1

TEACHER’S GUIDE FOR OHSP ONLINE MODULE

GRADE 7 SCIENCE

Writers: Cielo L. Alcera

SECTION 1. GENERAL INSTRUCTIONAL DESIGN

QUARTER:

UNIT TOPIC(S): Diversity of Materials in the Environment

LESSON 2 : SOLUTION

MODULE MAP:

STAGE I: ESTABLISHING DESIRED LEARNING OUTCOMES

UNSATURATED NATURE OF SOLUTE AND SOLVENT

TEMPERATURE

% BY MASS

SOLUTION

KINDS OF SOLUTION BASED ON

SATURATION

FACTORS AFFECTING SOLUBILITY

CONCENTRATION SATURATED

SUPERSATURATED

% BY VOLUME

PRESSURE

2

CONTENT STANDARD:

Demonstrate understanding of the types of solutions, ways of describing their concentration and

the factors affecting their solubility.

PERFORMANCE STANDARD:

Prepare different concentrations of simple mixtures that offer some practical use and in the most

efficient way without sacrificing its quality

COMPETENCIES:

a. Investigate on the different types of solution such as saturated, supersaturated,

unsaturated

b. Explain the difference between percentage by weight and percentage by volume of

solution

c. Identify and explain the factors affecting solubility

d. Conduct simple investigations using process common to the locality (e.g finding out

the effect of varying salt concentrations on red egg preparation)

e. Identify components of investigation such as problem, hypothesis, method of testing

the hypothesis ( identifying independent and dependent variables) and conclusions

based on evidence. f. Recognize that the design of an investigation should show fair testing

(M) ENDURING UNDERSTANDING: Students will understand that

1. Understanding the types of solution and expressing its concentration may lead them to its

practical use in our everyday life.

2. Using simple investigation may help them discover ways on how solutions in the environment

work in most efficient ways without sacrificing quality

ESSENTIAL QUESTIONS:

1. How are solutions formed?

2. How can the knowledge of solutions help us create products useful in everyday life?

3

(T) TRANSFER GOAL:

Students on their own will be able to design and produce a good food product by utilizing their

knowledge in concentration of solution. Thus, they could be able to make a power point

presentation of making food products like delicacies which would be commercial and at the same

time will minimize the disposal of garbage in the community.

NOTES:

1. The Unit Map. This unit covers the topic SOLUTION. The module map shows the kinds of

solution based on saturation. This topic serves as an introduction to the discussion of the

quantitative description of concentration of solution. This is addressed by the percent by mass

and percent by volume as ways of expressing concentration of solution. Factors affecting

solubility was also tackled in this lesson. This would deepen the students’ understanding on how

solution behaves in different conditions. This learning unit is different from other units because

its scope is limited to the basic knowledge of solution. This topic does not tackle some concepts

like colligative properties and other ways of expressing concentration of solution like molarity,

molality and normality .This will be discussed in the succeeding lessons.

2. The Content Standard and Enduring Understanding. As indicated by the content standard,

the goal for this unit topic is for students to understand that knowing the types of solution and

expressing its concentration may lead them to its practical use in our everyday life and using

simple investigation may help them discover ways on how solutions in the environment work in

most efficient ways without sacrificing quality.

This aspect of the unit topic is important to understand because some common problems students

encounter in this topic involves difficulty in preparing simple solutions , mathematical

computations of concentration of solution identifying materials as solution colloid or suspension

Certain studies and research such as done by Christopher Horton entitled ,”Student Alternative

Conceptions in Chemistry (Originally: Student Misconceptions and Preconceptions in

Chemistry)”, also point out that for this topic some students’ misconceptions are as follows:

1. Air is not seen nor touched so it cannot be a solution.

2. Increase in temperature will also increase the solubility of all solute in a solvent. 3. When a solid is dissolved in water the water takes on properties of the sugar.

4. Sugar becomes water on dissolving.

5. Dissolving sugar in water is a chemical change.

6. All solutions are in liquid form.

The problem may be observed in the classroom or in student works when students classify

solution as compounds, that after dissolving something , they think that new substance has been

formed. When they were asked to give examples of solution, they give only those which are in

liquid state because they think that all solutions are in liquid form.

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Thus, the learning problem may be remedied and addressed if students see that understanding the

types of solution and expressing its concentration may lead them to its practical use in our

everyday life and using simple investigation may help them discover ways on how solutions in

the environment work in most efficient ways without sacrificing quality

3. The Essential Question and Learning Competencies. In order for students to construct this

underlying meaning, students will answer the EQ, “How are solutions formed? “ and “ How can

the knowledge of solutions help us create products useful in everyday life?”

