, namely,
1. Optical microscope- uses visible light to form an image. It uses glass lenses to magnify
and resolve images. The image that was formed can be viewed from an eyepiece. It has
two types:
A. Compound- uses two or more double convex lenses to magnify the object;
it can magnify object up to 1200x
B. Stereomicroscope- also known as dissecting microscope; it magnifies the
object 100x and gives three- dimensional image
2. Electron microscope- uses high energy electron beams to form an image. The image
that was formed can only be viewed from a
photographic plate or from a computer screen; the
image magnified can reach up to 2 000 000x.
A. Transmission electron microscope (TEM)-
electron beam passes through an ultra- thin
sample; the image magnified and focused onto an
imaging device such as fluorescent screen, to be
examined in fine detail
B. Scanning electron microscope (SEM)- electron
beam bounces off from the surface of the sample;
thus, the image provided is three- dimensional.
V. EVALUATION
Directions: Using a Venn Diagram compare and contrast the two types of microscope.
VI. ASSIGNMENT
Read the context for the next topic.
Prepared by:
ARJAY C. MOLANO
LYN O. ESON
Principal II
Region I
Bani, Pangasinan

(November 11, 2022)
I. LEARNING COMPETENCIES
MELCs:
Identify parts of the microscope and their functions (S7LT-IIa-1)
1. Assess the student knowledge and understanding about microscope’s parts, uses, history and
its types.
II. SUBJECT MATTER

III. PROCEDURE
1. Prayer
3. Greetings
B. Review/Drill
Asked the students about there insights and queries on the previous lessons.
C. Motivation
Science Fact:
Did you know that in big schools and universities
D. Generalization
Remember that microscope develop from a very simple one to the very complex microscope we
had today.
IV. EVALUATION
Read each item carefully. Write only the letter of the correct answer foreach question. Write your answer on
your activity notebook.
1. In what year did the father-and-son duo spectacles- makers create the first
microscope?
A. 1565
B. 1590
C. 1675
D. 1830
2. Who uses the microscope with only one lens to observe insects and other
specimens?
A. Robert Hooke
B. Richard Zsigmondy
C. Hans & Zacharias Janssen
D. Anton van Leeuwenhoek
3. Who invented the ultra- microscope which allows the observation of specimens
beyond the wavelength of light?
A. Robert Hooke
B. Richard Zsigmondy
C. Anton van Leeuwenhoek
D. Hans & Zacharias Janssen
4. Which part will you adjust if the object you are observing under the HPO is NOT
clear?
A. Coarse adjustment
B. Inclination joint
C. fine adjustment
D. Diaphragm
5. Which of the following describes the function of the mirror?
A. It facilitates the changing of the objectives.
B. It reflects light up to the diaphragm and to the specimen to be observed.
C. It allows one to tilt the microscope, so viewing is possible while seated.
D. Regulates the amount of light reflected to the object to be viewed.
6. Which of the following describes the function of diaphragm?
A. It facilitates the changing of the objectives.
B. It reflects light up to the diaphragm and the specimen to be observed.
C. Regulates the amount of light reflected to the object to be viewed.
D. It allows one to tilt the microscope, so viewing is possible while seated.
7. What is the correct way of carrying a microscope?
A. Hold the arm by grasping with one hand.
B. Hold the base by grasping with two hands.
C. Hold the arm by grasping with one hand and the stage with the other
hand.
D. Hold the arm by grasping with one hand and the base with the other
hand.
8. Total magnification is obtained by ______________.
A. magnifying power of eyepiece.
B. magnifying power of condenser lens.
C. magnifying power of the objective lens.
D. magnifying power of both the objective lens and eyepiece.
9. Which should be used to observe bacteria?
A. 20x obj. and 10x eyepiece
B. 30x obj. and 10x eyepiece
C. 100x oil immersion objective and 10x eyepiece
D. 100x oil immersion objective and 5x eyepiece
10. Why does a microscope stage have a hole in it?
A. To hold the specimen in place.
B. To make the specimen visible.
C. To secure the slide to the stage.
D. To allow the light to pass through.
V. ASSIGNMENT
Look for some pictures of specimens on the internet.

