DLL Science 7 Week 1 Q1
DLL Science 7 Week 1 Q1
DLL Science 7 Week 1 Q1
Department of Education
Region I
SCHOOLS DIVISION OFFICE I PANGASINAN
QUINAOAYANAN NATIONAL HIGH SCHOOL
Bani, Pangasinan
I. OBJECTIVES
MELC: Identify parts of the microscope and their functions (S7LT-IIa-1)
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.
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:
LYN O. ESON
Principal II
Republic of the Philippines
Department of Education
Region I
SCHOOLS DIVISION OFFICE I PANGASINAN
QUINAOAYANAN NATIONAL HIGH SCHOOL
Bani, Pangasinan
I. OBJECTIVES
MELC: Identify parts of the microscope and their functions (S7LT-IIa-1)
III. PROCEDURE
A. Preliminary Activities
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.
Prepared by:
LYN O. ESON
Principal II
Republic of the Philippines
Department of Education
Region I
SCHOOLS DIVISION OFFICE I PANGASINAN
QUINAOAYANAN NATIONAL HIGH SCHOOL
Bani, Pangasinan
I. OBJECTIVES
MELC: Identify parts of the microscope and their functions (S7LT-IIa-1)
VII. PROCEDURE
A. Preliminary Activities
Prayer
Greetings
Checking of Attendance
B. Review/Drill
Ask the students about the previous lesson.
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:
LYN O. ESON
Principal II
Republic of the Philippines
Department of Education
Region I
SCHOOLS DIVISION OFFICE I PANGASINAN
QUINAOAYANAN NATIONAL HIGH SCHOOL
Bani, Pangasinan
Prepared by:
ARJAY C. MOLANO
Subject Teacher Noted by:
LYN O. ESON
Principal II
Republic of the Philippines
Department of Education
Region I
SCHOOLS DIVISION OFFICE I PANGASINAN
QUINAOAYANAN NATIONAL HIGH SCHOOL
Bani, Pangasinan
1. Assess the student knowledge and understanding about microscope’s parts, uses, history and
its types.
III. PROCEDURE
A. Preliminary Activities
1. Prayer
2. Checking of Attendance
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
Prepared by:
ARJAY C. MOLANO
Subject Teacher Noted by:
LYN O. ESON
Principal II
Republic of the Philippines
Department of Education
Region I
SCHOOLS DIVISION OFFICE I PANGASINAN
QUINAOAYANAN NATIONAL HIGH SCHOOL
Bani, Pangasinan
III. PROCEDURE
A. Preliminary Activities
1. Prayer
2. Checking of Attendance
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.
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.
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
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.
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
Republic of the Philippines
Department of Education
Region I
SCHOOLS DIVISION OFFICE I PANGASINAN
QUINAOAYANAN NATIONAL HIGH SCHOOL
Bani, Pangasinan
III. PROCEDURE
A. Preliminary Activities
1. Prayer
2. Checking of Attendance
3. Greetings
B. Review/Drill
Asked the students to share what are the properties of elements and compounds based on what they
have learned from the previous lesson.
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.
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.
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:
III. PROCEDURE
A. Preliminary Activities
1. Prayer
2. Checking of Attendance
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.
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:
III. PROCEDURE
A. Preliminary Activities
1. Prayer
2. Checking of Attendance
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
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.
III. PROCEDURE
A. Preliminary Activities
1. Prayer
2. Checking of Attendance
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.
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?
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.
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?
Table 1: Boiling point of two liquid samples
Samples Temperature Observation while heating
Liquid A
Liquid 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
V. ASSIGNMENT
List down 5 things you found at home that are classified as pure substances.
Prepared by:
III. PROCEDURE
A. Preliminary Activities
1. Prayer
2. Checking of Attendance
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
SAMPLES Before After 5 After 8 After 10 After 12 After 14 After 16
heating minutes minutes minutes minutes minutes minutes
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?
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?
Prepared by:
III. PROCEDURE
A. Preliminary Activities
1. Prayer
2. Checking of Attendance
3. Greeting
B. Review/Drill
How can you identify that a given sample is a pure substance?
C. Motivation
Guide Questions:
What is a mixture?
What are the sets of properties of mixtures?
Tabulate your answer about the properties of matter.
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.
Find out if the learners have discovered and understood the important concepts of the lesson, answer the
following questions below.
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.
Table 1: Boiling point of two liquid samples
Temperature in ˚C
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?
Table 1: Boiling point of two liquid samples
Samples Temperature Observation while heating
Liquid A
Liquid B
2. Which solid sample is a substance?
Scenario 1: Melting point of two solid samples
F. Apllication
Decide how to separate these mixture? If it is not possible, please write “cannot be separated” on the
space provided.
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
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.
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:
III. PROCEDURE
A. Preliminary Activities
1. Prayer
2. Checking of Attendance
3. Greeting
IV. EVALUATION
I. Read each item carefully. Write only the letter of the correct answer for each question.
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
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