Schools Division Office – Caloocan City

MACARIO B. ASISTIO SR. HIGH SCHOOL (MAIN)

Pampano St. Kaunlaran Village, Caloocan City telefax No. 288-5093 Email Address: [email protected]
____________________________________________________________________________________________________________________

Subject Area: SCIENCE 7 DATE: SEPTEMBER 14 , 2022 (Tuesday) – Grade 7 – Japan (10)
Grade – Maldives (15)
Grade 7 – Indonesia (8)
Grade 7 – Armenia (1)
Grade 7 – Georgia (6)

Content Standard: Performance Standard:

The learners demonstrate an understanding of:  The learners should be able to:
Classifying substances as elements or compounds. Make a chart, poster, or multimedia presentation of
common elements showing their names, symbols, and uses.
I.Objectives: The learners should be able to…
MELC: Recognize that substances are classified into elements and compounds.
(S7MT-Ig-h-5)
 Classify compounds into acid, base & salt based on their properties.
Specific Objectives:
 Differentiate elements from compounds;
 Identify substances as elements and compounds based on their composition from the given
chemical name and formulas;
 Recognize substances / materials that we use in our everyday life activities.
II. Subject Matter Reference:
Grade-7-Q1-MELCs-unpacked-inventory p.1
Elements and compounds K to 12 Science Curriculum Guide August 2016 p.106
SCIENCE-MELCs-Grade-7 p. 384
MELCs Definitive Budget of Work (DBOW)
Padolina, Ma. Cristina D. et al. Conceptual and Functional
Chemistry (Quezon City, VIBAL Publishing House, Inc.), pp.
32-37
Materials: Illustration, Pictures, Charts
Link:

III. Procedure:
Preliminary Activities:
 Greetings
 Classroom conditioning
 Checking of attendance

A. Motivation/Drill/Review:
Direction: Show 10 examples of matter (pictures). Ask the learners to classify them as mixture or
substance.
Ask the students the reason for their classification to check their understanding of mixture
and
substance.
MIXTURES (RED FLAG) SUBSTANCES (BLUE
FLAG)
 T.N.: The Students will classify each picture as mixture or substance by raising the flag for every
picture presented. Red flag must be raised for mixture while blue flag for substance. The teacher must
inform the students to raise the flag immediately after the teacher said the word “GO”. (Flags must be
prepared a day before the lesson).
B. Vocabulary Development/Unlocking of Difficulties
Word Banking:
1. Post or write the word SUBSTANCES on the board. Inform the learners that Substances are found
everywhere.
Then ask, Can you give examples of Substances around you? Write them on the board.
2. Since substance occurs everywhere it is necessary to group them together for us to easily understand
them.
C. Lesson Proper/Presentation of the Lesson
1. To begin with the lesson, do the actvitiy entitled, “This is where I belong” (Classifying)
2. Post 20 word cards on the board. Ask the learnerss to group them into two. They should be able to give
the basis of their classification.

3. The learners will be given 2-3 minutes to group the words. After the allotted time, call someone to
answer it on the board and let the other learners compare their work.
4. Ask the learner the basis used in grouping the words together. This will be used as a spring
board for elements and compounds.
5. Let the students identify which group is an element and which one is the compound.
6. The learners can also differentiate element from a compound based on the result of the activity.
Elements are substances composed of only one kind of atom while Compounds are
substances composed of two or more elements, so they contain two or more kinds of atoms.

T.N. Added information

o Element can be represented by a chemical symbol while a compound is represented by chemical
formula.

o Each element contains a unique kind of atom. Elements might consist of individual atoms, as in (a), or molecules, as in
(b). Compounds contain two or more different atoms chemically joined together, as in (c).
http://wps.prenhall.com/wps/media/objects/165/169061/blb9ch0102.html
 7. Divide the class into several groups and let them perform activity, “ Elements vs. Compounds.”
See the attached activity.
8. After the learners conducted the activity, the teacher facilitates the discussion using guided
questions provided on the activity.

D. Discussion (Indicate questions that will elicit answers from the students. Use HOTS as basis for formulating
questions)
Guide Questions:
1. How can you tell if a substance is an element or compound when written in letters?
2. Is this correct, Element + Element = Compound?
3. Does the combination of an element plus an element always result to a compound? Why?
4. How then do we describe a compound?
5. A chemical combination results to a formation of a new substance. What does this mean?

E. Generalization

Note that a compound:

 consists of atoms of two or more different elements bound together,
 can be broken down into a simpler type of matter (elements) by chemical means (but not by physical means),
 has properties that are different from its component elements, and
 always contains the same ratio of its component atoms.
Note that an element:
 consists of only one kind of atom,
 cannot be broken down into a simpler type of matter by either physical or chemical means,
 can exist as either atoms (e.g. argon) or molecules (e.g., nitrogen), and
 can be distinguished by their atomic number.
F. Application
Give examples of elements and compounds, where they can found them and their uses.

G. Evaluation
Direction: Identify whether the following describe an element or compound. Check the appropriate column.
ELEMENT COMPOUND
1. consists of two or more kinds of atoms
2. cannot be decomposed into simpler substance
3. examples are gold, boron and carbon
4. has properties that are different from their components.
5. can be represented by chemical formula

IV. REFLECTION
7– 7 – INDIA 7– 7 – JAPAN 7–
GEORGIA (7) INDONESIA (10) MALDIVES
 (6) (8) (15)
A. No. of learners who earned 80% on
the formative assessment
B. No of learners who require additional
activities for remediation
C. Did the remedial lessons work? No. of
learners who caught up with the lesson
D. No. of learners who continue to
require remediation.
E. Which of my teaching strategies
worked well? Why did this 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?

V. Assignment
A. What is the result of combining these substances?
Answer

Prepard by:
ROWENA S. NADAO
Checked by:
JONALITA C. CRISTOBAL
Head, Science Department
 Activity
Element vs. Compound

Part I. – This is Where I belong?

Directions: Identify the following as element or compound.

Substance Chemical Name Common Name Element or Compound?

Sucrose C12H22O11 Table Sugar
Gold Au Gold
Monosodium Glutamate C5H8NO4 Na Vetsin/Ajinomoto in Japan
Iron Fe Iron
Oxygen O Oxygen
Sodium Bicarbonate NaHCO3 Baking soda
2-Propanone or dimethyl ketone CH3COCOH3 Acetone
Hydrogen H Hydrogen
Sodium Bicarbonate NaHCO3 Baking Powder

Part II- What’s the Difference?

Direction: Construct a Venn Diagram. Identify the similarities and differences between elements and compounds
based on their properties.
1. Draw a Venn diagram in your answer sheet.
2. Choose phrases in the box that describe the element and write on the left circle of the Venn diagram,
3. Choose phrases in the box that describe the compound and write on the right circle of the Venn diagram.
4. Choose phrases that the element and compound have in common and wite in the intersection of the circle
(overlapping area

Critical thinking questions:

How are elements different from compound?
________________________________________________________________________________________________
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Note that a compound:

• consists of atoms of two or more different elements bound together,

• can be broken down into a simpler type of matter (elements) by chemical means (but not by physical means),
• has properties that are different from its component elements, and
• always contains the same ratio of its component atoms.

Note that an element:

• consists of only one kind of atom,
• cannot be broken down into a simpler type of matter by either physical or chemical means,
• can exist as either atoms (e.g. argon) or molecules (e.g., nitrogen), and
• can be distinguished by their atomic number.