With an open-ended EQ, students will search for the answer in different ways and develop the

understanding and acquire the related competencies.

4. The Performance Standard and the Transfer Goal. Another important goal as indicated by

the performance standard is for students to on their own , to design and produce a good food

product by utilizing their knowledge in concentration of solution. Thus, they could be able to

make a power point presentation of making food products like delicacies which would be

commercial and at the same time will minimize the disposal of garbage in the community.

If students are able to demonstrate this, then students are able to transfer their learning to real life

situations. Examples of situations in real life where students will apply the competencies and

demonstrate the understanding are the following.

1. Identify the solutions with higher concentration of harmful chemicals like acids, bases etc

2. Produce simple products which could be used in daily life activities using their

knowledge in concentration of solution.

STAGE II: OBTAINING EVIDENCES OF UNDERSTANDING THROUGH

VARIED ASSESSMENTS

A. UNIT ASSESSMENT MAP:

TYPE KNOWLEDGE

AND SKILLS

(ACQUISITION)

UNDERSTANDING

(MEANING)

TRANSFER

PRE-ASSESSMENT/

DIAGNOSTIC

Pre-Test( NG)

FORMATIVE EXERCISE NO. 1 Questions after web

surfing on properties

5

ASSESSMENT Comprehension

Check on Nature of

solution (G)

of solution and kinds

of solution (NG)

EXERCISE NO. 2

Comprehension

Check Points on

Formation of

Solution(G)

Web Quiz

on solubility (NG)

Questions after

Activity No. 4 (NG)

Experiment

Worksheet for “I Can

Do It” Experiment

(G)

Experiment

Worksheet for “Just

Cant Get Enough”(G)

EXERCISE NO. 3

Comprehension

Check on kinds of

solution based on

Saturation.(G)

Worksheet for Home

Made Experiment

using solubility Graph

(G)

EXERCISE NO. 4

Work Sheet on

Concentration of

Solution(G)

EXERCISE NO. 5

Comprehension

Check on

Solubility(G)

GRAPH ANALYSIS

Work Sheet(G)

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Guide questions for

Interactive

Experiment(NG)

Guide questions for

Factors Affecting

Solubility(G)

Guide Questions For

video on Fondant

Making(NG)

SUMMATIVE

ASSESSMENT

POST TEST(G)

SELF-ASSESSMENT SELF REFLECTION

(NG)

SELF CHECK on the

web Website

No.1(NG)

SELF CHECK on the

web Website

No.2(NG)

NG – Not Grade

G – Graded

Six Facets of Understanding: Explanation, Interpretation, Application, Empathy, Perspective,

Self-Knowledge

B. TABLE OF SPECIFICATION:

With right

composition and

proportion

LESSON /

CONTENT

KNOWLEDGE

/ SKILLS (40%)

MEANING-

MAKING (30%)

TRANSFER

(30%)

NO. OF

ITEMS

A. Nature and

Kinds of Solution

1, 2, 3 9,10 15,16 7

B. Solubility and

Concentration of

Solution

4, 5. 6 11,12 17,18 7

C. Factors

Affecting Solubility

7,8 13,14 19,20 6

SUB-TOTAL

NO. OF

ITEMS: 8

SUB-TOTAL

NO. OF ITEMS:

6

SUB-TOTAL

NO. OF

ITEMS: 6

TOTAL NO.

OF ITEMS

(100%): 20

C. PRE-ASSESSMENT MATRIX:

CO Levels of What will I MC ITEM CORRECT

7

DE Assessment assess? ANSWER AND

EXPLANATION

A Knowledge

(15%)

LC:

Identify

and explain

the factors affecting

solubility

Water is a polar compound. Which of the following will readily dissolve in water?

a. Starch

b. fats

c. Salt

d. aluminum

Ans: C

Salt is an ionic

compound which has

a negative and

positive pole thus, its

ions Na+ and Cl

-

will be attracted to

the partial negative

and partial positive

poles of water.

Investigate

on the

different

types of solution

such as

saturated, supersatura

ted,

unsaturated

What is most likely to happen if more

solute is added to an unsaturated solution?

a. Added solute will no longer dissolve

b. Crystals will form

c. Added solute will readily dissolve

d. Added solute will just float at the top of the solution.

Unsaturated solution

has not reached yet

the maximum

amount that it can

dissolve thus; it can

still accommodate

more solute.

