MAYOR

Grade
School ALFONSO TAN GRADE 7
GRADE Level
HIGH SCHOOL
to 12
FERNA JOY L. Learning
DAILY LESSON Teacher
DOLLOSO Area
PLAN
Teaching
Dates JULY 29-30, 2019 Quarter FIRST
and Time

I. OBJECTIVES
A. Content The learners demonstrate an understanding of the common properties
Standards of acidic and basic mixtures.
The learners demonstrate an understanding of properly interpret
B. Performance product labels of acidic and basic mixture, and practice safe ways of
Standards handling acids and bases using protective clothing
and safety gear.
Investigate properties of acidic and basic mixtures using natural
indicators. S7MT-Ii-6
C. Learning
Competencie 1. Define Acids and Bases.
s/ Objectives 2. Explain the properties of an acid and
Write the LC base.
code for 3. Investigate properties of acidic and basic
each mixtures using natural indicators

II. CONTENT Acids and Bases

III. LEARNING
RESOURCES
A. References
1. Teacher’s
Pages 54-59
Guide pages
2. Learner’s
Pages 46-50
Materials pages
3. Textbook
pages
4. Additional
Materials
from
Learning
Resource
(LR) portal
B. Other
Video: https://www.youtube.com/watch?v=WRBcKEkBj_8
Learning
PowerPoint Presentation: Acids and Bases
Resources
IV. PROCEDURES
Elicit
Students are grouped into 5 with names, elements, compounds matter,
heterogeneous, and homogeneous. The group will say “kami yun”
A. Reviewing
when the description given by the teacher refers to them. The
previous
description are as follows:
lesson or
a. h a s m o r e t h a n o n e t y p e o f a t o m
presenting
the new b. s e p a r a t e p a r t s c a n b e s e e n
lesson c. h a s t w o o r m o r e s u b s t a n c e s
d. c o m p o n e n t s a r e p h y s i c a l l y c o m b i n e d
e. o c c u p i e s s p a c e a n d h a s m a s s
 Students will further answer the following questions briefly:
1. What are some classifications of
matter?
2. How i s m a t t e r c l a s s i f i e d ?
In today’s lesson, we will classify certain groups of matter in a different
way based on their distinctive properties.

Engage
Show pictures of different swimming pools. Let students focus on the
swimming pool crowded with a lot of people. Make them realize how
contaminated that swimming pool is and its effect to humans when not
treated.

B. Establishing
a purpose for
the lesson
 For health reasons, swimming pools are regularly treated with chemicals that
are usually called “chlorine” (Calcium hypochlorite or sodium
hypochlorite) as disinfectants. The effectiveness of these disinfectants
depends on how acidic or basic the water is. Pool owners must therefore measure
and, if necessary, adjust, the acidity of their pool through a pH test kit. What
do the terms acidic, basic and pH test mean?

C. Presenting
examples/ins
(Present the content and the objectives)
tances of the
new lesson
Explore
Group the class into 3 groups. Each group will perform a short activity.
Each group will have an assigned flower and prepares the following:

 Rose (white, pink, red,)

 Safety glasses
 Water
 Permanent marker
 Baking soda
 White vinegar
 Measuring cups
D. Discussing  3 clear plastic cups
new  3 spoons
concepts and
practicing 1. Each group must put a half cup of vinegar into a plastic cup, and label
new skills #1 it "acid."
2. Put a half cup of water, and mix in a couple teaspoons of baking soda.
Label this cup "base." Crush up petals into tiny bits. Separate these
into three cups, and mix a few drops of water into each.
3. Take a couple drops of acid with a spoon, and add it to one cup. Do the
same with the base in another cup.
4.
5. Ask students the following:
6. 1. What happen to cup 1 labelled acid?
7. 2. What happen to cup 2 labelled base?
8. 3. What happen to cup 3 having only few drops of water?

E. Discussing
new
concepts and
practicing
new skills #2
F. Developing
mastery Explain (ICT INTEGRATION)
(leads to Power point presentation (discussion on the definition of acids and
Formative bases and its properties.)
Assessment
3)
Elaborate
(Differentiated instruction)
Group the class into 3 groups. Each group will perform the activity and
prepare a plant indicator from any of the following plants: violet
eggplant peel, purple camote peel, red mayana leaves or violet Baston
ni San Jose; and find out if a given sample is acidic or basic using the
G. Finding
plant indicator. Refer on the Learners Module “Activity 1: How Can You
practical
Tell if a Mixture is Acidic or Basic?” in pages 47-52.
applications
Activity: Based from the activity above, let the student perform specific
of concepts
task
and skills in
Group 1 – Part A. Preparation of Indicator
daily living
Group 2 – Part B. Determining the acidity or basicity of some common
household items
Group 3 – Part C. Determining the acidity or basicity of water from
different sources
Each group will report their output given 3-5 minutes each.

H. Making
Show a short video about Acids and Bases.
generalizatio
(Website: https://www.youtube.com/watch?v=WRBcKEkBj_8)
ns and
Values Integration:
abstractions
Acids and bases are common in everyday life. Everyone should know
about the
their properties to exploit its advantages and prevent dangers.
lesson
Evaluate
Students are given 10-item quiz.
Multiple choice: Select the letter of your answer and write it in a ¼
sheet of paper.
1. 1. A hydrogen ion, H+, is the same as a(n):
o A. neutron
o B. electron
o C. proton
o D. hydroxide ion
2. 2. Acidic foods can be identified by what taste?
o A. salty
o B. sour
o C. bitter
o D. sweet
3. 3. OH- is called the:
o A. hydrate ion
I. Evaluating
o B. hydrogen ion
learning
o C. hydronium ion
o D. hydroxide ion
4. 4. Acids increase the concentration of what in water?
o A. H+ ions
o B. hydrate ions
o C. hydroxide ions
o D. OH- ions
5. 5. Bases can be referred to as:
o A. none of the choices
o B. proton acceptors
o C. proton donors
o D. protons
6. 5. A beaker full of acid is added to a beaker full of base. The pH of the
base will:
o A. change constantly
o B. decrease
 o C. increase
o D. stay the same
6. .A characteristic of a base is
a. Taste Sour
b. Taste Bitter
c. Reacts with metal
d. Produces H3O or H+ Ions
7. A characteristic of an Acid is
a. Usually a cleaning supply
b. Slippery feeling
c. Taste Bitter
d. Taste Sour
8. What does pH stand for
a. Power (potential) of Hydrogen
b. Hydroxide Ions
c. Potential Energy
d. Phosphorus Ions
7. 9. Which substance has the lowest pH?
o A. milk
o B. NaOH
o C. pure water
o D. lemon juice
8. 10. An unknown substance is added to a solution and the pH
increases. The substance is:
o A. acidic
o B. basic
o C. solvent
o D. sweet

Extend:
J. Additional
activities for
Assignment: List 5 samples of acidic and basic substances found in
application or
your home.
remediation

V. REMARKS
VI. REFLECTION
A. No. of learners who earned 80% in the
evaluation
B. No. of learners who require additional
activities for remediation
C. Did the remedial lessons work? No. of
learners who have caught up with the
lesson
D. No. of learners who continue to require
remediation
E. Which of my teaching strategies worked
well? Why did these work?
F. What difficulties did I encounter which my
principal or supervisor can help me solve?
G. What innovation or localized materials did I
use/discover which I wish to share with
other teachers?
GROUP NAME:__________________________________ SECTION: __________________

Group the class into 3 groups. Each group will perform a short activity.
Each group will have an assigned flower and prepares the following:

MATERIALS
Rose (white, pink, red,)
Safety glasses
Water
Permanent marker
Baking soda
White vinegar
Measuring cups
3 clear plastic cups
3 spoons

PROCEDURE:
1. Each group must put a half cup of vinegar into a plastic cup, and label it "acid."
2. Put a half cup of water, and mix in a couple teaspoons of baking soda. Label this cup "base." Crush
up petals into tiny bits. Separate these into three cups, and mix a few drops of water into each.
3. Take a couple drops of acid with a spoon, and add it to one cup. Do the same with the base in
another cup.

GUIDE QUESTIONS:

1. What happen to cup 1 labelled acid?

2. What happen to cup 2 labelled base?

3. What happen to cup 3 having only few drops of water?

Evaluate

Multiple choice: Select the letter of your answer and write it in a ¼ sheet of paper.
1. A hydrogen ion, H+, is the same as a(n):
A. neutron
B. electron
C. proton
D. hydroxide ion
2. Acidic foods can be identified by what taste?
A. salty
B. sour
C. bitter
D. sweet
3. OH- is called the:
A. hydrate ion
B. hydrogen ion
C. hydronium ion
D. hydroxide ion
4. Acids increase the concentration of what in water?
A. H+ ions
B. hydrate ions
C. hydroxide ions
D. OH- ions
5. Bases can be referred to as:
A. none of the choices
B. proton acceptors
C. proton donors
D. protons
5. A beaker full of acid is added to a beaker full of base. The pH of the base will:
A. change constantly
B. decrease
C. increase
D. stay the same
6. .A characteristic of a base is
a. Taste Sour
b. Taste Bitter
c. Reacts with metal
d. Produces H3O or H+ Ions
7. A characteristic of an Acid is
a. Usually a cleaning supply
b. Slippery feeling
c. Taste Bitter
d. Taste Sour
8. What does pH stand for
a. Power (potential) of Hydrogen
b. Hydroxide Ions
c. Potential Energy
d. Phosphorus Ions
9. Which substance has the lowest pH?
A. milk
B. NaOH
C. pure water
D. lemon juice
10. An unknown substance is added to a solution and the pH increases. The substance is:
A. acidic
B. basic
C. solvent
D. sweet
 MAYOR ALFONSO Grade
School GRADE 7
TAN HIGH SCHOOL Level
GRADE FERNA JOY L. Learning
Teacher SCIENCE 7
to 12 DOLLOSO Area
Teaching
DAILY LESSON PLAN Dates and JULY 31-AUG.1, 2019 Quarter FIRST
Time

I. OBJECTIVES
A. Content The learners demonstrate an understanding of the common properties of
Standards acidic and basic mixtures.
The learners demonstrate an understanding of properly interpret product
B. Performance labels of acidic and basic mixture, and practice safe ways of handling acids
Standards and bases using protective clothing
and safety gear.
Investigate properties of acidic and basic mixtures using natural indicators.
C. Learning S7MT-Ii-6
Competencies
/ Objectives 1. Describe metal.
Write the LC 2. Investigate the effect of acids to metals.
code for each

II. CONTENT Acids and Bases

III. LEARNING
RESOURCES
A. References
1. Teacher’s
Pages 54-59
Guide pages
2. Learner’s
Pages 56-58
Materials pages
3. Textbook
pages
4. Additional
Materials from
Learning
Resource (LR)
portal
B. Other
Video: https://www.youtube.com/watch?v=53T5WZHQ_Ck
Learning
PowerPoint Presentation: Acids and Bases
Resources
IV. PROCEDURES
Elicit
Students will have a short game. The class will be divided into two groups.
The groups will be given a name of a solution and they will identify the pH
scale by raising their right arm. Number of raised right arm is equal to the
A. Reviewing number of their pH answer. The group that contains the correct number of
previous right hand being raised wins.
lesson or
presenting the 1. gastric acid (pH 1)
new lesson 2. tomato juice, acid rain (pH 4)
3. urine, milk (pH 6)
4. pure water (pH 7)
5. sea water, eggs (pH 8)

Engage
B. Establishing a Let the students watch a short video clip showing the reaction of a metal to
purpose for acids.
the lesson Website: https://www.youtube.com/watch?v=53T5WZHQ_Ck
Ask the students if what have they observed on the video?
 To further understand the video, let the students perform an activity.