Write the possible way on how to focus your microscope on the specimens.
Prepared by:
ARJAY C. MOLANO
LYN O. ESON
Principal II
Region I
Bani, Pangasinan

(September 1, 2022)
MELCs:
1. Recognize that substances are classified into elements and compounds. S7MT-Ig-h-5
Objectives:
1. Describe the properties of elements and compounds.
3. Appreciate that elements and compounds are substances that can be found anywhere.
II. SUBJECT MATTER

Topic: PROPERTIES OF ELEMENTS AND COMPOUNDS
Reference: Self-Learning Module – Quarter 1 Module 2 pp. 11-19
Book page
Materials: slide decks about the topic product content
III. PROCEDURE
1. Prayer
3. Greetings
B. Review/Drill
Asked the students to share what are the characteristics of elements and compounds based on what they
have learned from the previous lesson.
C. Motivation
This time, students be engaged and have immersion as a garbage collector. Inside the garbage bin are
words need to be thrown at the dump site. As a garbage collector, they need to save the following word that
describes and shows relationship with elements and compounds. Segregate them by writing it in the boxes.
OXYGEN ONE ELEMENT

ATOM
WATER
RED
GROUP
HYDROGE
N
TWO OR COMPOUND
MORE AIR
ATOM
SALT
Read the poem and pick out all the elements and compounds mentioned in it.
Mr. Purey’s Lab

by Leah Joy A. Desamparado
Inside the lab, I always do a great job.

Everything is in the right corner and always in order.
I never mixed one that is different from the other.
As you enter the room, all is perfect, not a single clutter.
A red cabinet can be seen on the other side of the corner

Where another pure substance, a compound is placed in there It can be broken down into simple type of matter,
Composed of atoms of elements two or more bonded together. It has unique properties different from its individual
origins Chlorine a poisonous gas when combine to sodium.
A shiny metal turn into a table salt which in cooking food is very fundamental.
Now everything is a mess

Elements and compounds all over the places Can you help me sort them out?
And organize all of them without any doubt. I am an Iron, made up of a single atom Where do I belong?
Is it in the blue cabinet or somewhere between rust, salt, and alcohol?

I am a water, made up of hydrogen and oxygen
They say I am a compound
If you agree, in the red cabinet is where I should be.
You just made a good job!

An apprentice I never had
Always bear in mind
There are two types of substance inside my lab
The simplest matter is the element.
And a compound that can be broken down into its components.
Encourage students to share the words they have picked from the poem and answet the following guide
questions.
Guide Questions:
A. What are the two substances mentioned in the poem?
B. What are the properties of an element?
C. What are the properties of a compound?
Elements and Compounds have different set of properties. Elements are somehow like people who prefer to
be alone. They are composed only of one atom with same set of properties. Compounds are somewhat
celebrities who preferred to be with their fans. They are made up of elements that are combined chemically
and composed of two or more elements.
Element and compound are distinguished in different set of properties such as on the figures below.
Pure chemical substance made of Contain atoms of different element

the same type of atom. that are chemically combined.
F. Application
Activity: WHICH IS WHICH?
Directions: In the given illustrations, identify which are elements and compounds. Write your answer in the
space below the illustration.
____________ ____________ ____________ ____________ ____________
G. Generalization
Activity: Comparing Elements and Compounds
Complete the table by writing the phrases that correctly describes an element and a compound. Choose
from the pool of phrases given below.
Element Compound
Composition
Matter of Separation
Types
✓ One kind of atom

✓ Two or more kinds of atoms
✓ Cannot be broken into simpler substance
✓ Can be broken into simpler substance by chemical means
✓ Metals, nonmetals and metalloids
✓ Acids, bases and salts
IV. EVALUATION
1. Which of the following is a property of a compound?
a. The simplest substance.
b. It is composed of two or more types of atoms.
c. It can be separated through a physical process.
d. It is composed of two or more types of substances.
2. Which of the following is an example of an element?

a. iron
b. hydrogen peroxide
c. salt
d. water
3. What elements made up the compound Potassium Nitrate?

a. potassium and oxide
b. potassium and nitrogen
c. potassium and hydrogen
d. potassium and potassium
4. Which of the following is correctly matched compound?

a. carbon and oxygen (carbon dioxide)
b. sodium and chlorine (sodium chloride)
c. hydrogen and water (hydrogen dioxide)
d. potassium and nitrogen (potassium nitrite)
5. Sodium is a silvery solid that reacts violently with water and chlorine is a green, poisonous gas. When
they combine to form the compound sodium chloride or we know as salt, there is a fundamental change in
the properties. Salt is often added to our food when cooking and it is safe to eat. Which of the following
statements supports the idea presented?
a. True to all compounds. They no longer have the properties of the elements that make them up. They
have their own properties.
b. True in some compounds. Some compounds maintain the properties of the elements that make them up.
c. True to all elements. Elements maintain its properties even after it combines with other elements.
d. True to all elements. Compounds maintain its properties even after it combines with other elements.
V. ASSIGNMENT
Read the next topic from your textbook.
Prepared by:
IVY GRACE I. OPOLENCIA Noted by:
Subject Teacher
LYN O. ESON
Principal II
Region I
Bani, Pangasinan