A Process/Skil

ls

(25%)

LC:

Identify

and explain the factors

affecting

solubility

Based on the solubility curve, what is the

solubility of KNO3 at 45C?

a.50g/100g of water

b. 100g/75g of water

c.75g/100g of water

d.100g/50g of water

Ans: C

The answer can be

traced in the graph

by drawing a line

between 40 and 50

(that’s 45 ◦C) going

up to the curve of

KNO3 . The point of

intersection is the

solubility of the

substance in grams

with 100g of water

at 45 ◦C

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http://www.dynamicscience.com.au/tester/

solutions/chemistry/solutions/solubilitycur

ves.html

Explain the difference

between

percentage by weight

and

percentage by volume

of solution.

In the laboratory, there are four solutions

with the following combinations of water

and hydrochloric acid. What should be the

order if you are to arrange them in order of

increasing concentration?

a. I,II,III, and IV

b. I,IV,II and III

Ans: C

Solution:

I.% v/v =

30ml/120ml x

100%=25.0%

II. %v/v = 40

ml/80ml x 100% =

50%

III .%v/v = 15ml

/40ml x 100% =

37.5%

III. % v/v = 20ml

/180ml x100%=

11.11%

Based on

computation of % by

volume, C gives the correct order from

lowest to highest

concentration

III. 40 ml water and

15 m HCl

I. 120ml water and 30

ml HCl

II. 80 ml water and

40ml HCl

IV. 180 ml ofwater

and 20 ml of HCl

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c. IV,I,III and II

d. IV, III,II and I

M Understandi

ng

(30%)

ENDURING

UNDERSTA

NDING:

It was noticed that the characterized taste

of soda drinks is more enhanced when it is

cold rather that if it is at room temperature.

Which of the following explains why?

a. Flavours are more stable at lower

temperature

b. The solubility of the gas component of

soda drink is increased at lower

temperature.

c.The solubility of gas component of soda

drink is decreased at lower temperature.

d.The concentration of flavour increases as

the temperature decreases.

Ans. B

Solubility of gaseous

substance in liquid

solvent is favoured at lower temperature

MISCONCE

PTIONS:

That only

stirring will

make the

dissolving

process easy.

During summer time, Danny sells iced tea

and juice in their canteen. He noticed that

when sugar is added to the water with ice,

undissolved solids settle at the bottom of

the container. Which of the following will

best solve the problem?

a. Shake well the container

b. Stir the liquid vigorously

c. Incorporate the sugar and iced tea

in the crushed ice so that when ice

melts solids also dissolve

d. Dissolve first the sugar and tea in

hot water before adding it into the

water in the container.

Solubility of solid

increases as

temperature rises.

10

T Product/Per

formance

(30%)

GRASPS

You are a worker at a small salt factory in

your town. During rainy season ,the usual

problem is the greater budget on LPG gas

for evaporating sea water. Which of the

following processes will you suggest to

solve the problem.

a. Boil sea water. When it is already

saturated, let it cool .Then add

some salt crystals to initiate

crystallization.

b. Subject the seawater to lower

temperature to make it saturated.

Then initiate crystallization.

c. Add salt crystals before boiling

d. Add sea water while boiling to

increase its concentration

Ans. A

Addition of crystal

will initiate “seeding

process” which is

crystallization.

D. POST-ASSESSMENT MATRIX:

CODE Levels of Assessment What will I assess? MC ITEM CORRECT

ANSWER AND

EXPLANATION

A Knowledge

(15%)

LC: Investigate on the different types of solution such as saturated, supersaturated, unsaturated

A solution is

said to be

supersaturated

if

a.It can still

dissolve more

solute

b.It has reached

its maximum

amount of

solute that it

can dissolve

thus it can no

longer

accommodate

Ans. C

Supersaturated

solution has

amount of solute

more than what it

can dissolve and

was heated to

dissolve the

added solute.

Heat helps the

solution increase

its solubility

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more solute.

c.It has amount

of solute more

than what it can

dissolve and

was heated to

dissolve the

added solute.

d.Its amount of

solvent is

greater than the

amount of

solute

Identify and explain

the factors affecting solubility

Increasing the

pressure will

also increase

the solubility of

a gas being

dissolved in a

liquid. Which

of the following

solutions is

affected by

pressure?

a.Iced tea

b. sea water

c.Carbonated

drinks

d.rubbing

alcohol

Ans. C

Carbonated drinks

have gaseous

components which

are affected by

pressure.

A Process/Skills

(25%)

LC: Identify and explain

the factors affecting solubility

A saturated

solution can

hold 15 grams

of solute per

Ans. C

45g of solute only

needs 300g of

12

100g of H2O.

Suppose you

stir 45g of the

solute in 500g

of water, what

type of solution

will you

produce?

a.Saturated

b.concentrated

c.Unsaturated.

d.supersaturated

water to be

saturated therefore,

with 500g of water,

the solution

becomes

unsaturated.

Tincture of

iodine is a

solution of

iodine in

alcohol. In a

30g bottle ,it is

stated that it is

2% by mass

solution, How

many grams of

iodine is

present in this

given volume?

a.6g

b.0.6g

c. 12g

d. 60g

Ans. B

2% is equivalent to

0.02 x 30g = 0.6g

M Understanding

(30%)

ENDURING

UNDERSTANDING:

The instruction

given in the

bottle of liquid

Sosa, says

Ans. D

Less amount of

solvent will make a

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remove first the

water before

adding

sufficient

amount of

liquid Sosa into

the clogged

sink. Which of

the following

best explains

why?

a.Liquid Sosa

reacts violently

with water

b.Liquid Sosa is

not effective in

the presence of

water

c.Water will

increase the

concentration of

liquid Sosa so it

will be less

effective.

d.Water will

decrease the

concentration of

liquid Sosa so it

will be less

effective.

solution more

concentrated.

MISCONCEPTION:

Which of the

following is the

fastest way to

dissolve a solid

in a liquid?

a.stir equal

amounts of

Ans. D Increase in

temperature aside

from stirring will aid the dissolving

process of an ionic

solid in a liquid

especially water

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solid and liquid

vigorously

b.all amount of

solid in a lot of

the liquid

c.mix a lot of

the solid in the

liquid

d.heat and stir the liquid and

solid mixture

.

T Product/Performance

(30%)

GRASPS

Joy is working

at a local

candied fruit

factory. She

noticed that

when sugar is

added to the

water in candy

making process

, there remain

undissolved

particles that

settle at the

bottom of the

container.

Which of the

following will

best solve the

problem?

a.Shake the

mixing

container very

well.

Ans. D

Solubility of solid

increases as

temperature rises.

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b.Stir the liquid

vigorously.

c.Incorporate

the sugar with

other

ingredients,add

water then stir.

d.Dissolve first

the sugar in hot

water before

adding it into

large amount of

water in the

container.

E. PERFORMANCE TASK:

Scenario:

Performance task:

Your place is one of the biggest banana producing barangay in the region. Every year, the harvest

of banana is very abundant that some spoiled banana fruits were just thrown into the garbage. As

a nutritionist, you are requested by the chairman to make a power point presentation to be used in

a seminar which will be participated by housewives and interested women in the community .The

presentation will be about making products like delicacies, soap, etc which we can use in our

daily life activity out of banana to be able to minimize its disposal and at the same time increase

livelihood of the community.

Your presentation should include procedures in making the product, documentation of the process

and expected profitability. It will be evaluated based on content, practicality and use of visual

materials.

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Outline:

Goal : to be able to minimize banana fruit disposal and at the same time

increase livelihood of the community

Role : nutritionist

Audience: house wife and women in the community

Situation-: over production of banana in a your barangay

Product or Performance : power point presentation

Standards : content, practicality and use of visual materials.

F. RUBRIC:

CRITERIA Outstanding

4

Satisfactory

3

Developing

2

Beginning

1

STUDENT

RATING

TEACHE

R

RATING

Excellent Satisfactory Developing Needs

improvement

CONTENT

The content of

the power point

presentation is

complete with

additional

information that

reflects student’s

deep

understanding.

Very

comprehensive.

The content of

the power

point

presentation is

comprehensive

and acceptably

sufficient.

All of the

expected

information

were

discussed.

The content

of the power

point

presentation

is

comprehens

ive but

insufficient

Some

expected

information

were not

discussed.

The content

of the power

point

presentation

is

insufficient

and not

comprehensi

ve.

Expected

information

were not

discussed.

USE OF

VISUAL

MATERIA

LS

Contain pictures

or video of the

actual process

and complete

description or

explanations

Contain

pictures or

video of the

actual process

and complete

description or

explanations

Contain

pictures or

video of the

actual

process but

description

or

Does not

contain

pictures or

video of the

process

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were provided.

Additional

details or tips to

improve

products were

included.

were provided explanations

were not

provided.

PRACTIC

ALITY OF

RECOMM

ENDATIO

NS

Practicality of all

suggested

processes were

discussed and

encouragement

to do the process

is emphasized.

Additional

information like

tips on how to

increase profit

without

sacrificing the

quality of the

product were

added.

Practicality of

all suggested

processes were

discussed and

encouragement

to do the

process is

emphasized.

.

Practicality

of some the

suggested

processes

were

discussed

but does not

give

encouragem

ent.

Practicality

of the

suggested

processes

were not

discussed

OVERALL

RATING

NOTES:

1. The Unit Assessment Map. The lesson assessment map provides an overview of all the

assessments done in the lesson. In general, students are assessed according to the four

components of the new grading system (Knowledge, Process or Skills, Understanding and

Transfer). In turn, these four areas reflect the three goals of assessing for understanding namely,

Acquisition, Meaning Making and Transfer or simply known as A-M-T.

