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A Detailed Lesson Plan in English (Grade 7—Junior High School)
Prepared By: Alladin Daliva
I. Objectives
At the end of the lesson, the students will be able to:
1. Identify the three parts of an essay.
2. Appreciate writing.
3. Write their own essay.
II. Subject Matter
Writing an Essay
Reference/s: Journey to English Reading Textbook pages 382-386
Materials: Visual Aids, Charts, Flash Cards, Pictures, Name Tags
Values: Develop a genuine love for writing, love for reading.
III. Learning Activities
A. Preparatory Activities
Teacher’s Activity
“Good Morning Class...”
“Let us pray first...”
(Checking of Attendance)
“Secretary, kindly give me
the attendance notebook.”
(Sign the attendance and mark those
who are absent and late.)
“Please pick up the pieces of paper
under your chair”
“So how was your vacation?”
“That’s good! Have you enjoyed your
vacation bonding with your family?”
“That’s good to know. What
activities have you done during the
vacation?”
Student’s Activity
“Good Morning Sir!”
(One Student will lead the Prayer)
(Class secretary will give the
summary of attendance for today.)
(Students pick up the pieces of paper)
“It was great sir!”
“Of course sir! It was a lot of fun!”
“We went to the beach.”
“We stayed at our house.”
“I attend dance workshop.”
“I read wattpad.”
Warm Up
A video clip of a famous wattpad story – Diary ng Panget
(Student watch)
“Okay now class, What can you say about the
movie?”
“Yes, you are all right. Do you know that the
movie is just actually a simple story before? It
is a product of one’s hand, of one’s writing.
Another example is Harry Potter by J.K.
Rowling, Twilight series by Stephenie Meyer,
Hunger games by Suzanne Collins and a lot
more. Does some of you want to be writer
someday?
“You know, you can be all good writers
someday. But it is not a snap of a finger that
you’ll be an excellent writer. You might need
several experiences or exert so much effort
and hard work, and sometimes, those writers
well-known today are just the one who just
want to express their feelings and emotions
brought by both colourful and painful
experiences. Just try to write with emotion,
with feelings, or something that comes from
the heart.”
“It is very nice.”
“It is very beautiful and uplifting.”
“The author is really good, she did well!”
“Yes sir, because I want to be famous.”
“Yes, because those writers are my idols.”
“Ang dami naming alam ng teacher na ‘to,
kaloka!”
“Did you had fun?”
“Okay that’s good, I’m glad that
you had fun doing those activities.
Who among you read wattpad or even
try to write one?”
“That’s good, I know they are very
entertaining, now, let us look at this
video.”
“Yes! We had so much fun.”
(Student will raise their hand.)
Pronunciation Drill
...read the following words:
Words with augh= /Ô/
Caught Naught Taught Naughty Daughter
B. Lesson Proper
Presentation
Show pictures of a Mother (a) and a Cake (b)
Motivation
“What do you see in pictures A and B?”
“When was the last time you gave a gift to
your mother?”
“Why do you think there is a cake? What do
you think is the celebration?”
“Aside from giving material gifts, how else
do you show your love for your mother?”
Discussion
Let us read a poem and let us find out how
the children showed their love for their
mother.
Who Loves Mother Best?
“Oh happy birthday, Mama dear.”
Sang Ben, Liz and Bess with cheer
“We love you much, we love you true.”
They kissed their mother, hugged her too.
Then quickly Ben skipped out to play
And went with playmates all the day.
Then rushed home in time to see
His sister Liz aglow with glee.
“Sir, Picture A is a picture of a Mother and
Picture B is a picture of a Cake.”
“On her last birthday.”
“It is mother’s birthday.”
“By kissing and hugging her.”
For Liz held up an ice cream cone,
Enjoying it, she sat alone.
Ben grabbed the cone, and slipped away,
So Liz cried out, “For that you’ll pay!”
Like cats and dogs the two did struggle
Each making sure to win the battle.
They tried to push and then to pull,
While Mama almost lost her cool.
But little Bess with Mom she stayed,
She set the table, drinks she laid.
And helped to serve Mom’s friends and
guests
Now tell me, who loves Mother best?
After reading the poem, let us now answer
these questions:
“Why did Bess, Ben, and Liz kiss and hug their
Mother?”
“Why was Liz aglow with glee?”
“What made Liz cry out, “For that you’ll pay?”
“Why did Mother almost lost her cool?”
“Who among the three children loved their
Mother best? How did he/she show it?
“What is the best way to show your love for
your parents?” Explain.
Analysis
(Show picture of a girl eating an ice cream)
“What do you see on the picture?”
“Because it is their Mother’s Birthday.”
“Liz was aglow a glee because she was
eating a cone of ice cream.”
“Liz cried out because Ben grabbed the cone
then slipped away.”
“Because Ben and Liz struggled.”
“Bess, because she helped mother to serve
the guests.”
“The best way to show my love for my
parents is by...”
“A girl is eating a cone of ice cream.”
“What happened to Liz when she was eating
a cone of ice cream?”
Liz was aglow with glee, answers what
happens to Liz when she eats a cone of ice
cream. This is called the effect.
Look again at the picture,
“What do you notice on Liz’s face?”
“Why was Liz aglow with glee?”
Because she was eating a cone of ice cream,
answers why Liz was aglow with glee. This is
called the cause.
And that’s what we call the Cause-and-effect
relationship.
Generalization
“A cause and effect relationship describes
something that happens and why it happens.”
“What happens is called the effect; and why it
happens is called the cause.”
“The cause is usually introduced by the
connective because.”
Application
(Pantomine)
Each group will act out the following
situations from the poem.
Group1:
But little Bess with Mom she stayed,
She set the table, drinks she laid.
And helped to serve Mother’s friends and
guests.
Now tell me, who loves Mother best?
“Liz was happy (aglow with glee)”
“Liz was happy (aglow with glee)”
“Because she was eating a cone of ice cream.”
Group2:
For Liz held up an ice cream cone,
Enjoying it, she sat alone.
Ben grabbed the cone and slipped away,
So Liz cried out, “For that you’ll pay!”
Group3:
“Oh happy birthday, Mama dear.”
Sang Ben and Liz and Bess with cheer
“We love you much, we love you true.”
They kissed their mother, hugged her too.
Group4:
Like cats and dogs the two did struggle
Each making sure to win the battle.
They tried to push and then to pull,
While Mama almost her cool.
IV. Evaluation
Read the following sentences. Write C before the sentence for the cause and write E
for the part that is the effect.
1. _____ because it is her birthday.
2. _____ Ben, Liz and Bess kissed and hugged their mother.
3. _____ Liz cried out.
4. _____ Because Ben grabbed the cone of ice cream and slipped away.
5. _____ Mama almost lost her cool.
V. Assignment
Identifying CAUSE-AND-EFFECT RELATIONSHIP.
Read the short fable. Underline the CAUSE and Encircle the EFFECT.
A fox said to a crow with a piece of cheese between its beak, “If you can sing as
prettily as you sit, then you are the prettiest singer.”
The fox thought that once the crow starts to sing, the cheese would drop from
her beak. But the crow carefully removed the cheese from the claws on one foot and
said, “they say you are sly, but you cannot fool me”. Not giving up, the fox continued
to praise the crow. “I wish I could hear you tell about your talents but I have to go
look for food because I’m hungry”.
A Detailed Lesson Plan in Mathematics (First Year—Secondary)
Prepared By: Junnie Salud
I. Objectives
At the end of the lesson, the students will be able to:
A. To recognize Euclidean transformations.
B. To recognize reflections, translations, and rotations.
C. To prove theorems related to transformations.
D. To solve problems involving transformations.
E. To apply transformations to real-world situations.
F. To create designs using transformations.
II. Subject Matter
Geometry (Transformations)
Reference: Geometry for Highschool Textbook
Materials: sheets of paper, protractor, tangram puzzles.
Values: creativity, determination, patience
III. Procedure
A. Learning Activities
Teacher’s Activity
“Good Morning Class...”
“Let us pray first...”
(Checking of Attendance)
...say present...
“Please pick up the pieces of paper
under your chair”
Student’s Activity
“Good Morning Sir!”
(One Student will lead the Prayer)
(Students raise their hand and say
present as the teacher calls in their
name)
(Students pick up the pieces of paper)
Presentation
Activity - Folding of Paper
The teacher will give an activity that
involves the folding of paper and
tracing of shapes.
Discussion
From the activity, the teacher will point
out that geometry is not only the
study of figures but is also the study of
the movement of figures.
