Lesson Plan

GRADE 7 CHEMISTRY
SOLUBILIY

Objectives:
Describe the appearance of an unsaturated solution, saturated solution and supersaturated solution
Determined how much solid solute completely dissolves in a given volume of water.
Differentiated between a saturated solution, unsaturated solution and supersaturated solution.

Lesson Development
Teacher’s Activity Student’s Activity Teacher’s Remarks/Notes

Engagement Lets’s review first.

“What is a solute?” “solute is . . .” The students might answer in
“a solvent?” “solvent is. . .” chorus.
“so if I dissolve the solute on the solvent, “a solution
I will have a?” ma’am”
“what are the properties of a solution?” “ . . .”

Who among of you have tried to make “Me Ma’am”

coffee for your lolas and lolos?

Do you know how much sugar can you “Yes Ma’am” Let the students answer and
put in your lola’s coffee? “1 spoon” guess.
“2 spoons”

“Is it okay to put as much sugar as you “No”

want?”
“Correct! It is because there is a limit to
the amount of sugar you can dissolve in a
given amount of water.”

“Today, we will learn about Solubility The teacher will introduce the
and the evidence that a solution is lesson and the lesson objectives.
saturated or not”

Objectives:
Describe the appearance of an
unsaturated solution, saturated solution
and supersaturated solution
Determined how much solid solute
completely dissolves in a given volume
of water.
Differentiated between a saturated
solution, unsaturated solution and
supersaturated solution.
Exploration
“I have here with me a cup of water and
sugar.”

“I’ll demonstrate the activity for you. Due to limited resources, the
You will going to observe the appearance teacher will be the one to
of the solution and answer my questions demonstrate the activity and just
afterwards.” let the students observe.

“I will put tsp of 1 2 sugar in 20 mL of After stirring, she will walk

water and stir.” around the room to show the
solution to the students. Then
“Which of these is our solute?” “the sugar” will ask a question.
“the solvent?” “water”

“What is the appearance of the solution?” “The solution is A volunteer student will record
clear and the the number of tsp of sugar has
sugar has been added to the solution on
dissolved in the the board and will take note of
water. its appearance for every
“I will add 1 2 another tsp of addition of sugar.
sugar. Did it still appeared the same?”
“Yes Ma’am”
“Now I will add 1 2 another tsp of The teacher 1 2 will continue
sugar. adding tsp of sugar to the
solution until the added sugar
“Did the sugar dissolved this time? can no longer be dissolved.
“Not anymore Then will ask another question.
Ma’am”
Take note that there is already
“How many tsp of sugar did we add until excess sugar submerged in the
the sugar no longer dissolved?” “5 tsp of sugar” solution which did not
dissolved.
“So how many tsp of sugar dissolved
completely in 20 mL of water? “4 tsp of sugar”

“That is now the maximum amount of

sugar that will completely dissolve in 20
mL of water”

“I will add more sugar to the solution and The teacher will add more sugar
see what will happen to our solution.” until the solution crystallized.

“What happened to the solution now?” Let one student share his/her
“The solution observation to the class.
appeared
different. It
become solid
because there is
more sugar than
water.”
 “Can anybody summarize our
observations?” ““

Explanation What we have done in the activity is we The teacher will post the manila
identified the solubility of the solute. paper where the definition of
terms are written.
In your own words, what does solubility Solubility is
means? the. . . .
...
And when we say solubility of the solute,
it is the maximum amount of solute that
can dissolve in a given amount of solvent
at a certain temperature.

There are 3 types of solution based on the

solubility of the solute, or in simple
terms, based on whether there is excess
solute or none.

1. Unsaturated solution
2. Saturated solution “ ” The teacher will let the students
3. Supersaturated solution read the definition of
Unsaturated, saturated and
supersaturated solution

The teacher will go back to the

records written on the board and
will write a bracket dividing the
data into 3 parts: 1-3 tsp of
sugar, 4 tsp of sugar, 5 and
above tsp of sugar.
““
The teacher will discuss
Elaboration Can this sugar in the supersaturated The students’ answer may vary
solution be dissolved?

“Yes it can.”
“How are we going to dissolve it?” “By melting the
sugar Ma’am”
“Correct”
“Earlier, I emphasized at a given “Because, the
temperature when we defined solubility sugar will
of solute.” dissolve faster
when we will
dissolve it in a hot
water.

“Very good!”
 “It is because, the solubility of the solute
depends also on the temperature and it is
more measurable if dissolve a solute in
100 g of solvent in a given temperature.”
Evaluation 1.