2. The Pre and Post Assessment Matrix and Table of Specification. The assessment matrices

code items according to A-M-T. The distribution of these items in the table of specification

follows the distribution of percentages for the areas of the grading system. Hence, 40% of the

test items are coded A (since Knowledge is 15% and Process Skills is 25%), 30% of the items

18

are coded M, and another 30% for T. This coding is the backbone of the OHSP assessment

system. The OHSP system tracks students’ performance in A-M-T. Teachers can always retrieve

in real time the results of students’ test in these areas. Results are given in both tabulated and

graph forms.

The diagnostic or pre-test assessment matrix determines students’ prior knowledge on

SOLUTION. These are seen in test items no.… The pre-test also measures students’

misconceptions on solubility of substances. These are done through test items no. 18 and 19.

Note though that the OHSP system randomizes the sequence of the test items and the options in

each item. To find out how students individually scored in the tests, go to and click on in OHSP

system Student List. Next, select Student name. View student’s Performance Record. Then scroll

down to desired topic and click on date of completion. View student’s Test Score per item and

the item’s code (A-M-T).

The post-test assessment matrix evaluates the changes in students’ misconceptions as seen in test

items no.16. Hence, when reviewing test scores, it is important to see how students particularly

score in these items as well as the other items related to understanding . Student performance in

these items will indicate the kind of intervention that needs to be done.

The OHSP system also shows to the teacher the items where most of the students score well or

poor in. Teachers can also trace the corresponding activity in the lesson where the content of the

test item is discussed. Teachers can then check on student performance in those activities and

determine how their answer prepared them for the corresponding test item.

3. Interventions Based on Test Scores. If students are not able to do well in A-coded items,

teachers may consider doing the following interventions :

a. Advice students to take more online quizzes.

b. Give students some practice problems on topics which they find difficulty.

c. Retake some exercises given and rethink on the items where they answered wrong.

If students are not able to do well in M-coded items, teachers may consider doing the following

interventions:

a. Advise students to view more videos on preparing solutions, solubility and concentration

of solution.

b. Give students more home activities where they could prepare simple solutions

If students are not able to do well in T-coded items, teachers may consider doing the following

interventions:

19

a. Ask students to research on solutions in industry, medicine and foods so that they may

realize its significance in our daily life.

b. Ask the students to identify solutions at home and indicate their functions/ importance.

You may also add asking them how could it be without these solutions that they have

identified.( disadvantages)

3. Verifying Student Test Scores. Teachers may also verify student scores in A-coded

items by asking students to do or answer the following in a live chat or face-to-face

setting:

a. What solutions are in solid form? Liquid form? Gaseous form?

b. What would make a solute dissolve faster in a solvent?

c. Differentiate saturated, unsaturated and supersaturated solution.

Teachers may also verify student scores in M-coded items by asking students to do the following

in a live chat or face-to-face setting:

a. How would you prepare a supersaturated solution?

b. How do you prepare 24% by volume ethyl alcohol solution?

c. How do you prepare 15% by mass salt solution?

d. Design an experiment to determine the solubility of an unknown solute.

Teachers may also verify student scores in T-coded items by asking students to do the following

in a live chat or face-to-face setting:

a. Describe the video on crystallization of a supersaturated solution.

b. Describe how molecules of solute and solvents interact on the solution process.

c. Describe how fondant making process is related to solution.

20

5. Map of Conceptual Change. Another important indicator of student growth in thinking is the

unit’s map of conceptual change. For this unit, the chosen map is Anticipation Reaction Guide.

The students are asked to answer this map at different points in the lesson, namely - Explore,

Firm Up, Deepen, Transfer) … The students’ cognitive growth is qualitatively assessed by

comparing the students’ prior knowledge and new knowledge. In the unit’s map for conceptual

change, the students show their prior knowledge by answering first column of the ARG in

Explore Part during Deepen stage. The students articulate their new knowledge by filling up the

last column of the ARG during the end of deepen part These parts indicate transitional processes

between prior and new knowledge development. Teachers are encouraged to every now and then

retrieve and monitor students’ answers in this map. Student answers in this map provide clear

data for teachers in terms of their cognitive development.

6. Formative Assessments. In order to assure student success in the summative assessments, the

listed formative assessments check on the following performances as indicators of student

mastery and readiness: Check points after web page reading, work sheets for experiments and

guide questions after web surfing and VIDEO viewing are given as formative assessments..

