Republic of the Philippines Department of Education Region XI Division of Davao del Norte NEW CORELLA NATIONAL HIGH SCHOOL

LESSON PLAN IN CHEMISTRY Competency: Time Frame: I. C1. Gain understanding of solutions and the dissolving process. C2. Appreciate solutions at work in the natural environment. 1 session III- Laurel ( 11:00- 12:00 am) Learning Objectives At the end of the session, the students must be able to 1. Explain how solutions are formed. 2. Describe different types of solutions. 3. Appreciate the interactions of the components in the solutions. Subject Matter A. Topic: The Dissolving Process B. References 1. DepEd Teachers Lesson Plan, ( 46-48) 2. www.yahoo.com/dissolving process. html 3. Cristina D. Padolina et.al,2010 Conceptual and Functional Chemistry, Vibal Publishing House,211-2013 C. Materials Powdered juice concentrate, glass jars, pitchers, plastic soft drink bottles Learning Tasks A. Recall and Motivation 1. What solutions do you regularly make in the kitchen? Which is the solvent? Which is the solute? 2. How do you make juice drink , coffee? How do you dissolve the powder in water? Does it matter if you use hot or cold water? B. Lesson Proper 1. Activity: Preparing Juice from Powdered Concentrate ( SAS 4-03) a. Divide the class into groups. Each group will dissolve four tablespoons of powdered juice concentrate in water using different techniques and equipment. b. One group gets a pitcher and spoon, and adds the concentrate first. Another group gets a pitcher and spoon, and adds the water first. Another gets a clean plastic softdrink bottle, adds water first then concentrate, then shakes it without stirring. Another gets a clean plastic soft drink bottle, adds concentrate first then water, then shakes it without stirring. c. Try to add more powdered concentrate until nothing more dissolves. Record the data and observations. 2. Discussion/ Concept Formation a. What techniques did you use to dissolve the concentrate? Which technique dissolved the concentrate faster? b. . Would it dissolve even if you did not shake or stir? c. What do you think is happening when the solute and solvent are mixed? How do you know it is a solution? C. Generalization 1. The solute and solvent interact to form a homogeneous mixture. 2. Since it is a homogeneous mixture, it means that the particles of solute and solvent are intimately mixed, so that they cannot be identified from each other in the mixture( one phase, one consistency, one texture) 3. The solvent particles surround the solute particles in the dissolving process. 4. The solvent and solute particles interact with each other. They have similar polarity. From this comes the saying that likes dissolves like. Molecules with like polarity dissolve in each other.

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5. If the solvent and solute particles are not similar in polarity, there will be no interaction ( oil and water), and the solvent particles cannot surround the solute particles. In this case, they would form a heterogeneous mixture. D. Application/Valuing 1. What solutions do we find in our household? 2. What happens when we throw substances in rivers and streams, and they do not dissolve? 3. What happens when we throw substances in rivers and streams that can be dissolved but are toxic? E. Assessment/Evaluation: Give a short formative assessment: 1.Which of the following material(s) is/are solutions? a.ice b. leaded gasoline c. sterling silver d. mercury 2. What do you call to the force that hold the particles together in a solute and solvent? 3.Diamond and quartz are not soluble in either polar and nonpolar solvents,what do you think is the reason? 4. What solvent that can dissolve item no. 3? 5. Why oil is not soluble in water? F. Assignment: Research the three types of solutions and compare and contrast the three, using a venn diagram Prepared by: FERMIN F. CELADA JR. Teacher I Process Observers: ___________________ ____________________ ___________________