 Is the original figure congruent to the
other figures?
 How does the second image compare
to the original figure?
Input
Definitions:
 Transformations
 Reflection
 Rotation
 Translation
 Dilation
 Rigid Motion
Theorems:
 Theorem 18-1
00
(Students follow the instruction of the
teacher)
(Students listen attentively)
(Conduct a solving on the board)
(Students raise their hands and define
the terms)
 Theorem 18-2
 Theorem 18-3
 Theorem 18-4

Discussion
The above definitions and theorems
will be discussed and proved. The
teacher will ask the student to give
examples of transformations.
D. Activity
Tangram Puzzle
The students will form six groups. Each
group is going to make images of
animals using tangram puzzle and they
will identify the kind of transformation
depicted or made after doing the
activity.
(Students listen attentively)
(Students perform)
IV. Evaluation
Worksheet
1. Which of the following transformations creates a figure that is similar (but not
congruent) to the original figure?
2. How can transformations be applied to real-world situations?
III. Assignment
Drawing
The student will use transformations to move figures and create designs.
A Detailed Lesson Plan in Science (First Year—Secondary)
Prepared By: Junnie Salud
I. Objectives
At the end of the lesson, the students will be able to:
A. Describe the polarity of a water molecule and explain how that polarity affects
the properties of water.
B. Explain why water climbs the inside of a thin glass capillary but not a thin plastic
capillary.
C. Describe a system whereby the components of a water-based substance might
be separated and discuss how this separation occurs.
D. Explain why oil and water don't mix.
E. Predict whether a substance, based on its hydrophilic and/or hydrophobic
properties, will dissolve into water or oil.
II. Subject Matter
The Properties of Water
Reference: Science and Technology 1 by Scott
Materials: paper strips, detergent, wax paper, coins, glue, cooking oil, red food
coloring, cups of water, 10 ml grad cylinders, 50 ml grad. Cylinders, beaker, glass
slides, stirring rods, medicine droppers, scissors
Values: Creativity, Patience, Following Instructions
III. Procedure
A. Learning Activities
Teacher’s Activity
“Good Morning Class...”
“Let us pray first...”
(Checking of Attendance)
...say present...
“Please pick up the pieces of paper
under your chair”
“Have you ever wondered what’s
Student’s Activity
“Good Morning Sir!”
(One Student will lead the Prayer)
(Students raise their hand and say
present as the teacher calls in their
name)
(Students pick up the pieces of
paper)
behind water?—not bodies of water, but the
water itself, the liquid, Everything in this
world are made by God with their special
functions... Now let us discover what’s so
special about water.
Presentation
Effects of
Detergent
To Do 1. With your finger, spread one
small drop of detergent on the
surface of a dry penny.
Predict 2. How many drops do you think
this penny will hold after being
smeared with detergent, more,
less, or the same as before?
Why?
3. Specifically, how many drops do
you think it will hold?
Table 2. Prediction of
Number of Drops of Water
on a Penny with Detergent
person #1
person #2
person #3
person #4
Average
(Students perform the activity)
Discussion
Water covers about three fourths of the
surface of the earth? It is ubiquitous. It
is also one of the simplest yet most
important molecules in living systems.
It makes up from 50 to 95 percent of
the weight of living organisms. The
cytoplasm of a cell is a water-based
solution that contains a variety of ions,
salts, and molecules which make life
'happen.' Water is literally involved in
every facet of life.
Figure 2. Polarity of Water Molecule
The simplicity of the water molecule
belies the complexity of its properties.
Based on its small size and light weight,
one can predict how it should behave,
yet it remains liquid at a much higher
temperatures than expected. It also
boilsand freezes at much too high, or
low, of a temperature for a molecule of
its size. Many of these unexpected
properties of water are due to the fact
that water molecules are attracted to
each other like small magnets
(cohesion). This attraction results in
turn from the structure of the water
molecule and the characteristics of the
atoms it contains.
Each molecule of water is made up of
(Students listen attentively)
two atoms of hydrogen connected to
one atom of oxygen, as shown below.
This is summarized in the familiar
formula, H2O.
Figure 3. Hydrogen Bonding in Water
Atoms are most stable when they
have a particular configuration of their
outer shells, a concept which will be
discussed in future labs. These
configurations explain why hydrogen
in water will take on a partial positive
charge and why oxygen will take on a
partial negative charge. These partial
charges cause water molecules to
'stick' to each other like magnets. The
'stickiness' in this particular case is due
to 'hydrogen bonding'. In this case,
hydrogen bonding involves the
attraction between the positively
charged hydrogen atom of one water
molecule and the negatively charged
oxygen atom of another water
molecule. As no electrons are actually
shared however, hydrogen bonds are
much weaker than covalent bonds -
they easily break and easily form
again.
Application (Activity)
1. Water moves to the tops of tall trees
due to capillary action combined
with root pressure and evaporation
from the stomata (openings) in the
leaves. Water will also climb up paper,
and often the migrating water will carry
other molecules along with it. The
distance traveled by these other
molecules will vary with their mass and
charge.
2. How fast do you think water would
climb a strip of absorbent paper about
one-half inch wide?
about one inch per
____________________ (time)
3. Obtain a 50 ml graduated cylinder, and
tear off a strip of chromatography paper
that is just long enough to hang over the
side of the cylinder (inside) and reach to
the bottom.
Figure 6. 50 ml Graduated Cylinder with
Chromatography Paper & Ink
4. Run the paper strip along the edge of a
scissors to take the curl out of it.
5. Place a single small drop of ink from a
black vis-a-vis pen on the paper, about
one inch from the bottom, and let it dry
completely.
Figure 7. Ink on Chromatography Paper
6. Put 10 ml of water into the graduated
cylinder and place the strip of paper in
the cylinder so that the bottom end is
immersed in water and the drop of ink is
just above the surface of the water. Fold
the paper over the top side.
Figure 8. Close-up of Ink
7. Note the starting time below.
8. Watch and note the time at 5 minute
intervals. When the water climbs to the
top of the paper, remove the paper
from the water, and let it dry.
Table 3. Time of Water Climbing
Time (minutes)
Distance
(inches)
0
5
10
15
20
25
30
How did the ink change?
Glue the paper onto the
page here, and label each
color on the strip.
IV. Evaluation
1. Predict what will happen if you add a few drops of a water-soluble dye
solution to each of the above graduated cylinders containing water and
oil. Will the dye mix with the water, the oil, or both?
2. Add a few drops of dye to each cylinder. Use a glass stirring rod to
penetrate the interface between each layer, giving the dye access to both
water and oil. How does the dye behave in each cylinder? Does it diffuse
into the oil? Into the water?
V. Assignment
“Why is liquid very important not just to humans but to all the living things in the
world? –Write on 1 whole sheet of paper.

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A detailed lesson plan in english

  • 1. A Detailed Lesson Plan in English (Grade 7—Junior High School) Prepared By: Alladin Daliva I. Objectives At the end of the lesson, the students will be able to: 1. Identify the three parts of an essay. 2. Appreciate writing. 3. Write their own essay. II. Subject Matter Writing an Essay Reference/s: Journey to English Reading Textbook pages 382-386 Materials: Visual Aids, Charts, Flash Cards, Pictures, Name Tags Values: Develop a genuine love for writing, love for reading. III. Learning Activities A. Preparatory Activities Teacher’s Activity “Good Morning Class...” “Let us pray first...” (Checking of Attendance) “Secretary, kindly give me the attendance notebook.” (Sign the attendance and mark those who are absent and late.) “Please pick up the pieces of paper under your chair” “So how was your vacation?” “That’s good! Have you enjoyed your vacation bonding with your family?” “That’s good to know. What activities have you done during the vacation?” Student’s Activity “Good Morning Sir!” (One Student will lead the Prayer) (Class secretary will give the summary of attendance for today.) (Students pick up the pieces of paper) “It was great sir!” “Of course sir! It was a lot of fun!” “We went to the beach.” “We stayed at our house.” “I attend dance workshop.” “I read wattpad.”
