LESSON PLAN IN GRADE 9-SCIENCE
I. Introduction
Topic: Types of solution according to level of saturation
II. Objectives
At the end of the lesson the the student should be able to ;
a. define the types of saturation according to level of saturation
b. relate the type of solution in real life
c. perform an experiment on types of solution
III. Content
A solution is a homogeneous mixture of two or more substances. A solution is consist of solute and solvent . Solution are also classified according to level of saturation. The unsaturated solution , saturated solution , and super saturated solution. Unsaturated solution is a solution that contains less than the maximum amount of solute tat is capable of being dissolved.Saturated solution is a solution that contains the maximum amount of solute that is capable of being dissolved. Supersaturated solution contains an amount of solute greater than , would be in equilibrium with undissolved solute.
IV. Activities
Activity sheets on types of solution according to level of saturation
Time limit : 3-5 minutes
Materials :
* Tea
* Sugar
* Spoon
*Transparent plastic cup
Instruction: Do your work carefully and responsibly. Do not taste the solution because the water is not potable for drinking.
Write your observation/s and identify which type of solution was created in each step.
Steps
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Observation/s
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Type of solution
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1. Add one sachet of sugar and stir until the it all dissolve s with no sugar settled on the bottom.
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2. Add second sachet of sugar and stir it very well.
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3. Add third sachet of sugar and stir it vigorously.
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Conclusion/s:
V. Assessment :
Class reporting ( Laboratory Experiment Report)
Lab Report : Ed Tech
Student Name: ________________________________________
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CATEGORY
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4
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3
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2
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1
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Procedures
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Procedures are listed in clear steps. Each step is numbered and is a complete sentence.
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Procedures are listed in a logical order, but steps are not numbered and/or are not in complete sentences.
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Procedures are listed but are not in a logical order or are difficult to follow.
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Procedures do not accurately list the steps of the experiment.
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Analysis
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The relationship between the variables is discussed and trends/patterns logically analyzed. Predictions are made about what might happen if part of the lab were changed or how the experimental design could be changed.
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The relationship between the variables is discussed and trends/patterns logically analyzed.
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The relationship between the variables is discussed but no patterns, trends or predictions are made based on the data.
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The relationship between the variables is not discussed.
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Scientific Concepts
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Report illustrates an accurate and thorough understanding of scientific concepts underlying the lab.
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Report illustrates an accurate understanding of most scientific concepts underlying the lab.
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Report illustrates a limited understanding of scientific concepts underlying the lab.
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Report illustrates inaccurate understanding of scientific concepts underlying the lab.
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Drawings/Diagrams
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Clear, accurate diagrams are included and make the experiment easier to understand. Diagrams are labeled neatly and accurately.
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Diagrams are included and are labeled neatly and accurately.
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Diagrams are included and are labeled.
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Needed diagrams are missing OR are missing important labels.
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Conclusion
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Conclusion includes whether the findings supported the hypothesis, possible sources of error, and what was learned from the experiment.
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Conclusion includes whether the findings supported the hypothesis and what was learned from the experiment.
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Conclusion includes what was learned from the experiment.
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No conclusion was included in the report OR shows little effort and reflection.
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Summary:
After the experiment the student should understand the three types of solution according to the level of saturation, and relate this concept to daily chores and activities at home and in school.This experiment will also develop the students sense of curiosity and innovative skills which is a crucial factor for lifelong learning.
Thank you and God Bless............
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