PIVOT 4A Lesson Exemplar using IDEA Instructional Process

Learning Area Science 7

Learning Delivery Modular Distance Learning
Modality

School Kasiglahan Village Grade

Level Grade 7
National High School
Teacher Learning
Manuel R. Santos Jr. Science
Area
Teaching Quarter
November 26, 2021 First Quarter
Date
Teaching No. of 1 Week (see MELC for the number
8:30AM– 9:30AM
LESSON EXEMPLAR Time Days of week)

I. OBJECTIVES
A. Content The learner demonstrates understanding of the properties of
Standards substances that distinguish them from mixtures.
The learner demonstrates understanding of; investigate the properties
B. Performance
of mixtures of varying concentrations using available materials in the
Standards
community for specific purposes.
C. Learning Distinguish mixtures from substances based on a set of
Competencies properties
or objectives Code: S7MT-Ie-f-4
D. Most Essential
Learning
Competencies Distinguish mixtures from substances based on a set of
(If available, properties
write the Learners Module Pages 30-34
indicated
MELC)
E. Enabling
Competencies
(If available,
write the
attached
enabling
competencies)
II. CONTENT
Ways in Separating Mixtures
III. LEARNING
RESOURCES
A. References
a. Teacher’s
Teaching Guide in Science 7 pp. 30-34
Guide Pages
b. Learner’s
Learner’s Material in Science 7 pp. 30-34
Material Pages
c. Textbook
Science @ Work 7 pg.
Pages
d. Additional
Materials from https://lrmds.deped.gov.ph/detail/6433
Learning
Resources
B. List of
Learning
https://byjus.com/chemistry/methods-of-separation/
Resources for
https://lrmds.deped.gov.ph/detail/642
Development and
Engagement Activities
IV. PROCEDURES

WHAT I NEED TO KNOW

The lesson content and learning objectives will be presented to guide the
learners on the expectations. The lesson presents the target MELC/s and
desired learning outcomes through relevant samples. This will allow the
learners to be oriented as to knowledge/ content, skills and
attitude/values (KSAVs) required.

✓ *The learners will read the objective as expected to them as

indicated in the module. * The learners will read and answer the
following activities presented in their module.
INTRODUCTION
✓ * The learners will answer some questions as a recall from their
previous lesson about Mixtures.
WHAT IS NEW?

This part provides preliminary activity that introduces initial concepts on

the learning targets. The activity will allow learners to maximize their initial
knowledge as regards knowledge/content, skills and attitude/values
required for the lesson. The activity may be conducted or done with the
help of learner’s parents, guardians and/or housemates.

SCENARIO:
Your mother told you to cook rice for your lunch. When you are about
to wash it, you noticed that there are foreign materials mixed with rice.
What would you do before you cook it?
1. What did you do to the mixtures?
2. How did you separate the mixture?
 WHAT I ALREADY KNOW?

This part includes self-check activity on learner’s background knowledge

about the target concept. If the learner gets correct answers in all items,
he/she may skip the lesson.
This portion provides initial assessment on learners’ KSAVs. From the
results, the activities will revolve on developing their KSAVs on the target
content and MELCs and/or enabling competencies.

Pretest
How would you separate each of the following mixtures?
1. salt and powdered charcoal
2. air pollutants mixed in water
3. plant extract
4. muddy water
5. bagoong isda
6. freshly squeezed coconut milk
7. sugar solution
8. kalamansi juice and its seeds
WHAT IS IN?
DEVELOPMENT
In this portion, activity focusing on learners’ background KSAVs and the
discussion of content shall be bridged. The activity will help the learners
in providing initial background on the KSAVs to be developed with the
help of the content to be discussed in What is it?