C. Presenting
examples/inst
(Present the content and the objectives)
ances of the
new lesson
Explore
D. Discussing
Group the class into 5 groups. Each group will perform Activity 3 “What
new concepts
Happens to a Metal when Exposed to an Acidic Mixture?” in LM on pages
and practicing
57-58.
new skills #1
E. Discussing
new concepts Each group will answer guide questions and will be given 5 minutes to work
and practicing with the activity and 3 minutes to report their output.
new skills #2
F. Developing
mastery (leads Explain (ICT INTEGRATION)
to Formative Power point presentation (discussion on the effect of an acid to metals).
Assessment 3)
G. Finding
practical
Elaborate
applications of
Let the students watch a short video about the effect of acids to metals.
concepts and
Website: https://www.youtube.com/watch?v=UxChgvLAzpE
skills in daily
living
H. Making
generalization Discuss briefly the video about the effect of acids to metals.
s and Values Integration:
abstractions We commonly use acids in our daily life. It is important to know that acids
about the react to metals to avoid accidents.
lesson
Evaluation:
Question and Answer:
1. Acids react with (some) metals to form? Salt. The other product is?
I. Evaluating Hydrogen gas.
learning 2. Many metals react with acids. When this happens, what will happen?
Effervescence or bubbling occurs.
3. What do the bubbles indicate? A gas is produced
Extend:
J. Additional
activities for
Assignment: List 10 elements that are metals and give 1 example of each
application or
element.
remediation

V. REMARKS
VI. REFLECTION
A. No. of learners who earned 80% in the evaluation
B. No. of learners who require additional activities for
remediation
C. Did the remedial lessons work? No. of learners
who have caught up with the lesson
D. No. of learners who continue to require
remediation
E. Which of my teaching strategies worked well?
Why did these work?
F. What difficulties did I encounter which my principal
or supervisor can help me solve?
G. What innovation or localized materials did I
use/discover which I wish to share with other
teachers?
 Grade
School
Level
GRADE RONANEL. Learning
Teacher SCIENCE 7
to 12 LAGBUNAN Area
Teaching
DAILY LESSON LOG Dates and Quarter FIRST
Time

I. OBJECTIVES
D. Content The learners demonstrate an understanding of the common properties of
Standards acidic and basic mixtures.
The learners demonstrate an understanding of properly interpret product
E. Performance labels of acidic and basic mixture, and practice safe ways of handling acids
Standards and bases using protective clothing
and safety gear.
Investigate properties of acidic and basic mixtures using natural indicators.
F. Learning S7MT-Ii-6
Competencies 1. Define pH.
/ Objectives
2. Explain the importance of pH.
Write the LC
3. Predict the pH of the solution.
code for each

II. CONTENT Acids and Bases

III. LEARNING
RESOURCES
C. References
1. Teacher’s
Pages 60-62
Guide pages
2. Learner’s
Pages 53-56
Materials pages
3. Textbook
pages
4. Additional
Materials from
Learning
Resource (LR)
portal
D. Other Video: https://www.youtube.com/watch?v=ckbsHM2igT0
Learning https://www.youtube.com/watch?v=x-nI3Ws7nxQ
Resources PowerPoint Presentation: Acids and Bases
IV. PROCEDURES
Elicit
Students will have cabbage game consisting of 5 questions only.
The cabbage will be passed on to each student with a music at the same
time. At the time when the music stop playing, one question will be answered
by the student holding the cabbage.
K. Reviewing
These are the following questions:
previous
a. OH- is called the:
lesson or
presenting the b. Acidic foods can be identified by what taste?
new lesson c. A characteristic of a base is
d. A characteristic of an Acid is
e. An unknown substance is added to a solution and the pH
increases. The substance is:
L. Establishing a
purpose for
the lesson

Form the class into 5 group. Each group must have their activity sheet,
scissors and glue. Each group must cut the pictures and glue it on the box
base on their prior knowledge of acids and bases.
Each group must present their output for 2-3 minutes.

