Understanding by Design Learning Plan

1. A Learning Plan in Science 7
Prepared by: Henry B. Sergio Jr.
Quarter: First Topic: Pure Substances and Mixtures Time Frame/Session: 10 sessions
Stage 1-Desired Outcome/Result
Established Goal/s: The students should be able to differentiate the properties of substances from that of
mixtures by using available materials in the community.
Content standard: The learners demonstrate an
understanding of the properties of substances that
distinguishes them from mixtures.
Performance Standard: The learners shall be able to
investigate the properties of mixtures of varying
concentrations using available materials in the
community for specific purposes.
Essential Understanding/s:
There are many ways to separate mixtures and
solutions. Some are more effective than others, some
are easier to do than others, and some methods have
significant impacts on our environment.
Focus Question/s:
How does knowledge of mixtures and solutions help
us to create ways to both reduce and treat the
waste we produce?
Students will…
 distinguish mixtures from substances based on a
set of properties.
 know that mixtures can be separated by color,
size, magnetism, and filtration.
 cite examples of real life examples of how we
use solutions and mixtures.
Students will be able to…..
 separate mixtures by means of magnetism,
sifting, evaporation, chromatography and
filtration.
 work cooperatively in groups while making
accurate observations of mixtures and
solutions.
 discuss and investigate results and explain
using the evidence that was seen or
obtained
 demonstrate how solutes and solvents mix in
solution at different rates and the factors that
change solubility.
Stage 2-Assessment Evidence
Product
At the end of the topic,
the students shall be able
to present a strategic plan
on how to clean a polluted
river using the separation
techniques. The
presentation shall be
presented to the distinguish
faculty of the School of
Natural Sciences. Each
presentation is given 10
minutes to present.
Margin-red, ½ inch
Font-Century gothic
Font size: 10
Maximum page-15 pages
Criteria: (see attached
copy)
Evidence at the Level of Understanding
1. Explanation
How do we separate mixtures?
Criteria:
Accuracy
Coherence
Use of appropriate language forms and
functions:
 simple past tense
 time markers
 WH questions
 S-V agreement
 Direct discourse etc.
2. Interpretation
Why do we separate mixtures?
Criteria:
 Significance
 Insight
3. Application
How does the knowledge of mixtures and
substances and separation techniques help
in solving a pollution problem?
Criteria:
 Adaptive
 Diverse
Evidence at the Level of
Performance
Goal- stage a real-life scenario
about an Environmentalist solving
a pollution problem.
Role - Environmentalist
Audience –College students who
are studying Environmental
Science. (Second year Physical
Science students under Dr. Wilfred
B. Bambico)
Situation- You are a group of
Environmentalists who live in the
same town and work for the same
company. A river runs through
your town and the water comes
from three smaller rivers that pass
through three big cities. Recently,
your town ran out of drinking
water and your non-chemist, non-engineer
neighbors have been
drinking the water from the river.
A few days later, many of your
neighbors started feeling sick. You
suspected the river water and half
of you went to City No. 1 and the
other half went to City No. 2 to

2.  Effective
4. Perspective
Do all the separation techniques separate a
mixture?
Criteria:
 Critical in analytical sense
 Insightful
 Revealing
5. Empathy
What are some cases at home that we need
to separate a certain mixture?
Criteria:
 Perceptive
 Open-mindedness
 Sensitive
6. Self-knowledge
How can I use my knowledge about mixtures
and substances in solving pollution?
Criteria:
 Reflective
 Responsive
 Efficient
 Effective
see what is in their river. In City
No. 1, you saw that a factory is
right next to the river and they
have been putting chemicals in
the river. In City No. 2, the other
half of you saw that the water
appears to be clean but have a
lot of sand in it. You are now
asked to come up with a way to
separate the chemicals from the
water in City No. 1 and the sand
from the water in City No. 2. A
separate group of
Environmentalists went to City No.
3 and found that ethanol and salt
are in their river water. That
means a mixture of water, ethanol
(isopropanol), acetone, salt, and
sand is in the river that runs
through your town. Remember,
your town is out of drinking water,
so you must clean the river water
and separate all the chemicals,
salt, and sand from the river water
to have drinking water!
Performance- Present a role play
on how you will solve the situation
integrating the different
separation techniques.
Standard- (See attached copy)
Stage 3-Learning Plan
Teaching/Learning Sequence:
A. Explore
1. Define Substances and Mixtures and give 2 examples each.
 A substance is composed of only a pure element. Example is Hydrogen and Oxygen.
 A mixture is composed of two or more substances or mixtures or combination of both.
Example is juice and the air.
2. Sing a line from the song “We are the World.”
“We are the world, we are the children. We are the ones who make a brighter day so let’s
start giving. There’s a choice we’re making, we’re saving our own lives. It’s true we’ll make a
better day just you and me.”
In what way should we act as humans? What does it mean by being one?
We should act according to the norms of our society and not merely on our own will. Being
one means there’s no one on top but it is a congregation of all from different place, race,
gender, religion, social status and skin color.
3. Process the answer of the students.