Methods Of Separating Mixtures

▪ Handpicking defines as the separation method in which components of a

mixture can be separated by just picking them out by hands is called
handpicking.
▪ Evaporation. is a technique used to separate out homogenous mixtures
where there is one or more dissolved solids. This method drives off the liquid
components from the solid components. The process typically involves heating
the mixture until no more liquid remains, Prior to using this method, the mixture
should only contain one liquid component, unless it is not important to isolate
the liquid components. This is because all liquid components will evaporate
over time. This method is suitable to separate a soluble solid from a liquid.
▪ Magnetization is one aspect of the combined electromagnetic force. It refers
to physical phenomena arising from the force caused by magnets, objects that
produce fields that attract or repel other objects. ... Permanent magnets, made
from materials such as iron, experience the strongest effects, known as
ferromagnetism.
▪ Filtration is a separation method used to separate out pure substances in
mixtures comprised of particles some of which are large enough in size to be
captured with a porous material. Particle size can vary considerably, given the
type of mixture. For instance, stream water is a mixture that contains naturally
occurring biological organisms like bacteria, viruses, and protozoans. Some
water filters can filter out bacteria, the length of which is on the order of 1
 micron. Other mixtures, like soil, have relatively large particle sizes, which can
be filtered through something like a coffee filter.
▪ Decantation is a process for the separation of mixtures of immiscible liquids or
of a liquid and a solid mixture such as a suspension. ... An incomplete
separation is witnessed during the separation of two immiscible liquids.

WHAT IS MORE?

In deepening learners’ KSAVs’ the activities in this portion will help them
in applying what they have learned in the Development Phase.

The teacher allows the learners to be engaged in various tasks and

opportunities in building their KSA’s to meaningfully connect their learning
after doing the tasks in the D Phase.

The teacher will ask the students about the lesson of the day.

WAYS IN SEPARATING MIXTURE

ACTIVITY 1:
HAND SEPARATION
MIXTURE OF DIFFEENT COLOR OF CHOCOLATES
Instruction: The students are going to separate chocolate according
to its color by using their hands.
Guide Questions:
How did you separate it?
Did anyone separate it a different way?

ENGAGEMENT ACTIVITY 2
FILTRATION
Sand and water mixture, katsa, empty containers,
Instruction: The students are asked to separate the mixture of sand
and water using cheese cloth or katsa. Put it on the rim of the empty
container. Gently pour the mixture of sand and water into the empty
container.
Guide Questions:
How did you separate the mixture of sand and water?
Do you have any other ways on separating it aside from using
cheese cloth?

ACTIVITY 3
MAGNETIZATION
Your mother is going to bake a cake. While she is preparing all the
ingredients, she noticed that there’s something (staple wire) mixed
with the flour.
Instruction: You are expected to show how you will get staple wire in
a bowl filled with flour using magnet.
Guide Questions:
1. Where you able to separate the mixture of flour and staple wire?
2. How did you separate the mixture of flour and staple wire?
 ACTIVITY 4
Decantation
Mixture of oil and water
Instruction: The students are going to separate the mixture of oil and
water by pouring gently to the empty container.

Guide Questions:
1. Where you able to separate the mixture of oil and water?
2. How did you separate the mixture of oil and water?

ACTIVITY 5

Saltwater solution
Instruction: The students are going to separate the saltwater solution
by evaporation.

Guide Questions:
1. Where you able to separate the saltwater solution?
How did you separate the saltwater solution?
WHAT I HAVE LEARNED?

This part should bring the learners to a process where they shall
demonstrate ideas, interpretation, mindset or values and create pieces of
information that will form part of their knowledge in reflecting, relating or
using it effectively in any situation or context. It also encourages learners
in creating conceptual structures giving them the avenue to integrate new
and old learnings leading to their personal perception on what they have
learned.
Presentation of what they have learned may be presented in various
forms such as the use of prompts, graphic organizers and the like. This
portion promotes the use of reflective learning.

Activity: THINK ABOUT IT!

ASSIMILATION Directions: Read, analyze and answer the following
questions briefly: Write your answer in a one (1) whole
sheet of paper.
1. What are the different ways of separating mixtures?

.
2. Why do you use different method in separating mixtures in
different situations?

______________________________________________________
_____________________________________________________.
 WHAT I CAN ACHIEVE?

Though assessment may be embedded already in any phase of the

lesson, this portion further assimilates learners’ learned concepts from I
phase to D phase to E phase.

This part aims to assess learner’s mastery in achieving the target

MELC/s.

QUIZ: Identify which method is best to use in order to separate the

following mixtures:

1. M&M’s chocolate
2. Oil and water
3. Saltwater
4. Sand and gravel
5. Iron fillings and talc powder

CHOICES:
Decantation Filtration Magnetism
Evaporation Hand separation
V. REFLECTION

The learners in their journal, will write their personal insights about
the lesson using the prompts below:

I understand that_______________________________________.
I realize that __________________________________________.

Prepared by:

MANUEL R. SANTOS JR.

Science 7 Teacher

Observed by:

EMILY M. APALLA VIOLETA N. QUIDES

Dept. Chairman Head Teacher II

Noted by:

DR. MARIA CRISTINA S. MARASIGAN

Principal IV