M. Presenting
examples/inst
(Present the content and the objectives)
ances of the
new lesson
Explore
Group the class into 5 groups. Each group will perform the activity in LM on
N. Discussing
page 54, Activity 2: Color Range, pH Scale!
new concepts
and practicing
Each group will be given 5 minutes to perform the activity and 3 minutes to
new skills #1
report their output. Output will be written on a Manila paper and will be
posted on the board.
O. Discussing
new concepts
and practicing
new skills #2
Explain (ICT INTEGRATION)
Power point presentation (discussion on the definition of pH, importance of
pH and the pH scale)

P. Developing
mastery (leads
to Formative
Assessment 3)

teacherspayteachers.com

Q. Finding
Elaborate
practical
For further information, the students will watch a short video about
applications of
“pH and its importance”.
concepts and
Website: https://www.youtube.com/watch?v=ckbsHM2igT0
skills in daily
https://www.youtube.com/watch?v=x-nI3Ws7nxQ
living
R. Making
generalization Give a brief discussion about the video and integrate values about the
s and importance of pH in our daily lives.
abstractions
 about the
lesson
Evaluate
Students are given 10-item quiz.
Multiple choice: Select the letter of your answer and write it in a ¼ sheet of
paper.
1. What number on the scale represents a neutral level?

A. 0

B. 7

C. 14

D. 10

2. And speaking about neutral, what color represents neutral on the pH

scale? A. Blue
B. Red
C. Green
D. Yellow

3. What is the range covered by the pH scale?

A. 0 - 14

B. -10 - 10

C. 0-100
S. Evaluating
D. 0-50
learning
4. Where would you expect to find an acidic result on the scale?

A. Towards the lower numbers

B. Roughly in the middle

C. Towards the higher numbers

5. Which of these numbers best represents an alkaline solution?

A. 1

B. 6

C. 9

D. 13

6. Which of these colors would suggest the most acidic solution?

A. Yellow

B. Red

C. Green

D. Blue
 7. Which of these colors would suggest the most alkaline
solution?

A. Yellow

B. Red

C. Green

D. Blue

8. The final question is a little tougher! Which century did the

scale develop and come into use?

A. 20th Century

B. 19th Century

C. 18th Century

D. 17th Century
9. PH is a measure of ____ ions.

A. Oxygen

B. Hydrogen

C. Hydroxide

D. None of the above

10. Acids and bases can combine to create water and salts.

A. True

B. False

T. Additional Extend:
activities for
application or Assignment:
remediation
V. REMARKS
VI. REFLECTION
H. No. of learners who earned 80% in the
evaluation
I. No. of learners who require additional
activities for remediation
J. Did the remedial lessons work? No. of
learners who have caught up with the lesson
K. No. of learners who continue to require
remediation
L. Which of my teaching strategies worked well?
Why did these work?
M. What difficulties did I encounter which my
principal or supervisor can help me solve?
N. What innovation or localized materials did I
use/discover which I wish to share with other
teachers?
Evaluate

Multiple choice: Select the letter of your answer and write it in a ¼ sheet of paper.
1. What number on the scale represents a neutral level?
A. 0
B. 7
C. 14
D. 10

2. And speaking about neutral, what color represents neutral on the pH scale? A. Blue
B. Red
C. Green
D. Yellow

3. What is the range covered by the pH scale?

A. 0 - 14
B. -10 - 10
C. 0-100
D. 0-50
4. Where would you expect to find an acidic result on the scale?
A. Towards the lower numbers
B. Roughly in the middle
C. Towards the higher numbers

5. Which of these numbers best represents an alkaline solution?

A. 1
B. 6
C. 9
D. 13

6. Which of these colors would suggest the most acidic solution?

A. Yellow
B. Red
C. Green
D. Blue

7. Which of these colors would suggest the most alkaline solution?

A. Yellow
B. Red
C. Green
D. Blue

8. The final question is a little tougher! Which century did the scale develop and come into use?
A. 20th Century
B. 19th Century
C. 18th Century
D. 17th Century
9. PH is a measure of ____ ions.
A. Oxygen
B. Hydrogen
C. Hydroxide
D. None of the above

10. Acids and bases can combine to create water and salts.
A. True
B. False