3. Being one teaches us unity and unity teaches us that we are composed of not just one but
variety of members. This leads us to our lesson which is Mixtures and Substances.
4. Through a vertical bullet list, explain to the class the difference of a mixture and a solution with
examples.
Pure substances
•contains only one type of particle.
•Substances don't usually occur in their pure form in nature, so in order to obtain pure
substances, people must refine raw materials.
•Examples: Gold, water, lead etc..
Mixtures
•Mixtures are substances that consist of combinations of two or more pure substances, or
different particles.
•Mixtures can be in the form of solids, liquids, and/or gases, in any combination.
•Examples: Air,concrete, juice etc.
Examples of Substances: Examples of Mixtures:
Lead Gold Water Air Juice Concrete
5. Discuss on the Particle Theory of Matter.
The Particle Theory of Matter states that:
Matter is made up of tiny particles (Atoms & Molecules)
6. Post on the board a picture of the formation of the substances and mixtures.
 What can you say about the pictures?

4. 7. Group activity
2. Each group must come up with a presentation about how mixtures
and substances are formed using only the members of the group
8. Ask the focus question.
Substances are formed from only 1
particle whereas mixtures are formed
from 2 or more substances.
1. Group the class into 5 groups with 10 members each.
3. They are given 3 minutes each only to present.
How does knowledge of mixtures and solutions help us to create ways to both
reduce and treat the waste we produce?
laboratory waste that may present chemical
hazards, as well as those multihazardous wastes
that contain some combination of chemical,
radioactive, and biological hazards. The best
strategy for managing laboratory waste aims to
maximize safety and minimize environmental
impact, and considers these objectives from the
9. Clarify misconceptions of the students.
Knowledge of mixtures and solutions is for the
management and ultimate disposal of
10. From the given examples of known things at home, a student picks one and share to the class if it’s a
substance or a mixture and what composes it.
time of purchase.
-The solvent in a solution disappears when mixed with the solute.
-Solutes absorb the solvents in solution.
When mixing solutions a chemical change will always occur to change solution to
another liquid

5. B. Firm-up
1. From the pictures posted on the board, the students should determine what kind of separation
technique was used.
Evaporation Magnetism
2. From the posted pictures of the different separation techniques, define each using the vertical chevron
list.
I choose water. It is a
substance. It is made up of the particles
of water which is hydrogen and oxygen.
Sifting
Filtration Chromatography

6. 3. Post on the board a problem.
4. Administer a class activity:
Divide the class into 5 groups with 8 members each. Each group will be assigned on a separation
technique and perform the principle in each separation technique to separate the gravel and the
sand. Distribute the materials to each group. Common material for each group is the mixture of sand
and gravel.
Group A-sand and a gravel,
Group C-seawater,
Group D-dye,
Group E-water and
Group B-and sulfur in iron filings.
5. Give to each group the materials to be used.
Group A: Sifting
sifter
magne-tism
•use of magnet to separate metals from non-metals.
Sifting
•a method in which you use the property of size to separate mixtures
Evapora-tion
•liquid portion of the solution is allowed to evaporate, leaving the solute behind
Filtration
•is a method that uses the property of the boiling point to separate two components of a solution
Chroma-tography
•is a method that uses the property of thea bsorption rate to separate different -coloured
substances from a solution.
Henry has a lot of mixtures in his house. He wants to separate
those to easily dispose them and gain profit from it. How can he
separate the following mixtures: Sand and a gravel, seawater, dye,
water and sand, and sulfur in iron filings?

7. Group B: Magnetism
horseshoe magnet
Group C. Evaporation
evaporating dish alcohol lamp
Group D: Chromatography
beaker with water paper stick
Group E: Filtration
flask with water funnel filter paper
Each group will try to separate the sand and gravel using the method assigned to them. The group also
demonstrates the method assigned to them.
6. Outcome of the Activity

8. Group A-the sand and gravel separated.
Group B- the iron filings separated from the sulfur
Group C- the water evaporated leaving behind salt.
Group D- the dye separated into different colors like green, blue, yellow and red.
Group E- the sand was left behind the filter paper.
7.
How does the knowledge of mixtures and substances and
separation techniques help in solving a pollution problem?
Chemicals we use to wash our homes,
cars and even our bodies get washed down
the drain and into the sewer system, but they
often end up in the water supply. These
chemicals aren't good for the plants and
animals that make up our ecosystems, and
they aren't healthy for human consumption,
either. Whenever possible, use natural,
healthy alternatives to chemicals.
 For example, instead of using a heavy-duty
cleaner to scrub your bathroom or
kitchen, use a mixture of vinegar and
water or a baking soda and salt paste.
These natural household supplies get the
job done just as well, and they won't
pollute the water when you wash them
down the drain.
 Try making your own laundry detergent
and dish soap. If you don't have the time,
buy detergent made with all-natural
ingredients.
 When you can't find a good alternative
to a toxic item, use the least amount you
can get away with and still get the job
done.