(September 5, 2022)
MELCs:
Objectives:
1. Classify substances as elements and compounds.
II. SUBJECT MATTER

Topic: CLASSIFYING SUBSTANCES AS ELEMENTS AND COMPOUNDS
Reference: Self-Learning Module – Quarter 1 Module 2
Book page
Materials: slide decks about the topic periodic table of elements
III. PROCEDURE
1. Prayer
3. Greetings
B. Review/Drill
Asked the students to share what are the properties of elements and compounds based on what they
C. Motivation
Activity 1: Which are Elements? Which are Compounds?
Scenario: You entered in your laboratory room for a science class. Your teacher instructed you to roam
around and familiarize what are inside your laboratory room. To your surprised, you have seen a hanging cabinet
full of substances. You observed for a while on it. Your teacher called the attention of the class to be seated.
She asked any volunteer of what you have observed. After which, she posted your lesson and it is all about
classifying elements and compounds. While on your seat, you remembered the materials found on the
cabinet.
Inside the box are the substances that are found in the cabinet. Draw a substance from the box provided by
the teacher and identify the elements and compounds by pasting your answer at the board.
IRON SODIUM CHLORIDE (SALT) SULFUR CARBON

MAGNESSIUM RIBBON SUGAR OIL BAKING SODA COPPER
ALUMINUM DISTILLED WATER CHLORINE
It is important to note that elements are single substance. You can easily see them in the periodic table. In
the list above, iron is an element because it is a single substance with one atom and is present in the
periodic table. Sodium chloride is a compound because it is a combination of two elements namely sodium and
chlorine with 2 or more atoms. Therefore, an element cannot be broken anymore while compound it can be broken
to its constituent elements.

Elements and compounds are also present in the food you eat. They can be seen and read on the food
labels known as nutrition facts and ingredients. Take a look on the sample food labels belo.
Activity 2: Let’s Familiarize

Identify the substances used in the product content and ingredients below.
Activity 2. Let’s Hunt Elements and Compounds!

Directions: Identify compounds and their corresponding constituent elements found in the food labels.
Compound Constituent Element
F. Application
The elements iron and protein are listed in the Nutrition Facts for the cereal drink. Find out from the
ingredients the source of these elements.
__________________________________________________________________________
Name three elements present in the Ingredients of the cereal drink which are not listed in the Nutrition
Facts.
(1)________________ (2) ________________ (3) ________________
G. Generalization
How did you classify the substances from the food label above as elements and compounds?
IV. EVALUATION
Read each item carefully. Write only the letter of the correct answer for each question. Use a separate sheet for your
answers.
1. Compounds are formed when two or more _____________ are combined.

a. elements c. nutrients
b. minerals d. food products
2. In cereal drink the following elements are present, EXCEPT
a. calcium c. sodium
b. iron d. zinc
3. The only compound present in the food label of soy sauce is________
a. iron pyrophosphate c. sodium bicarbonate
b. monosodium glutamate d. zinc sulphate
4. Which of the following ingredients is an element?

a. calcium c. oil
b. carbohydrate d. protein
5. The following are constituent elements of sodium glutamate, EXCEPT

a. carbon c. iron
b. hydrogen d. sodium
6. Which element is NOT found in the chocolate candy?

a. calcium c. iron
b. hydrogen d. sodium
7. Which of the following ingredients is a compound?

a. calcium c. magnesium
b. calcium chloride d. manganese
8. Boron, carbon, nitrogen, and oxygen are examples of _______________.

a. compounds c. ingredients
b. elements d. nutrition facts
9. Carbon dioxide, sodium chloride, sugar and salt are examples of ________________.
a. compounds c. ingredients
b. elements d. nutrition facts
10. Oxygen and iron are elements (I). Protein and sugar are elements too (II).
a. both statements I and II are TRUE.
b. both statements I and II are FALSE.
c. statement I is FALSE while statement II is TRUE.
d. statement I is TRUE while statement II is FALSE.
V. ASSIGNMENT
Look for a product available at your home. Cut the food product content and ingredients like the samples in
our previous activity. Bring it to your class the following day.
Prepared by:

Subject Teacher
LYN O. ESON
Principal II

Region I
Bani, Pangasinan

(September 6, 2022)
MELCs:
Objectives:
1. Classify substances as element or compound.
II. SUBJECT MATTER

Topic: PROPERTIES OF ELEMENTS AND COMPOUNDS
Book page
Materials: slide decks about the topic product content
III. PROCEDURE
1. Prayer
3. Greetings
B. Review/Drill
Asked the students to share what are the characteristics of elements and compounds based on what they
C. Presentation/ Development of the Lesson

Instruct students to bring out the product content that they have bring for their activity. Cut the product
content or ingredients from the product then paste it to a coupon bond.
D. Application
Elements and compounds are also present in the food you eat. They can be seen and read on the food
labels known as nutrition facts and ingredients.
ELEMENTS COMPOUNDS
Using the students’ own nutrition facts and ingredients, classify the substances present in the product
whether it is an element or a compound.
E. Generalization
Always remember that elements and compounds are all around us. It may be the things that we
are using, the food that we take in and as natural minerals that naturally occurs in our body.
IV. EVALUATION
Elements and compounds are all substances. They can be classified based on their number of atoms. Since
element is the simplest form of matter it has one atom only and cannot be broken down anymore.
Compounds are combinations of two or more elements; thus, it composes of two or more atoms then it can
be broken into its components, the elements.
Directions: Read each situation below. Classify the underlined substances whether it is an element or a
compound. Write E if it is an element and C if it is a compound.
_______1. Karena brought a sample of iron in the class.
_______2. Keybird give a piece of copper to his friend.
_______3. Justine buy table salt from a nearby store.
_______4. Michaela is fond of eating junk foods with sodium glutamate.
_______5. Iniego borrowed an aluminum basin from her Aunt.
V. ASSIGNMENT
List down 5 elements and 5 compounds you found at home.
Prepared by:

Subject Teacher
LYN O. ESON
Principal II
Region I
Bani, Pangasinan

(September 7, 2022)
MELCs:
Objectives:
1. Classify substances as element or compound.
II. SUBJECT MATTER

Topic: ELEMENTS AND COMPOUNDS (QUIZ)
Materials: slide decks about the topic
III. PROCEDURE
1. Prayer
3. Greeting
IV. EVALUATION
Choose the letter of the correct answer.
1. Which of the following substances is an element?
a. air c. salt
b. iron d. sugar
2. Which of the following is the simplest form of substance?

A chemical formula c. element
B compound d. mixture
3. Which of the following statements is TRUE about elements and compounds?

a. They are homogenous in nature.
b. They simplest form of matter.
c. They are commonly naturally occurring materials.
d. They can be broken down into simpler substances.
4. Which of the following describes an element?

a. The simplest substance.
b. It can be broken down into other types of substances.
c. It can be separated through a chemical process.
d. It is composed of two or more types of atoms.
5. Which of the following statements correctly describes a compound?

a. It is composed of two atoms that bond together.
b. It is composed of two atoms of two or more that bond together.
c. It can be broken down into a simpler type of matter by chemical means.
d. It has a unique property that is different from the properties of its individual elements.
6. What is the result if Hydrogen gas and Oxygen gas combine?

a. alcohol
b. salt
c. sugar
d. swater
7. Salt is made up of what elements?

a. Sodium and Chloride
b. Sodium and Chlorine
c. Sodium and Copper
d. Sodium and Oxide
8. Which of the following is correctly matched?
a. gold: element: silver: compound
b. oxygen: element: water: compound
c. sugar: element: salt: compound
d. water: element: hydrogen: compound
9. What elements made up the compound Carbon Dioxide?

a. carbon and carbon
b. carbon and oxide
c. carbon and oxygen
d. carbon and hydrogen
10. Which of the following is an element?

a. oxygen
b. gun powder
c. salt
d. water
For items 11—15, Tell whether the given substance is an element or a compound. Write E if it is an element
and C if it is a compound.
______________11. Aluminum
______________12. Mercury
______________13. Ferrous Sulfate
______________14. Sucrose
______________15. Carbon
For number 12-15. Identify which item illustrates element or compound. Write your answer on the blank provided.
16.____________ 17.____________ 18.___________ 19. ___________

20. _______________

Region I
Bani, Pangasinan

(September 8, 2022)
MELCs:
1. Distinguish mixtures from substances based on a set of properties. S7MT-Ie-f-4
Objectives:
1. Identify the properties of a pure substance.
2. Classify samples as pure substances based on a set of properties.
II. SUBJECT MATTER

