Lesson Plan

GRADE 7 CHEMISTRY
FACTORS AFFECTING THE RATE OF SOLUBILITY

Objectives:
Described the soutions as having quantitative and qualitative concentrations.
Distinguished dilute from concentrated solutions
Computed the concentration of solutons through percent by volume and percent by mass.

Lesson Development:
Teacher’s Activity Student’s Activity Teacher’s Remarks/Notes
Engagement “We’re already done our lesson about concentration
10 mins of solution.”

“Can somebody recall what concentration of solution ““Concentration of solution The teacher will call for a volunteer.
is?” describes the relative amounts
of solute and solvent in a
given volume of solution.”

“A dilute solution and

“Very good.” concentrated solution” The teacher will pick another volunteer.
“We have two types of solution based on their
concentration, what are those?” “A dilute solution contains
lesser amount of solute than
“How can you tell that a solution is a dilute or the solvent while in
concentrated solution?” concentrated solution, there is The teacher will start the motivation and
a greater amount of solute will introduce the next lesson.
than the solvent.”
The materials needed for motivation is a
glass of water and a piece of chalk and
stirrer.

“Very good.”
“I have here a challenge for you.”
“For whoever can make this chalk disappear using
the following materials in just 5 seconds will receive
a price. And if he can’t do the challenge, I’ll deduct
10 points on his activity score later.”
“So, who’s willing to accept the challenge?”
“That challenge have something to do with our next
lesson. It’s about the factors affecting the rate of
solubility of solids in liquids.”
Some students will volunteer.
The volunteer may do
whatever he wants to do.
But ofcourse, the teacher will not deduct
10 pts if the student can’t do the
challenge.
The teacher will pick only one
volunteer.
After doing the challenge, failed or
succeed, the teacher will proceed to the
discussion.

Exploration “To make the chalk disappear, the first step is to The teacher will demonstrate.
10 mins crash the chalk into smaller pieces until it turns into
powder. Then, put it in the water and stir it.” The teacher will use an inquiry based
approach in teaching.
“What I’ve done is I dissolve the chalk in the water
to make a solution.” After demonstrating, the teacher will
ask questions.
“Now, look at the solution, can you see any chalk in “None Ma’am”
there?
“We can’t see the chalk but we know that it is still “Yes Ma’am”
there right?”

“What did I do to make the chalk disappear?” “You dissolve the chalk in the
water”
“Before I dissolved it, what did I do?” “You crashed the chalk
Ma’am”

“Why did you think that I crashed the chalk?” “So that you can dissolve the
chalk faster.”
 “Very good.”
“What if I didn’t crash the chalk?, will we be able to “No Ma’am”
make it disappear in just 5 seconds?

“Why not?” “Because if the chalk is big, it

will be hard to dissolve.”
“Very good.”
“Smaller pieces of solute dissolves faster than the
larger ones that’s why I crushed the chalk into
smaller pieces.”

“After I crushed the chalk, what did I do next?” “You put it in the water and
stir it.”

“Why did I stir it?” “To dissolve it faster.”

“How can stirring increase the rate of solubility?”

“And what if I’ll dissolve the chalk in a hot water,
will it disappear a little bit faster or not?”

“We will know more about it after watching this The class will watch a video about
video. Take down notes for I will give a quiz after factors affecting the rate of solubility.
watching the video.”

Explanation “Base on the video you watched, what are the factors “Stirring, particle size,
30 mins affecting the rate of solubility?” temperature and the nature of
solute.”
In a solution, the
particles of the solute (chalk) and the solvent (water)
are constantly
moving. Water particles collide everywhere along the
surface of the particles
of chalk.
When the water particles come close to the chalk
particles, the collision happens more often at the
corners and edges of the solid chalk. At the corners
and edges of the solid, the particles are more easily
removed than those
which are within the solid.
So water particles
could more easily surround the smaller particles of
crushed chalk than the
surface of the big piece of chalk. Therefore, the
crushed chalk dissolves faster.
Thus, the smaller the particles of chak, the easier
they mix with the water.

Stirring the solution will let the solvent particles

come
in contact faster with the corners and edges of solute
particles. Therefore,
the solute dissolves faster.

Most solids, dissolve faster in hot water than in

cold water. At higher temperature, the water particles
move faster and
come in contact more frequently with the solute
particles.

Nature of solute

Elaboration
5 mins
Evaluation
5 mins