9. 8.
Why do we want to separate mixtures?
All the way back to Ancient History, industrious humans have separated mixtures in order to obtain the
specific substances that they need. One example of this is extracting metal from ore in order to make
9. Name the techniques which are suitable for separating the following mixture. 10 points
a. To obtain drinking water from muddy water- Evaporation/Filtration/Distillation
b. To separate petrol from crude oil- Distillation
c. To remove leaves from a swimming pool.- Sifting
d. To obtain pure sugar from a solution.- Evaporation
e. To determine whether the coloring in a fruit juice is a single substance or a mixture of colored substance-
Chromatography
10. Tell the class that they will have a role play about solving pollution and a strategic plan on water
pollution.
C. Reflect and Understand
1.
tools and weapons.
How does knowledge of mixtures and solutions help us to create ways to both reduce and treat
the waste we produce?

10. Knowledge of mixtures and solutions is for the management and ultimate disposal of laboratory waste
2.
What are the different methods of
separation techniques?
The methods of separation techniques are the following: magnetism, evaporation, distillation,
chromatography, and sifting. The use of each depends on the kind of mixture.
3. Group the class into 5 groups with 10 members.
The students choose chromatography. Instead of color, they will represent it as the human race. And
after series of investigations, the group separates the girls in the group from the boys.
Criteria:
Group discipline-10 points
Accuracy of the presentation-15 points
Total: 25 points
4. Differentiate mixtures from substances.
5.
that may present chemical hazards, as well as those multihazardous wastes that contain some
combination of chemical, radioactive, and biological hazards. The best strategy for managing
laboratory waste aims to maximize safety and minimize environmental impact, and considers these
objectives from the time of purchase.
Substance is an element or a compound
(two or more elements that have reacted
chemically in a fixed proportion by
mass).We can separate the various
constituents of a compound substance by
a chemical process (reaction).
Mixture is formed when two or more
substances are mixed in any proportion.
The constituents of a mixture can be
separated by a physical process.
Mixtures Substances
Which separation method — magnetism, filtration or sifting, evaporation, distillation, or chromatography
— would you recommend to divide the components of mixtures in the following examples? Defend your
answer.
6 points
1. A chef is preparing stew and finds it is too watery. Without adding anything, how can the chef
separate some of the water from the mixture?
2. A person is allergic to the yellow dying agent used in manufacturing certain candy coatings.
Although the coatings appear as one color, the colors are often made from a combination of
dyes. What separation method can be used to determine if a yellow dying agent was used?

11. 1.
2.
Chromatography
6. Identify the following statements to be TRUE or FALSE.
Evaporation
a. In filtration, the filtrate is always a pure liquid. True/False
b. Drinking water can only be obtained from seawater by distillation. True/False
c. The fractional distillation of miscible liquids is only possible if the liquids have different boiling points.
True/False
d. Paper chromatography is a physical method for separating mixtures. True/False
e. Mixtures have fixed melting and boiling points. True/False
7. Experiment on Paper chromatography
a. Tell the class to be on their respective group and areas.
b. Distribute to them their work sheets and materials to be used.
Smarties paint brush beaker
chromatography paper ink stick
c. Work period
Bend a paper clip so that it is straight with a hook at one end. Push the straight end of the paper clip
into the bottom of the rubber stopper. Next, you hang a thin strip of filter paper on the hooked end of
the paper clip. Insert the paper strip into the test tube. The paper should not touch the sides of the test
tube and should almost touch the bottom of the test tube. Now you will remove the paper strip from the
test tube. Draw a solid 5-mm-wide band about 25 mm from the bottom of the paper, using the black
felt-tip pen. Use a pencil to draw a line across the paper strip 10 cm above the black band.

12. Pour about 2 mL of water into the test tube. The water will act as a solvent. Put the filter paper back into
the test tube with the bottom of the paper in the water and the black band above the water. Observe
what happens as the liquid travels up the paper. Record the changes you see. When the solvent has
reached the pencil line, remove the paper from the test tube. Measure how far the solvent traveled
before the strip dries. Finally, let the strip dry on the desk. With the metric ruler, measure the distance
from the starting point to the top edge of each color. Record this data in a data table. Calculate a
ratio for each color by dividing the distance the color traveled by the distance the solvent traveled.
8. Present the expected outcome.
Before chromatography: After chromatography:
9.
Why did the inks separate?
The inks separated because the black ink was a mixture of different pigments with
different molecular characteristics. These differences allow for different rates of absorption
by the filter paper.
The inks separated because the black ink was a mixture of different pigments with different
molecular characteristics. These differences allow for different rates of absorption by the filter
paper.
10. Select the best answer. Letters only.
1. Which is the best way to get salt from salty water?
a. evaporation
b. filtration
c. distillation
2. Pure water can be separated from inky water by simple distillation. This is because:
a. water and ink have different boiling points.
b. water evaporates leaving the ink particles behind.
c. ink evaporates leaving the water behind.
3. What is the correct order for obtaining salt from a mixture of sand and salt?
a. dissolving in water - filtration - evaporation
b. evaporation - filtration - dissolving in water
c.filtration - dissolving in water - evaporation
D. Transfer
1. Product
At the end of the topic, the students shall be able to present a strategic plan on how to clean a polluted river
using the separation techniques. The presentation shall be presented to the distinguish faculty of the School of
Natural Sciences. Each presentation is given 10 minutes to present.
Margin-red, ½ inch Font-Century gothic
Font size: 10 Maximum page-15 pages

13. 2. The compilation should contain a plan on how to use separation techniques in cleaning polluted water.
3. It must follow the cycle of strategic plan.
*See attached copy of criteria
4. Performance
Goal- stage a real-life scenario about an Environmentalist solving a pollution problem.
Role - Environmentalist
Audience –College students who are studying Environmental Science. (Second year Physical Science students
under Dr. Wilfred B. Bambico)
Situation- You are a group of Environmentalists who live in the same town and work for the same company. A
river runs through your town and the water comes from three smaller rivers that pass through three big cities.
Recently, your town ran out of drinking water and your non-chemist, non-engineer neighbors have been
drinking the water from the river. A few days later, many of your neighbors started feeling sick. You suspected
the river water and half of you went to City No. 1 and the other half went to City No. 2 to see what is in their
river. In City No. 1, you saw that a factory is right next to the river and they have been putting chemicals in the
river. In City No. 2, the other half of you saw that the water appears to be clean but have a lot of sand in it.
You are now asked to come up with a way to separate the chemicals from the water in City No. 1 and the
sand from the water in City No. 2. A separate group of Environmentalists went to City No. 3 and found that
ethanol and salt are in their river water. That means a mixture of water, ethanol (isopropanol), acetone, salt,
and sand is in the river that runs through your town. Remember, your town is out of drinking water, so you must
clean the river water and separate all the chemicals, salt, and sand from the river water to have drinking water!
Performance- Present a role play on how you will solve the situation integrating the different separation
techniques.
Standard: (See attached copy)
Resources:
 Hadsal, A.S.(2008).Exploring science and technology II. Diwa learning system, Inc.
 Mendoza, E.A. et al (1997).Science and technology: Chemistry. Phoenix Publishing House Inc.
 Boundless. “Substances and Mixtures.” Boundless Chemistry. Boundless, 29 Oct. 2014. Retrieved 14 Nov.
2014 from https://www.boundless.com/chemistry/textbooks/boundless-chemistry-textbook/introduction-to-
chemistry-1/classification-of-matter-27/substances-and-mixtures-179-3707/
Materials Needed:
• Matter chart diagram

14. • Pictures showing a mixture and a substance
• Water in a glass
• ½ teaspoon of a mango powder juice.
• Common things seen at home (Oil, water, butter, rock etc..)
• Bucket
• Sand
• Gravel stones
• Sifter
• Beakers
• Paper
• Water
• Flask
• Alcohol lamp
• Evaporating dish
• Magnet
• Sifter
• Water
• Filter paper
Rubric for Presenting a Role Play
Assessment Criteria Indicators for the Levels of Performance Score
Appropriateness
1 point 3 points 5 points
The presented
solutions to the
problem are not
appropriate to the
scenario.
The presented
solutions to the
problem are fairly
appropriate to the
scenario
The presented
solutions to the
problem are very
appropriate to the
scenario.
Delivery The dialogues are
poorly delivered
The dialogues are
properly delivered.
All of the dialogues
are well delivered.
Consistency and
organization
The flow of events
and ideas is
inconsistent and
disorganized.
The flow of events
and ideas is
consistent but it
needs to be more
organized.
The flow of events
and ideas is
consistent and well
organized.
Total:
Criteria for Evaluating the Strategic Plan Presentation
Criteria Points Score
Content: Development of Context, Depth of Analysis, Accuracy, Depth of Insights 30
Quality of Graphics 5
Correct Format for Tables and Figures 10
Effective Use of Materials 10
Delivery of Presentation (speed, clarity of articulation, eye contact) 5
Strength of Transitions Between Speakers 5
Coordination with Other Presentations by Group Members 5
PowerPoint Effectiveness 5
Audience Engagement 5
Ability to Answer Questions 20
Total: 100