Topic: PURE SUBSTANCES (Enhancement Activity)
Materials: slide decks about the topic printed instructional materials
Tape scissor
III. PROCEDURE
1. Prayer
3. Greeting
B. Review/Drill
The teacher will provide printed materials which shows the properties of a pure substance. The students will
draw a word randomly from the materials provided then they will paste the word in a circle at the board.
They will classify the words if it is a property of a pure substance or not based on what they have learned on the
previous lesson.
C. Presentation/Development of the Lesson

Definition of terms:
Pure Substances are one of the classes of matter. Substances are homogeneous or with uniform
composition and appearance are the same all throughout. The temperature of a substance is fixed and
sharp. During melting, a substance melts completely/smoothly within a short time.
Activity No. 1
The figure below shows separating technique for the components of pure substances. Another set of
properties that distinguishes substances from mixtures.
Guide Questions:
1. What is the name of the pure substance H2O?
2. What are the components of water?
3. In the picture, can we separate Hydrogen (H) from Oxygen (O)?
4. What is the process that separates components H and O of water?
In pure substances, the components are chemically combined. The component parts are difficult to separate
except for water. During the process called electrolysis or by-passing electric current the components
Hydrogen (H) and Oxygen (O) of water are separated.
Activity No. 2
Consider activity guides no. 1 and 2. Study first the given table and scenario.
Table 1: Boiling point of two liquid samples

Temperature in ˚C
SAMPLES Before After 5 After 8 After 10 After 12 After 14 After 16
heating minutes minutes minutes minutes minutes minutes
Liquid A 28 40 65 90 100 100 100
Liquid B 30 45 65 97 105 108 113
Scenario 1: Melting point of two solid samples
Chef Matt and his assistant observed two solid samples: Solid A and Solid B. Both substances are white
crystalline powder. They cannot determine which is a substance and mixture just by looking at it. So, to distinguish
which is which, they heated the two samples using an improvised melting dish. Both the two samples were heated
at the same time and received an equal amount of heat. After a few minutes, they had observed that Solid A melts
completely within a short period of time; while Solid B has portions that seem to be not melting.
To find out if you have understood the important concepts of the lesson, answer the following questions below.
Which liquid sample is a pure substance?
Samples Temperature Observation while heating
Liquid A
Liquid B
Which solid sample is a pure substance?

Samples Appearance Observation while melting
Solid A
Solid B
During boiling, the temperature of a substance changes at the start then it becomes the same and constant.
During melting, a substance melts completely/ smoothly within a short time.
D. Application
Read the paragraph below and answer the questions that follow.
Joseph wants to compare the chemical properties of two substances. In doing it, he prepared two flasks
containing the substances and labeled them Liquid A and Liquid B. He monitored the boiling points of the
liquids and found that the boiling points were 100˚C for substance A and 110˚C - 112˚C for liquid B. How
would you classify the two liquids?
Answer: Which liquid sample is a pure substance? _________________
A student tests the melting point of a certain sample of potassium alum/tawas. It starts melting at 91˚C and
melts completely until the temperature is 92.5˚C. According to a data book, the melting point of
potassium alum is 92.5˚C. What can you say about the sample?
Answer: The sample is a____________________________.
E. Generalization
Guide Questions:
How do you classify pure substances?
What are the conditions to be considered when identifying a pure substance?
IV. EVALUATION
A formative assessment will be administered to the students to measure understanding of the concepts discussed.
Directions: Read each item carefully. Write only the letter of the correct answer for each question.
1. What are the two (2) classes of matter?
a. atom and molecule c. element and compound
b. plant and animal cells d. substance and mixture
2. Which is true regarding air?

a. compound of gases c. mixture of gases
b. element of gases d. substances of gases
3. What is the difference between a substance and a mixture?

a. Substance can be separated while mixture cannot be separated.
b. Substance has many components while mixture has one only.
c. Substance is heterogeneous while mixture is homogeneous.
d. Substance is pure while mixture is impure.
4. To separate salt from water in a seawater mixture, what process is used?

a. condensation c. evaporation
b. distillation d. filtration
5. Which of the following is a property of mixture?

a. It has a definite composition.
b. It consists of a single phase.
c. It has a heterogeneous composition.
d. It can be chemically separated into its components.
V. ASSIGNMENT
List down 5 things you found at home that are classified as pure substances.
Prepared by:

Subject Teacher
LYN O. ESON
Principal II

Region I
Bani, Pangasinan

(September 9, 2022)
MELCs:
Objectives:
1. Identify the properties of a pure substance.
2. Classify samples as pure substances based on a set of properties.
II. SUBJECT MATTER

Topic: PURE SUBSTANCES (Enhancement Activity)
Materials: slide decks about the topic printed instructional materials
Tape scissor
III. PROCEDURE
1. Prayer
3. Greeting
B. Review/Drill
The teacher will provide printed materials which shows the properties of a pure substance. The students will
draw a word randomly from the materials provided then they will paste the word in a circle at the board.
They will classify the words if it is a property of a pure substance or not based on what they have learned on the
previous lesson.
C. Enhancement Activity
Read and analyze the following situations below and answer the questions that follow.
1. Ella is experimenting on how two liquid samples. The data he gathered is shown in the table below.
Temperature in ˚C
Liquid A 29 45 60 90 100 100 100
Liquid B 30 47 65 97 100 105 108
Guide Questions:
o Which of the two samples is a pure substance?
o What property of a pure substance is illustrated from the table?
2. A white powder was tested and heated. After some time, it melts completely.
Guide Questions:
o What can you infer from the above statement?
o What property of a pure substance is illustrated from the situation?
3. Two liquids were observed and heated. The data gathered is shown in the table below.
Temperature (˚C) Liquid A Liquid B
At start of boiling 80 100
After 30 sec 85 100
After 60 sec 87 100
Guide Questions:
o Which of he two liquid samples is a pure substance? Justify your answer.
o What property of a pure substance is illustrated from the situation?
4. A student tests the melting point of a certain sample of potassium alum/tawas. It starts melting at 91˚C
and melts completely until the temperature is 92.5˚C. According to a data book, the melting point of
potassium alum is 92.5˚C. What can you say about the sample?
Answer: The sample is a____________________________.
5. Joseph wants to compare the chemical properties of two substances. In doing it, he prepared two flasks
containing the substances and labeled them Liquid A and Liquid B. He monitored the boiling points of the
liquids and found that the boiling points were 100˚C for substance A and 110˚C - 112˚C for liquid B. How
would you classify the two liquids?
Answer: Which liquid sample is a pure substance? _________________
Prepared by:

Subject Teacher
LYN O. ESON
Principal II
Region I
Bani, Pangasinan

(September 12, 2022)
MELCs:
Objectives:
1. Identify the properties of a mixture.
2. Classify samples as mixture based on a set of properties.
II. SUBJECT MATTER

Topic: MIXTURES
Materials: slide decks about the topic
III. PROCEDURE
1. Prayer
3. Greeting
B. Review/Drill
How can you identify that a given sample is a pure substance?
C. Motivation

I AM SUBSTANCE, I AM MIXTURE
By Wilfredo D. Bartolo, Jr
Matter has two broad classes

Mixtures and substances Each one with
differences Let us start with their appearances.
Homogeneous or heterogeneous
Telling a substance from a mixture can be used
When substances are all homogeneous
Mixtures can be homo or heterogeneous.
Next way to distinguish is through separating technique
Mixtures can be separated easy and quick
Through evaporation, distillation and filtration But not substances due
to chemical combination.
Substances and mixtures behave differently,
During boiling and melting most especially
Boiling point of substance is fixed while mixture is not
Substance melts completely but mixture does not
I am substance, I am mixture
Two worlds apart

Find out if the poem really helped the learners to discover and understand some of the important
concepts of the lesson. Answer the following questions below.
Guide Questions:
What is a mixture?
What are the sets of properties of mixtures?
Tabulate your answer about the properties of matter.
Set of Properties Mixtures

Appearance
Melting point
Boiling point
Substances and mixtures are classes of matter. Mixtures are heterogeneous or without uniform composition
and appearance are not the same all throughout. The temperature of a mixture is different at different times.
During melting, a mixture has portions that seem to be not melting.
Activity No. 1
Figures below show separating techniques for the components of mixtures. Another set of properties that
distinguishes substances from mixtures.
Figure A Figure B Figure C
Figure D Figure E Figure F
Find out if the learners have discovered and understood the important concepts of the lesson, answer the
following questions below.
A. Which pictures show filtration or straining?

