Republic of the Philippines

DEPARTMENT OF EDUCATION

Instructional Planning (iPlan)

(With inclusion of the provisions of D.O. No. 8, s. 2015 and D.O. No. 42, s. 2016)

DETAILED LESSON PLAN (DLP)

DLP No.: Learning Area: Grade Level: Quarter: Duration:
Q1W3D2 Matter 7 1st 60 minutes
Investigate properties of saturated and unsaturated Code
1. LEARNING
solutions (S7MT-Ic-2)
COMPETENCY
Key Concepts/
What are the Properties of Solutions?
Understanding to be
Developed
Knowledge Describe solutions and its components
Illustrate the difference between solute and solvent through
Skills
Specific Learning an investigative activity
Objectives Demonstrate understanding on solution to the common
Attitudes
products at home
Values Appreciate the importance of solutions at home.
2. CONTENT
3. LEARNING References Learners Manual Science 7 pp 6-8 ; TG Science 7
RESOURCES Materials Completed investigative activity sheets
4. PROCEDURES
4.1 Introductory A review will be made on the activity that the class did last meeting.
Activity
Each group will have a representative who will share to the class the
4.2 Activity results of the investigative activity which they did last meeting. Please
refer on the rubrics in the next page.
Which of the mixtures made are solutions? Which are not? How many
4.3 Analysis
phase/s is/are there in a solution?
The teacher will ask the students to summarize the things they learned
4.4 Abstraction from the discussion.

Solutions are available in our houses. What are examples of solutions

4.5 Application
found at home?
Answer these questions.
4.6 Assessment 1. What are the components of a solution? Describe each.
2. Cite three properties of solutions.
What is a saturated solution? Unsaturated solution?
Bring these materials next meeting by group: white sugar, water,
4.7 Assignment
measuring cup (1cup capacity), measuring spoon (½ tsp capacity), clear,
transparent bottle, stirrers or plastic spoons, and thermometer.
4.8 Concluding
Activity
Indicate below special cases including but not limited to continuation of lesson plan to
the following day in case of re-teaching or lack of time, transfer of lesson to the
following day, in cases of classes suspension, etc.
5. REMARKS

Reflect on your teaching and assess yourself as a teacher. Think about your student’s
progress this week. What works? What else needs to be done to help the students learn?
6. REFLECTIONS Identify what help your instructional supervisors can provide for you so when you meet
them, you can ask them relevant questions. Indicate below whichever is/are
appropriate.
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. learners who
continue to require
remediation.
E. Which of my learning
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?

Prepared by:
Name of School:
Teacher:
Position: Division:
Contact Email
Number: Address:

Oral Presentation Rubric

 TRAIT 4 3 2 1
Nonverbal Skills
Eye Contact Holds attention of Consistent use of Displayed No eye contact
entire audience direct eye contact minimal eye with audience, as
with the use of with audience, but contact with entire report is
direct eye contact, still returns to audience, while read from notes.
seldom looking at notes. reading mostly
notes. from the notes.
Body Language Movements seem Made movements Very little No movement or
fluid and help the or gestures that movement or descriptive
audience enhances descriptive gestures.
visualize. articulation. gestures.
Poise Student displays Makes minor Displays mild Tension and
relaxed, self- mistakes, but tension; has nervousness is
confident nature quickly recovers trouble obvious; has
about self, with from them; recovering from trouble recovering
no mistakes. displays little or mistakes. from mistakes.
no tension.
Comments:

Verbal Skills
Enthusiasm Demonstrates a Occasionally Shows some Shows absolutely
strong, positive shows positive negativity toward no interest in the
feeling about the feelings about the the topic topic presented.
topic during the topic. presented.
entire
presentation.
Elocution Student uses a Student’s voice is Student’s voice is Student mumbles,
clear voice and clear. Student low. Student incorrectly
correct, precise pronounces most incorrectly pronounces
pronunciation of words correctly. pronounces terms. terms, and speaks
terms so that all Most audience Audience have too quietly for a
audience members can hear the difficulty hearing majority of
can hear the presentation. the presentation. students to hear.
presentation.
Comments:

Content
Subject Student Student is at ease Student is Student does not
Knowledge demonstrates full with expected uncomfortable have grasp of
knowledge by answers to all with information information;
answering all questions, without and is able to student cannot
class questions elaboration. answer only answer questions
with explanations rudimentary about the subject.
and elaboration. questions.
Organization Student presents Student presents Audience has Audience cannot
information in information in difficulty understand the
logical, logical sequence following the presentation
interesting which the presentation because there is
sequence which audience can because the no sequence of
audience can follow. student jumps information.
follow, around.
Mechanics Presentation has Presentation has Presentation has Student’s
no misspellings or no more than two three misspellings presentation has
grammatical misspellings and and or four or more
errors. or grammatical grammatical spelling and or
errors. errors. grammatical
errors.
Comments: