LESSON PLAN IN SCIENCE 7

MATATAG CURRICULUM
QUARTER 1
Grade Level 7 Quarter 1 Domain SCIENCE OF MATERIALS

I. CURRICULUM CONTENT, STANDARDS AND LEARNING COMPETENCIES

A. Content Solutions, solubility, and concentration

B. Content The properties of solutions such as solubility

Standards and reaction to litmus determine their use

C. Performance By the end of the Quarter, learners recognize

Standards that scientists use models to describe the
particle model of matter. They use diagrams
and illustrations to

explain the motion and arrangement of

particles during changes of state. They
demonstrate an understanding of the role of
solute and solvent in solutions

and the factors that affect solubility. They

demonstrate skills to plan and conduct a
scientific investigation making accurate
measurements and using

standard units.

D. Learning Demonstrate proper use and handling of

Competencies science equipment.
)

E. Learning F. Cognitive Domain Objective:

Objectives a. Students will describe the proper
and Duration procedures for using and
handling various science
equipment safely and
effectively.
G. Affective Domain Objective:
a. Students will appreciate the
importance of following safety
protocols and guidelines when
using science equipment.
H. Psychomotor Domain Objective:
a. Students will demonstrate the
proper use and handling of
science equipment during
experiments, including setup,
operation, and cleanup.
 Integration

II. LEARNING RESOURCES

A. References

1. Teacher’s
Guide Pages

2. Learner’s
Materials
Pages

3. Textbook
Pages

B. Other Materials Needed:

Learning
Resources  Various science equipment (e.g.,
beakers, graduated cylinders,
thermometers, balances)
 Safety goggles
 Printed worksheets for activities
 Safety guidelines posters

III. TEACHING AND LEARNING PROCEDURES Notes to Teacher

Activating Prior Engage (10 minutes):

Knowledge
 Activity: Start with a discussion about
the importance of safety and proper
handling of science equipment. Show
students examples of correct and
incorrect ways to handle equipment.
 Guide Questions:
o Why is it important to follow
safety guidelines when working
with science equipment?
o What are some potential risks of
not handling equipment
properly?
 Answer Key:
o Following safety guidelines
ensures personal safety and
prevents accidents.
o Improper handling can lead to
spills, breakage, or exposure to
hazardous materials.
 Objective Link: Engage students by
discussing the affective objective of
appreciating safety protocols.

Establishing Lesson Explore (15 minutes):

Purpose
 Activity: Demonstrate the proper
setup and use of one piece of
 equipment (e.g., a graduated cylinder).
Explain step-by-step how to handle it
safely, measure accurately, and clean
up afterward.
 Guide Questions:
o What are the steps you need to
follow to measure liquid
accurately using a graduated
cylinder?
o How do you ensure that the
graduated cylinder is clean and
ready for the next use?
 Answer Key:
o Steps include eye-level reading,
using a steady hand, and
recording measurements
accurately.
o Clean by rinsing with water and
drying with a clean cloth or
paper towel.
 Objective Link: Encourage students
to explore and understand the
cognitive objective of proper
equipment use.

Developing and Explain (15 minutes):

Deepening
Understanding  Activity: Present a PowerPoint or
visual presentation detailing the
specific safety guidelines and
procedures for handling various types
of science equipment. Discuss
common mistakes and their
consequences.
 Guide Questions:
o What are some examples of
equipment that require special
handling or safety precautions?
o Why is it important to maintain
cleanliness and organization in
the lab environment?
 Answer Key:
o Examples include glassware
(fragile, handle with care) and
electrical equipment (avoid
water exposure).
o Cleanliness prevents
contamination and ensures
accurate experimental results.
 Objective Link: Enhance cognitive
understanding of safety protocols
related to science equipment.

Elaborate (20 minutes):

 Activity: In pairs, students will rotate

through stations where they practice
using different types of equipment
(e.g., beakers, thermometers). They
will follow provided procedures, record
 observations, and discuss any safety
considerations.
 Guide Questions:
o How did you ensure safety while
using the equipment?
o What did you learn about the
importance of following
procedures?
 Answer Key:
o Students should describe their
adherence to safety guidelines,
such as wearing goggles and
handling equipment carefully.
o Following procedures ensures
reliable results and prevents
accidents.

Objective Link: Develop psychomotor skills

by practicing proper equipment use and
reinforcing safety guidelines.
Evaluate (15 minutes):

 Activity: Review students'

performance during the practical
activity. Discuss any observed
mistakes or areas for improvement in
handling equipment. Assess
understanding through a short quiz on
safety procedures and equipment
handling.
 Guide Questions:
o What did you do well during the
equipment handling activity?
o How can you improve your
approach to ensure even safer
practices in the future?
 Answer Key:
o Positive actions include wearing
goggles, following step-by-step
procedures, and cleaning up
properly.
o Improvement could involve
being more cautious with fragile
equipment or practicing more
precise measurement
techniques.
 Objective Link: Evaluate cognitive
understanding (Objective 1), reinforce
affective appreciation (Objective 2),
and assess psychomotor skills
(Objective 3).

Extend (15 minutes):

 Activity: Assign homework where

students research and create a safety
poster focusing on proper handling of a
specific piece of science equipment
(assigned by the teacher). They should
include step-by-step procedures and
safety tips.
  Guide Questions:
o Why is it important for scientists
to communicate safety
procedures clearly?
o How can visual aids like posters
help reinforce safety practices in
the lab?
 Objective Link: Extend learning by
encouraging critical thinking and
reflection on the practical applications
of safety protocols.

Making Conclusion (5 minutes):

Generalizations
Recap the concepts learned about the
proper use and handling of science
equipment and the importance of safety
in the laboratory.
Evaluating Assessment:
Learning
1. What is the first step in handling any
science equipment safely?
A) Read the equipment manual
B) Ask a friend for guidance
C) Assume it is safe to use
D) Begin experimenting
immediately

2. Why is it important to wear safety goggles

while conducting experiments?
A) They make you look professional
B) They protect your eyes from
chemicals and flying objects
C) They enhance your vision
D) They are comfortable to wear

Multi-structural
3. Which of the following is an example of
proper handling of glassware in the
laboratory?
A) Throwing glassware into the
trash bin
B) Washing glassware with hot
water
C) Placing hot glassware on a cold
surface
D) Checking glassware for cracks
and chips before use

4. What should you do if you spill a chemical

on your skin?
A) Ignore it and continue working
B) Wash it off immediately with
water
C) Use a paper towel to wipe it off
D) Cover it with a bandage

5. Which of the following should be worn

when handling chemicals that could emit
harmful vapors?
A) Safety gloves
B) Safety goggles
 C) Laboratory coat
D) Respirator mask

6. Question: What is the appropriate way to

handle a Bunsen burner after use?
A) Leave it on until it cools down by
itself
B) Immediately disconnect the gas
and turn off the burner
C) Move it to another location while
still hot
D) Cover it with a cloth to
extinguish the flame

7. Why is it important to clean up spills

promptly in a laboratory?
A) To avoid wasting chemicals
B) To prevent accidents and injuries
C) To make the laboratory look tidy
D) To save time

8. Which of the following is a safety

precaution when using sharp instruments in
the laboratory?
A) Use them quickly to get the
experiment done faster
B) Store them loosely on the
benchtop
C) Keep them pointed away from
yourself and others
D) Share them with your lab partner

9. What should you do if you notice a piece of

equipment is damaged or not functioning
properly?
A) Continue using it carefully
B) Report it to your teacher
immediately
C) Attempt to repair it yourself
D) Ignore it and use another piece
of equipment

10. How should you handle hot glassware in

the laboratory?
A) Hold it with your bare hands
B) Use tongs or heat-resistant
gloves
C) Pour cold water on it
D) Place it directly on the benchtop

11. What is the purpose of using a fume hood

in a laboratory?
A) To store chemicals safely
B) To provide a work surface
C) To ventilate harmful vapors
D) To provide extra lighting

12. Which of the following should be used to

measure precise volumes of liquids in the
laboratory?
A) Beakers
B) Flasks
C) Graduated cylinders
 D) Petri dishes

13. Why is it important to label all containers

in the laboratory?
A) To make them look organized
B) To identify their contents and
hazards
C) To keep track of inventory
D) To impress visitors

14. Which of the following is a correct

procedure for disposing of broken glassware
in the laboratory?
A) Throw it in the regular trash bin
B) Sweep it into the nearest sink
C) Place it in a designated sharps
container
D) Leave it on the benchtop for the
janitor to handle

Relational
15. How should you handle electrical cords in
a laboratory setting?
A) Leave them loose on the floor
B) Keep them away from water and
walkways
C) Tie them in knots to keep them
organized
D) Plug as many devices into one
outlet as possible

Homework (Optional):

 Ask students to reflect on what they

learned about safety procedures and
their significance in scientific
experiments and applications.

Teacher’s Remarks

Reflection Directions: Answer briefly the following

questions.

1.Which ideas and precepts guided my

lesson?

2.What motivated my approach to teaching

the lesson?
 3.In my lesson, what roles did my students
play?

4.What knowledge did my students gain?

How did they pick it up?

5.What actions may I have taken to improve?

6.What topics may I cover in the upcoming

lesson?

Prepared by: Observed by:

_____________________________________ ________________________________________
Teacher (School Head/Master Teacher)