B. Which picture shows filter paper being used?
C. Which picture shows pieces of iron being separated?
D. Which picture shows decantation?
E. Which picture shows dissolving?
F. Which picture shows evaporation?
There are a lot of ways to separate mixtures. Physical manipulation separates using a spoon or any scooping
material or by picking. The use of magnet can be done to separate the metallic materials from nonmetallic
materials. Filtration is the separation of an insoluble solid from a liquid mixture using filter paper. In decantation,
the large particles of insoluble solid are separated from the liquid mixture. Evaporation separates the soluble solid
from the liquid component of the solution by evaporating the liquid substance.
Activity No. 2
Consider activity guides no. 1 and 2. If you are ready, start! Study fist table 1 and scenario 1.
Temperature in ˚C

Liquid A 28 40 65 90 100 100 100
Liquid B 30 45 65 97 105 108 113
Chef Matt and his assistant observed two solid samples: Solid A and Solid B. Both substances are
white crystalline powder. They cannot determine which is a substance and mixture just by looking at it. So, to
distinguish which is which, they heated the two samples using an improvised melting dish. Both the two
samples were heated at the same time and received an equal amount of heat. After a few minutes, they had
observed that Solid A melts completely within a short period of time; while Solid B has portions that seem to
be not melting.
Guide Questions:
1. Which liquid sample is a substance?
Samples Temperature Observation while heating
Liquid A
Liquid B
2. Which solid sample is a substance?
Samples Appearance Observation while melting

Solid A
Solid B
During boiling, the temperature of a mixture is different at different times. During melting, a mixture has
portions that seem to be not melting.
F. Apllication
Decide how to separate these mixture? If it is not possible, please write “cannot be separated” on the
space provided.
Mixture 1 salt and iron filings ______________________

Mixture 2 water and pebbles ______________________
Mixture 3 salty water ______________________
Mixture 4 salt, iron filings and water ______________________
Mixture 5 gravel, sand and sugar ______________________
Mixture 6 gravel, sand, sugar and iron filings ______________________
IV. EVALUATION
A formative assessment will be administered to the students to measure understanding of the concepts
discussed.
Directions: Read each item carefully. Write only the letter of the correct answer for each question.
1. A gaseous material has a strong smell, evaporates quickly, particularly boils at 33.34˚C and melts at
-77.73˚C. This matter can be classified as ________.
a. metal b. mixture
c. solution d. substance
2. Ella is experimenting on how two liquid samples. The data he gathered is shown in the table below.
Temperature in ˚C
SAMPLES Before After 5 After 8 After 10 After After 14 After 16
heating minutes minutes minutes 12 minutes minutes
minute
s
Liquid A 29 45 60 90 100 100 100

Liquid B 30 47 65 97 100 105 108
What can be inferred from the table?

a. Liquid A is pure substance while Liquid B is a mixture.
b. Liquid A is a mixture while Liquid B is a pure substance
c. Liquid A is an element while Liquid B is a substance
d. Both Liquids A and B are pure substance.
3. A pinch of bread was placed inside a test tube and heated until it became blackish in color and
released some gas. Which of the following statement/s is/are TRUE according to the given information?
I. Bread is solution.
II. Bread is composed of only one substance.
III.Bread is made up of solid and gaseous substances.
IV. Bread is made up of mixtures of different substances.
a. I only b. II & III c. II only d. III & IV
4.Sodium chloride dissolves in water very well. Which is NOT TRUE in the following statements?
a. Water is a pure substance.
b. Sodium chloride is a pure substance.
c. Dissolving sodium chloride with water produces a mixture.
d. Dissolving sodium chloride with water produces a new substance.
5. Ana wants to compare the chemical properties of two substances. In doing it, he prepared two flasks
containing the substances and labeled them Liquid A and Liquid B. He monitored the boiling points of
the liquids and found that the boiling points were 100˚C for substance A and 110˚C - 112˚C for liquid B.
How would you classify the two liquids?
a. Liquid A is pure substance while Liquid B is a mixture.
b. Liquids A and B contain two or more atoms that are chemically bonded.
c. Liquid A has varying boiling points while liquid B has a fix boiling point.
d. Liquid A may be homogenous or heterogeneous but substance B is not.
V. ASSIGNMENT
List down 5 mixtures you found at home. Write your answer in a ¼ sheet of paper.
Prepared by:

Subject Teacher
LYN O. ESON
Principal II

Region I
Bani, Pangasinan

(September 13, 2022)
MELCs:
Objectives:
1. Identify the properties of a mixture.
2. Classify samples as mixture based on a set of properties.
II. SUBJECT MATTER