7. Student’s Answers to Recurring Essential Question. Another way of doing formative

assessment is to retrieve and examine how students answer the Essential Question. The unit’s EQ

is/are the following: How are solutions formed? How can the knowledge of solution help us

create products that are useful in our daily life activity?. The student is asked to answer the EQ

in these different parts, namely: Explore, Firm Up, Deepen, Transfer.

Teachers are encouraged to compare the students’ final answers to the EQ with the desired EU.

If the student’s answers are far or different from the EU, the teacher may check on the way

students are doing in the activities and determine the appropriate intervention.

8. The Performance Task and Rubric. With regards to the performance task, this is designed

according to the transfer goal in Part 1. The standards in the performance task are reflected in the

first column of the rubric. These rubric criteria are also aligned with the performance standard

because it effectively measures students’ understanding of the nature and properties of solution.

The rubric criteria related to understanding is content. With this criteria, students are evaluated

on their understanding of the kinds of solution, concentration of solution such as % by Mass and

% by Volume. The rubric criteria related to the competencies or skills are practicality of

recommendations. With these criteria, students are evaluated on understanding on how the

knowledge of solution can be used in daily life activity.

Students achieve the performance standard when they or their work scores Satisfactory for each

criteria in the rubric. Students whose works exceed the Satisfactory criteria score Outstanding.

Note the additions in the descriptor which indicate extra work on the part of the students.

21

Students whose works have errors score either as Developing or Beginning. Note the parts of the

descriptors which indicate deficiencies.

The submission of the performance task may be done online because they will be using power

point presentation as they output

STAGE III: CONDUCTING THE LEARNING PLAN

A. UNIT ACTIVITIES MAP:

ACTIVITIES FOR

ACQUIRING

KNOWLEDGE

AND SKILLS

ACTIVITIES FOR

MAKING MEANING

AND DEVELOPING

UNDERSTANDING

ACTIVITIES LEADING TO

TRANSFER

EXPLORE

ACTIVITY NO. 1

Anticipation-Reaction

Guide (I)

FIRM UP

ACTIVITY NO. 2

Web Surfing

On Properties and Kinds of

Solution (I)

ACTIVITY NO. 4

Video Viewing (I)

On Formation of Solution

Molecules of solute and

Solvent during dissolution

ACTIVITY NO. 5

“I Can Do It” Experiment

(G)

Preparing the three kinds of

solution based on saturation

ACTIVITY NO.7

Concept Reading (I)

ACTIVITY NO. 6

“Just Can’t Get Enough”

22

Saturation of Solution (G)

Preparing solution based on

saturation.

ACTIVITY NO. 8

Homemade Experiment

using solubility graph

DEEPEN

ACTIVITY NO. 9

Lecture on composition of

solution (I)

% by mass

% by volume

Proof

Karat

ACTIVITY NO. 10

Video Viewing on

Kinds of solution

based on saturation

Crystallization of

supersaturated

solution(I)

.

ACTIVITY NO.11

Video Viewing on

Solubility of some

substances in water (I)

ACTIVITY NO. 1

Anticipation-Reaction

Guide (I) (Revisit)

ACTIVITY NO. 12

Graph Analysis

Solubility of different solutes

in water (I)

ACTIVITY NO. 13

Interactive experiment on

dissolving substances. (I)

ACTIVITY NO. 14

Video Viewing on Factors

23

Affecting Solubility (I)

TRANSFER

ACTIVITY NO. 15

Viewing Fondant Making

video (I)

Follow up activity

Fondant Making at home (G)

ACTIVITY NO. 16

TRANSFER TASK (G)

Letter in parentheses after every activity indicates the following modes: I for individual work or G for group work

and WC for whole class. Resource material used for the activity is indicated in italics.

B. UNIT ASSESSMENT-ACTIVITIES MATRIX:

CODE Levels of

Assessment

What will I assess? MC ITEM CORRECT

ANSWER

AND

EXPLANATIO

N

RELAT

ED

ACTIVI

TIES

A Knowledge

(15%)

LC: Identify and explain the factors affecting solubility

Water is a polar

compound. Which of

the following will

readily dissolve in

water?

a.Starch

b.fats

c.Salt

d.aluminium

Ans: C

Salt is an ionic

compound

which has a

negative and

positive pole

thus, its ions

Na+ and Cl

-

will be

attracted to the

partial negative

and partial

positive poles

of water.

Activity No. 11

24

What is most likely to

happen if more solute

is added to an

unsaturated solution?

a.Added solute will

no longer dissolve

b.Crystals will form

c.Added solute will

readily dissolve

d.Added solute will

just float at the top of

the solution.

Ans: C

Unsaturated

solution has

not reached yet

the maximum

amount that it

can dissolve

thus; it can still

accommodate

more solute.