  • 2. Warm Up A video clip of a famous wattpad story – Diary ng Panget (Student watch) “Okay now class, What can you say about the movie?” “Yes, you are all right. Do you know that the movie is just actually a simple story before? It is a product of one’s hand, of one’s writing. Another example is Harry Potter by J.K. Rowling, Twilight series by Stephenie Meyer, Hunger games by Suzanne Collins and a lot more. Does some of you want to be writer someday? “You know, you can be all good writers someday. But it is not a snap of a finger that you’ll be an excellent writer. You might need several experiences or exert so much effort and hard work, and sometimes, those writers well-known today are just the one who just want to express their feelings and emotions brought by both colourful and painful experiences. Just try to write with emotion, with feelings, or something that comes from the heart.” “It is very nice.” “It is very beautiful and uplifting.” “The author is really good, she did well!” “Yes sir, because I want to be famous.” “Yes, because those writers are my idols.” “Ang dami naming alam ng teacher na ‘to, kaloka!” “Did you had fun?” “Okay that’s good, I’m glad that you had fun doing those activities. Who among you read wattpad or even try to write one?” “That’s good, I know they are very entertaining, now, let us look at this video.” “Yes! We had so much fun.” (Student will raise their hand.)
  • 3. Pronunciation Drill ...read the following words: Words with augh= /Ô/ Caught Naught Taught Naughty Daughter B. Lesson Proper Presentation Show pictures of a Mother (a) and a Cake (b) Motivation “What do you see in pictures A and B?” “When was the last time you gave a gift to your mother?” “Why do you think there is a cake? What do you think is the celebration?” “Aside from giving material gifts, how else do you show your love for your mother?” Discussion Let us read a poem and let us find out how the children showed their love for their mother. Who Loves Mother Best? “Oh happy birthday, Mama dear.” Sang Ben, Liz and Bess with cheer “We love you much, we love you true.” They kissed their mother, hugged her too. Then quickly Ben skipped out to play And went with playmates all the day. Then rushed home in time to see His sister Liz aglow with glee. “Sir, Picture A is a picture of a Mother and Picture B is a picture of a Cake.” “On her last birthday.” “It is mother’s birthday.” “By kissing and hugging her.”
  • 4. For Liz held up an ice cream cone, Enjoying it, she sat alone. Ben grabbed the cone, and slipped away, So Liz cried out, “For that you’ll pay!” Like cats and dogs the two did struggle Each making sure to win the battle. They tried to push and then to pull, While Mama almost lost her cool. But little Bess with Mom she stayed, She set the table, drinks she laid. And helped to serve Mom’s friends and guests Now tell me, who loves Mother best? After reading the poem, let us now answer these questions: “Why did Bess, Ben, and Liz kiss and hug their Mother?” “Why was Liz aglow with glee?” “What made Liz cry out, “For that you’ll pay?” “Why did Mother almost lost her cool?” “Who among the three children loved their Mother best? How did he/she show it? “What is the best way to show your love for your parents?” Explain. Analysis (Show picture of a girl eating an ice cream) “What do you see on the picture?” “Because it is their Mother’s Birthday.” “Liz was aglow a glee because she was eating a cone of ice cream.” “Liz cried out because Ben grabbed the cone then slipped away.” “Because Ben and Liz struggled.” “Bess, because she helped mother to serve the guests.” “The best way to show my love for my parents is by...” “A girl is eating a cone of ice cream.”
  • 5. “What happened to Liz when she was eating a cone of ice cream?” Liz was aglow with glee, answers what happens to Liz when she eats a cone of ice cream. This is called the effect. Look again at the picture, “What do you notice on Liz’s face?” “Why was Liz aglow with glee?” Because she was eating a cone of ice cream, answers why Liz was aglow with glee. This is called the cause. And that’s what we call the Cause-and-effect relationship. Generalization “A cause and effect relationship describes something that happens and why it happens.” “What happens is called the effect; and why it happens is called the cause.” “The cause is usually introduced by the connective because.” Application (Pantomine) Each group will act out the following situations from the poem. Group1: But little Bess with Mom she stayed, She set the table, drinks she laid. And helped to serve Mother’s friends and guests. Now tell me, who loves Mother best? “Liz was happy (aglow with glee)” “Liz was happy (aglow with glee)” “Because she was eating a cone of ice cream.”
  • 6. Group2: For Liz held up an ice cream cone, Enjoying it, she sat alone. Ben grabbed the cone and slipped away, So Liz cried out, “For that you’ll pay!” Group3: “Oh happy birthday, Mama dear.” Sang Ben and Liz and Bess with cheer “We love you much, we love you true.” They kissed their mother, hugged her too. Group4: Like cats and dogs the two did struggle Each making sure to win the battle. They tried to push and then to pull, While Mama almost her cool. IV. Evaluation Read the following sentences. Write C before the sentence for the cause and write E for the part that is the effect. 1. _____ because it is her birthday. 2. _____ Ben, Liz and Bess kissed and hugged their mother. 3. _____ Liz cried out. 4. _____ Because Ben grabbed the cone of ice cream and slipped away. 5. _____ Mama almost lost her cool. V. Assignment Identifying CAUSE-AND-EFFECT RELATIONSHIP. Read the short fable. Underline the CAUSE and Encircle the EFFECT. A fox said to a crow with a piece of cheese between its beak, “If you can sing as prettily as you sit, then you are the prettiest singer.” The fox thought that once the crow starts to sing, the cheese would drop from her beak. But the crow carefully removed the cheese from the claws on one foot and said, “they say you are sly, but you cannot fool me”. Not giving up, the fox continued to praise the crow. “I wish I could hear you tell about your talents but I have to go look for food because I’m hungry”.
  • 7. A Detailed Lesson Plan in Mathematics (First Year—Secondary) Prepared By: Junnie Salud I. Objectives At the end of the lesson, the students will be able to: A. To recognize Euclidean transformations. B. To recognize reflections, translations, and rotations. C. To prove theorems related to transformations. D. To solve problems involving transformations. E. To apply transformations to real-world situations. F. To create designs using transformations. II. Subject Matter Geometry (Transformations) Reference: Geometry for Highschool Textbook Materials: sheets of paper, protractor, tangram puzzles. Values: creativity, determination, patience III. Procedure A. Learning Activities Teacher’s Activity “Good Morning Class...” “Let us pray first...” (Checking of Attendance) ...say present... “Please pick up the pieces of paper under your chair” Student’s Activity “Good Morning Sir!” (One Student will lead the Prayer) (Students raise their hand and say present as the teacher calls in their name) (Students pick up the pieces of paper)
  • 8. Presentation Activity - Folding of Paper The teacher will give an activity that involves the folding of paper and tracing of shapes. Discussion From the activity, the teacher will point out that geometry is not only the study of figures but is also the study of the movement of figures.  Is the original figure congruent to the other figures?  How does the second image compare to the original figure? Input Definitions:  Transformations  Reflection  Rotation  Translation  Dilation  Rigid Motion Theorems:  Theorem 18-1 00 (Students follow the instruction of the teacher) (Students listen attentively) (Conduct a solving on the board) (Students raise their hands and define the terms)
  • 9.  Theorem 18-2  Theorem 18-3  Theorem 18-4  Discussion The above definitions and theorems will be discussed and proved. The teacher will ask the student to give examples of transformations. D. Activity Tangram Puzzle The students will form six groups. Each group is going to make images of animals using tangram puzzle and they will identify the kind of transformation depicted or made after doing the activity. (Students listen attentively) (Students perform) IV. Evaluation Worksheet 1. Which of the following transformations creates a figure that is similar (but not congruent) to the original figure? 2. How can transformations be applied to real-world situations? III. Assignment Drawing The student will use transformations to move figures and create designs.
  • 10. A Detailed Lesson Plan in Science (First Year—Secondary) Prepared By: Junnie Salud I. Objectives At the end of the lesson, the students will be able to: A. Describe the polarity of a water molecule and explain how that polarity affects the properties of water. B. Explain why water climbs the inside of a thin glass capillary but not a thin plastic capillary. C. Describe a system whereby the components of a water-based substance might be separated and discuss how this separation occurs. D. Explain why oil and water don't mix. E. Predict whether a substance, based on its hydrophilic and/or hydrophobic properties, will dissolve into water or oil. II. Subject Matter The Properties of Water Reference: Science and Technology 1 by Scott Materials: paper strips, detergent, wax paper, coins, glue, cooking oil, red food coloring, cups of water, 10 ml grad cylinders, 50 ml grad. Cylinders, beaker, glass slides, stirring rods, medicine droppers, scissors Values: Creativity, Patience, Following Instructions III. Procedure A. Learning Activities Teacher’s Activity “Good Morning Class...” “Let us pray first...” (Checking of Attendance) ...say present... “Please pick up the pieces of paper under your chair” “Have you ever wondered what’s Student’s Activity “Good Morning Sir!” (One Student will lead the Prayer) (Students raise their hand and say present as the teacher calls in their name) (Students pick up the pieces of paper)
  • 11. behind water?—not bodies of water, but the water itself, the liquid, Everything in this world are made by God with their special functions... Now let us discover what’s so special about water. Presentation Effects of Detergent To Do 1. With your finger, spread one small drop of detergent on the surface of a dry penny. Predict 2. How many drops do you think this penny will hold after being smeared with detergent, more, less, or the same as before? Why? 3. Specifically, how many drops do you think it will hold? Table 2. Prediction of Number of Drops of Water on a Penny with Detergent person #1 person #2 person #3 person #4 Average (Students perform the activity)
  • 12. Discussion Water covers about three fourths of the surface of the earth? It is ubiquitous. It is also one of the simplest yet most important molecules in living systems. It makes up from 50 to 95 percent of the weight of living organisms. The cytoplasm of a cell is a water-based solution that contains a variety of ions, salts, and molecules which make life 'happen.' Water is literally involved in every facet of life. Figure 2. Polarity of Water Molecule The simplicity of the water molecule belies the complexity of its properties. Based on its small size and light weight, one can predict how it should behave, yet it remains liquid at a much higher temperatures than expected. It also boilsand freezes at much too high, or low, of a temperature for a molecule of its size. Many of these unexpected properties of water are due to the fact that water molecules are attracted to each other like small magnets (cohesion). This attraction results in turn from the structure of the water molecule and the characteristics of the atoms it contains. Each molecule of water is made up of (Students listen attentively)
  • 13. two atoms of hydrogen connected to one atom of oxygen, as shown below. This is summarized in the familiar formula, H2O. Figure 3. Hydrogen Bonding in Water Atoms are most stable when they have a particular configuration of their outer shells, a concept which will be discussed in future labs. These configurations explain why hydrogen in water will take on a partial positive charge and why oxygen will take on a partial negative charge. These partial charges cause water molecules to 'stick' to each other like magnets. The 'stickiness' in this particular case is due to 'hydrogen bonding'. In this case, hydrogen bonding involves the attraction between the positively charged hydrogen atom of one water molecule and the negatively charged oxygen atom of another water molecule. As no electrons are actually shared however, hydrogen bonds are much weaker than covalent bonds - they easily break and easily form again.
  • 14. Application (Activity) 1. Water moves to the tops of tall trees due to capillary action combined with root pressure and evaporation from the stomata (openings) in the leaves. Water will also climb up paper, and often the migrating water will carry other molecules along with it. The distance traveled by these other molecules will vary with their mass and charge. 2. How fast do you think water would climb a strip of absorbent paper about one-half inch wide? about one inch per ____________________ (time) 3. Obtain a 50 ml graduated cylinder, and tear off a strip of chromatography paper that is just long enough to hang over the side of the cylinder (inside) and reach to the bottom. Figure 6. 50 ml Graduated Cylinder with Chromatography Paper & Ink
  • 15. 4. Run the paper strip along the edge of a scissors to take the curl out of it. 5. Place a single small drop of ink from a black vis-a-vis pen on the paper, about one inch from the bottom, and let it dry completely. Figure 7. Ink on Chromatography Paper 6. Put 10 ml of water into the graduated cylinder and place the strip of paper in the cylinder so that the bottom end is immersed in water and the drop of ink is just above the surface of the water. Fold the paper over the top side. Figure 8. Close-up of Ink
  • 16. 7. Note the starting time below. 8. Watch and note the time at 5 minute intervals. When the water climbs to the top of the paper, remove the paper from the water, and let it dry. Table 3. Time of Water Climbing Time (minutes) Distance (inches) 0 5 10 15 20 25 30 How did the ink change? Glue the paper onto the page here, and label each color on the strip. IV. Evaluation
  • 17. 1. Predict what will happen if you add a few drops of a water-soluble dye solution to each of the above graduated cylinders containing water and oil. Will the dye mix with the water, the oil, or both? 2. Add a few drops of dye to each cylinder. Use a glass stirring rod to penetrate the interface between each layer, giving the dye access to both water and oil. How does the dye behave in each cylinder? Does it diffuse into the oil? Into the water? V. Assignment “Why is liquid very important not just to humans but to all the living things in the world? –Write on 1 whole sheet of paper.