Topic: SUBSTANCES AND MIXTURES (QUIZ)
Materials: laptop and tv
III. PROCEDURE
1. Prayer
3. Greeting
IV. EVALUATION
I. Read each item carefully. Write only the letter of the correct answer for each question.
1. What are the two (2) classes of matter?

a. atom and molecule
b. element and compound
c. pant and animal cells
d. substance and mixture
2. What is the difference between a substance and a mixture?

a. Substance can be separated while mixture cannot be separated.
b. Substance has many components while mixture has one only.
c. Substance is heterogeneous while mixture is homogeneous.
d. Substance is pure while mixture is impure.
3. To separate salt from water in a seawater mixture, what process is used?

a. condensation
b. distillation
c. evaporation
d. filtration
4. Which of the following is a property of mixture?

a. It has a definite composition.
b. It consists of a single phase.
c. It has a heterogeneous composition.
d. It can be chemically separated into its components.
5. Which of the following is a physical appearance of a substance?

a. complicated
b. homogeneous
c. heterogeneous
d. non-uniform
6. Which one is the best way to determine whether an unknown sample is a substance or a mixture?
a. Knowing its density
b. Tasting the given sample
c. Observing its physical appearance
d. Testing its melting and boiling point
7. Which is NOT a technique to separate components of mixture?

a. condensation
b. distillation
c. evaporation
d. filtration
8. Which of the following is a heterogeneous mixture?

a. air
b. oil in water
c. stainless steel
d. soft drink
9. 11. What does it indicate when a sugar is heated in a test tube until it is completely changed into a black
mass and droplets of water?
a. compound
b. element
c. mixture
d. solution
10. What substance is made by mixing two elements without being chemically combined?
a. compound
b. element
c. mixture
d. solution
II. Answer the questions that follow.

Ella is experimenting on how two liquid samples. The data he gathered is
shown in the table below.
SAMPLES

DLL Science 7 Week 1 Q1

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Republic of the Philippines

DAILY LESSON PLAN IN SCIENCE 7

1. Analyze the timeline on the invention of microscope.

II. SUBJECT MATTER

D. Presentation of the Lesson

On the early 13th century, spectacle makers were producing lenses

ARJAY CRUZ MOLANO

DAILY LESSON PLAN IN SCIENCE 7

1. Explain the functions of a microscope

II. SUBJECT MATTER

D. Presentation of the Lesson

Parts and function of a microscope(Part 1)

1. Eyepiece or Ocular lens, this is the part used to

1. Which part supports the entire weight of the microscope?

ARJAY CRUZ MOLANO

DAILY LESSON PLAN IN SCIENCE 7

1. Explain the functions of a microscope

VI. SUBJECT MATTER

C. Development of the Lesson

Parts and function of a microscope (Part 2)

7. Stage clips hold the specimen slides in place.

ARJAY CRUZ MOLANO

DAILY LESSON PLAN IN SCIENCE 7

1. Identify and label the parts of a compound microscope

III. SUBJECT MATTER

DAILY LESSON PLAN IN SCIENCE 7

II. SUBJECT MATTER

Look for some pictures of specimens on the internet.

DAILY LESSON PLAN IN SCIENCE 7

II. SUBJECT MATTER

OXYGEN ONE ELEMENT

Mr. Purey’s Lab

Inside the lab, I always do a great job.

A red cabinet can be seen on the other side of the corner

Now everything is a mess

Is it in the blue cabinet or somewhere between rust, salt, and alcohol?

You just made a good job!

E. Development of the Lesson

Pure chemical substance made of Contain atoms of different element

____________ ____________ ____________ ____________ ____________

✓ One kind of atom

2. Which of the following is an example of an element?

3. What elements made up the compound Potassium Nitrate?

4. Which of the following is correctly matched compound?

DAILY LESSON PLAN IN SCIENCE 7

II. SUBJECT MATTER

IRON SODIUM CHLORIDE (SALT) SULFUR CARBON

E. Development of the Lesson

Activity 2: Let’s Familiarize

Activity 2. Let’s Hunt Elements and Compounds!

Compound Constituent Element

1. Compounds are formed when two or more _____________ are combined.

4. Which of the following ingredients is an element?

5. The following are constituent elements of sodium glutamate, EXCEPT

6. Which element is NOT found in the chocolate candy?

7. Which of the following ingredients is a compound?

8. Boron, carbon, nitrogen, and oxygen are examples of _______________.

IVY GRACE I. OPOLENCIA Noted by:

16.______ 17. 18._ 19. _______