A Process/Skills

(25%)

LC: Explain the difference between percentage by weight and percentage by volume of solution

A jeweller came to

your house and

offered your mother

some items. She said,

all items are in good

quality but in

different carat. Your

mother asked you to

choose one. If the

following items are

of the same price,

which will you

choose?

a.10g 14K bracelet

b. 15g 5K Bangles

c. 3g 18K earrings

d. 8g 14K necklace

.

Based on

computation of

% by mass, letter A has the

highest amount

(mass) of pure gold

25

M Understanding

(30%)

ENDURING

UNDERSTANDING:

Knowledge of

solution helping us in

our daily life acitvity

The basic steps in

washing our clothes

are

I. initial rinsing to

remove superficial

dirt

II. application of soap

for cleansing

III. final rinsing to

remove soap

In step I and III we

use greater volume of

water than that of

step II. Which of the

following best

explains why?

a.Small volume of

water will make the

soap solution

concentrated thus, it

will work efficiently

in the laundry.

b. To conserve water,

you lessen its volume

at the middle step.

c. It is the instruction

given in the manual

d. It is the old

practice handed over

to us

Ans: A

Less volume of

solvent will

make the

solution more

concentrated.

MISCONCEPTION:

26

T Product/

Performance

(30%)

GRASPS

C. SCAFFOLD FOR TRANSFER:

LEVEL 1

DIRECTED

PROMPT

1. Inform the

students the skills

they are expected to

demonstrate.

2. Provide step-by-

step instruction on

how to do the skills

and check their

work.

3. Provide this task

during Firm Up or

Interaction stage.

LEVEL 2

OPEN PROMPT

1. Provide students

another task similar to

that given in Level 1.

2. Instead of giving a

step-by-step

instruction, prompt the

students to do the steps

on their own. If

different procedures

are given, ask students

to choose which

procedure they would

use. Students may also

be asked to vary the

steps they learned.

3. Provide this task

during Firm Up or

Interaction stage.

LEVEL 3

GUIDED

TRANSFER

1. Provide a real

world situation where

the skills taught in

Levels 1- 2 are

applied.

2. Instead of directing

the students step-by-

step to use the skills

they learned in

previous levels, ask

students to look back

on the skills they

learned and determine

which of these they

would use to meet the

requirements of the

given task.

3. Provide this task

during Deepen or

Interaction stage.

LEVEL 4

INDEPENDENT

TRANSFER

1. Provide a real

world situation

similar to Level 3

where the skills taught

in Levels 1-2 are

applied.

2. Purposely refrain

from suggesting to

students to use the

skills they learned in

Levels 1-2. Have

students on their own

figure out which of the

skills they learned in

previous levels they

would use to meet the

standards in the given

task.

3. Provide task during

Transfer or

Integration stage. Students will acquire

initial knowledge about

components, properties

and kinds of solution by

web page reading and

surfing They will also

view videos on how

molecules interact during

solution process.,

They will take

comprehension check

test for evaluation.

Multiple choice test on

the web will also be

Students will further

enhance their learning by

performing experiments on

preparing different kinds of

solution based on saturation.

They will also perform

experiment on preparing

solution using the solubility

graph as the basis.

Computations on the

concentration of solution

will also be performed by

the students to check how

they could apply

Students will discover how

factors like temperature

,pressure and nature of

solute and solvent can

affect solubility . this will

be done by viewing

crystallization process and

its application in fondant

making.

To further deepen their

understanding they will try

to do fondant making at

home.

Performance Task :

Your place is one

of the biggest banana

producing barangay in the

region. Every year, the

harvest of banana is very

abundant that some

spoiled banana fruits were just thrown into the

garbage. As a nutritionist,

you are requested by the

chairman to make a power

point presentation to be

used in a seminar which

will be participated by

housewives and interested

27

taken by the students. mathematical skills in

solution.

women in the community

.The presentation will be

about making products

like delicacies, soap, etc

which we can use in our

daily life activity out of

banana to be able to minimize its disposal and

at the same time increase

livelihood of the

community.

Your presentation should

include procedures in

making the product,

documentation of the process and expected

profitability. It will be

evaluated based on

content, practicality and

use of visual materials.

NOTES:

1. The Unit Activities Map and Assessment-Activities Matrix. The unit activities map shows

the different activities done in the lesson. The activities are designed to address the different A-

M-T learning goals. Acquisition activities in particular are also matched according to the

required and added competencies. The A activities involve defining solubility, saturated,

supersaturated, unsaturated solution. During M activities, students calculated concentration of

solution in terms of % by mass and % by volume. Also, students uses the concepts of karat and

proof to determine the amount of solute in solution. In T activities, students are given real life

situations in which they could apply their knowledge of solution.

