DIARY CURRICULUM MAP

SUBJECT: SCIENCE
GRADE LEVEL: GRADE 7
UNIT/STRANDS: UNIT 1

UNIT TOPIC: INSTITUTIONAL

MONTH CONTENT STANDARDS COMPETENCIES ASSESSMENT ACTIVITIES RESOURCES CORE VALUE
SKILLS
Lesson 1 The learners The learners shall False assumption
Doing demonstrate an be able to: Enumeration
Scientific understanding Think-pair-share
Investigations of : perform in groups in
guided Identification Let’s all be a SCIENCE
JUNE- 1. Ways of scientific ways investigations scientist! LINKS 7
AUGUST acquiring of acquiring involving True or false (LM)
knowledge and knowledge and community-based (TG)
solving solving problems using Research-based Inquiry lab
problems problems locally available
materials Fill in the blanks Identifying
laboratory tools
(familiarization)

Fryer model

Completing
graphic organizer
Lesson 2 The learners The learners Video film SCIENCE
Diversity of demonstrate an demonstrate an analysis LINKS 7
Materials in understanding understanding of : (LM)
the of : Laboratory (TG)
Environment prepare different activity (what
some important concentrations of matter made of?)
2.1 Solutions properties of mixtures according
solutions to uses and Inquiry lab (can I
availability of depend on you)
materials Inquiry lab

Double entry
journal

Solutions in
action
Board work: SCIENCE
Activating prior LINKS 7
knowledge (LM)
(TG)
Hands-on-minds
Activity

2.2 Substances
and Mixtures Exhibit cards

2.3 Elements Activating prior SCIENCE

and knowledge LINKS 7
Compounds (LM)
Drill (TG)

Think-pair-share
 Activating prior SCIENCE
2.4 Acids and knowledge LINKS 7
Bases (LM)
Laboratory (TG)
activity: effects of
acidic mixture on
iron

Think pair share

2.5 Metals and Activating prior SCIENCE
Non-metals knowledge LINKS 7
(LM)
Drill (TG)

Familiarization

Drill
TEACHERS: ARSELICO YGOT
 GRASPS
Goal You Will show an understanding of the elements and compounds used at home and
community, their advantages and harmful effects to human and environment by
promoting a good waste management program

Role
You are resource speaker on good waste management program

Audience
High school students (Classmates/Schoolmates)
Situation
You are invited in the celebration of science week of the school to share your
expertise in saving the environment by practicing proper waste management
program at home, school and community and the benefits that may result if
everyone cooperates.

Product
Product 1: a waste management chart poster ( made of Cartolina ) which must
include top fine waste materials generated by the household and ways on how
these maybe managed properly.
Product 2: A slide show presentation for 5-8 minutes of explanation of an effective
waste management program at home, school and community.
Product 3. A 5”x 8” Pamphlet with four to six pages on effective waste
management program to be distributed to the students to highten their awareness
on the proper sorting of materials according to use and proper disposal of waste at
home, school and community.
Standards Your product will be assessed based on the following criteria:

Accuracy of content- 50%

Presentation output- 30%
Creativity - 20%
 SELF ASSESSMENT
I can do this by myself and I need supervision to do this but I do not understand what it is and
EXPECTED SKILLS understand what it is. I understand what it is. I cannot do this.

I can describe the components

of a scientific investigation;

I can investigate properties of

unsaturated or saturated
solutions;

I can express concentrations

of solutions quantitatively by
preparing different
concentrations of mixtures
according to uses and
availability of materials;
I can distinguish mixtures
from substances based on a
set of properties;
I can recognize that
substances are classified into
elements and compounds;

I can investigate properties of

acidic and basic mixtures
using natural indicators; and
Essential Text 1 Text 3
Question Text 2
Situation 1: Situation 2: Situation 3:

Answer: Answer: Answer:

Supporting Texts: Supporting Texts: Supporting Texts:

Reason: Reason: Reason:

Common Ideas in Reasons

 Essential Understanding:

GUIDED GENERALIZATION
 Day 1 Day 2 Day 3 Day 4 Day 5
Lesson 1: Doing Scientific False assumption Let’s all be a Scientist Think-pair-share
Investigations (6 days)
ICL
Think-pair-share discussion Self-reflection
Discussion
Think-pair-share

Day 6 Day 7 Day 8 Day 9 Day 10

Inquiry lab
Identifying laboratory tools
(familiarization)
Video film analysis Lesson 2: Ways of -Activity: Components of
Acquiring Knowledge (4 scientific investigations ICL
days)
-Reporting
Discussion

Day 11 Day 12 Day 13 Day 14 Day 15

-Inquiry lab Think-pair-share Diversity of Materials in Reporting
CAN I DEPEND ON YOU? Generalization of the the environment Discussion
topic Lesson 1: Properties of
(Identifying dependent and matter
independent variable)
Inquiry lab: what is
matter made of?
 Day 16 Day 17 Day 18 Day 19 Day 20
Lesson 2: Solutions, Characteristics of Inquiry lab:
Suspensions and Colloid(4 solutions
ICL
Activity: Solutions at home Differentiating suspensions
days)
and colloids
HOMO vs. HETERO Discussion
Discussion
Activity: Venn Diagram
Activating Prior Knowledge

Day 21 Day 22 Day 23 Day 24 Day 25

Laboratory activity: effects of Think pair share Activating prior knowledge Reporting Familiarization
acidic mixture on iron ICL
Drill Drill
Discussion
Discussion
Reporting

Day 26 Day 27 Day 28 Day 29 Day 30

Presentation of ICL
FINAL OUTPUT
(GRASPS)
TRACK–SUBJECT
GRADE
QUARTER

Learning Plan Calendar