The Assessment-Activities Matrix also shows the activities which implement the established and

added competencies. This Matrix helps the teacher evaluate the readiness of a student to answer

a particular test item by looking at the student’s performance in a particular activity related to the

assessment. If the student does not do well in a set of test items, the teacher may go back to the

activity linked to the test item and see if the student was already having difficulty.

2. The Scaffold for Transfer. The T activities are also sequenced according to a certain

progression as indicated in the scaffold for transfer. The scaffold consists of four levels starting

with direct prompting and on to independent transfer. In the scaffold, students focus on the skill

using solution in real life situation. Students develop mastery of this skill by first in direct

prompt , acquire initial knowledge about components, properties and kinds of solution by web page

28

reading and surfing . This activity is done in explore and deepen parts of the module. Then in the

open prompt, students during the middle of the deepen, will try series of experiments on

solubility and factors affecting solubility. Next in the guided transfer done during end of deepen,

students will try to make fondant at home. Students are again asked to do a task similar in the

final level but this time in the independent level, students are evaluated according to their ability

to on their own will make a power point presentation about making products like delicacies, soaps etc

which we can use in our daily life activity ,out of local fruits like bananas . They will be using their

knowledge of solution in performing this task.

SECTION 2. STRATEGIES FOR BLENDED LEARNING:

INDEX OF STUDENT’S ONLINE TASKS:

STUDENT’S

ONLINE TASK

EFD

T

AM

T

ACTIVI

TY NO.

DESCRIPTION

1. Answering

Process

Questions based

on a given

Website’s

content or

interactivity

Firm

up

A-M Activity

no 2

Answering process questions after web surfing

on the nature of solution

2. Answering

mini-check-up

quizzes and

receiving

feedback

Firm

up

A Exercise

No. 1

Answering comprehension mini quiz

Follow up quiz in the web by clicking this web

page

http://www.chem4kids.com/files/matter_solut

ion.html

3. Developing

Product Using

Web-based

Application 2.0

(state Web 2.0

application)

4. Posting in

29

Discussion

Forum any of the

following:

a. one’s ideas

b. one’s

questions

c. one’s

reflections

d. one’s

suggestions or

request

e. one’s

summary

5. Responding to

Other Students in

Discussion

Forum by

posting any of

the following:

a. one’s

comments

b. one’s

questions

c. one’s

reflections

d. one’s

suggestions or

request

e. one’s

summary

30

6. Chatting with

Teacher on any

of the following:

a. feedback on

answers to

process questions

b. performance in

assigned tasks

c. content that

needs clarification

d. instructions in

tasks that need

clarification

e. a live event

7. Chatting with

Teacher and

other Students on

any of the

following:

a. a. feedback on

answers to

process questions

b. performance in

assigned tasks

c. content that

needs

clarification

d.instructions in

tasks that need

clarification

e. a live event

f. discussion of a

31

topic in the

form of a

debate, panel

discussion,

interview or

role playing

8. Uploading and

Submitting

Individual File

on any of the

following:

a. answers to

activity

questions

b. presentati

ons or reports

c. conversion of

Web

information to

another form

(e.g. outline,

flow chart,

table, graphic

organizer,

concept map,

drawing)

d. map of

conceptual

change

e. intervention

task given by

teacher

f. enrichment

task

32

9. Uploading and

Submitting

Group File on

any of the

following:

a. answer to

activity

questions

b. presentations

or reports

c. conversion of

information

from Website

or online

resource to

another form

(e.g. outline,

flow chart,

table, graphic

organizer,

concept map,

drawing)

d. map of

conceptual

change

e. intervention

task given by

teacher

f. enrichment

task

10. Sending by

clicking on page

email icon

questions to

teacher on any of

33

the following:

a. lesson

discussion

b. activity

instructions and

interactivity

c. system

navigation

11. Producing

an E-portfolio by

selecting best

works done in a

unit

INDEX OF WEB 2.0 APPLICATIONS

STAGE AND

LEARNING

GOAL

(EFDT/A-M-T)

WEB 2.0

APPLICATION

AND ITS URL

ACTIVITY NO. STUDENT TASK

34

NOTES:

Web 2.0 is a term used to designate next-generation Websites which feature interactive

applications, particularly in the production of creative or original works. As indicated in the

above table, learners will be working with varied Web 2.0 applications.

For Acquisition, the student will be working with the following applications and producing a

specific work ( show a bullet points list and explain why it is classified as A)…:

For Meaning Making, the student will be working with the following applications and producing

a specific work ( show a bullet points list and explain why it is classified as A)…:

For Transfer, the student will be working with the following applications and producing a

specific work ( show a bullet points list and explain why it is classified as A)…: