FIRST QUARTER ACTIVITIES

Lesson 1 SCIENTIFIC METHOD

NAME: DATE:

SECTION: SCORE:

A. INSTRUCTION: Describe which step in the scientific method is being

described in the following statements.

1. Your concluded that the chocolate mix dissolves fastest in hot water.

_____________________________

2. You dissolve chocolate mix in water with different temperature: ice cold,
room temperature, and hot.

_______________________________

3. You noticed that the rate at which chocolate mix dissolve varies with
temperature.

_______________________________

4. You want to know at which temperature does chocolate mix dissolves

faster.

_________________________________

5. You have read that a lot of solid dissolves faster when the temperature
of water is high.

_________________________________

During her computer class, Ira realized that the computer where
she is stationed is not working. She knows that the computer
needs electricity to run so she thought there might be something
wrong with the socket. She plugged the computer to a different
socket but the computer is still not working.

1. What is the observation that Ira made in this scenario?

______________________________________________________________
___
______________________________________________________________
___

2. What is the question that Ira needs to address in this scenario?

______________________________________________________________
___
______________________________________________________________
___

3. What is her hypothesis and what is her basis for such?

______________________________________________________________
___
______________________________________________________________
___

4. What important data or fact was stated in this scenario that is helpful
in arriving at the hypothesis?
______________________________________________________________
______
____________________________________________________________

5. What can be concluded from the result of her “experiment?”

______________________________________________________________
___
______________________________________________________________
___

6. What other experiment could she have done to test her hypothesis?
______________________________________________________________
___
______________________________________________________________
___

Ira then called the attention of her teacher. She told the teacher
her situation and that she tried using a different socket for the
computer. The teacher thought it could be a wire issue so the
teacher changed the wire that connects the computer to the
socket. Ira turned on the computer and it worked, to her relief.

1. “She told the teacher her situation” is what step of the scientific
method?
______________________________________________________________
___
______________________________________________________________
___
______
 2. What is the importance of gathering known data in this situation?
______________________________________________________________
___
______________________________________________________________
___

3. What are the hypotheses in this scenario?

______________________________________________________________
___
______________________________________________________________
___

4. What can be concluded from the result of the teacher’s “experiment?”

______________________________________________________________
___
______________________________________________________________
__
B. Create a Graphic Organizer to summarize the 7 steps of Scientific Method.
Use the shapes below. Use the space provided and see the rubrics
attached.
Circle 7- square
7- arrow 7- rectangle

Lesson 2 TOOLS IN SCIENTIFIC INVESTIGATIONS

NAME: DATE:

SECTION: SCORE:
 A. Identify the type of scientific investigation to use in the following
questions.
1. Which animal is more active at night, a dog or a cat? -
2. How is the road traffic today? -
3. How does the angle of the road affect the speed of a car? -
4. Do tomatoes grow faster during rainy season or dry season? -
5. Does the weather affect your internet speed at home? -
6. Which is more healthy, tea or coffee? -
7. What is the highest temperature for today? -

B. Determine the scientific investigation that will best answer or resolve the
following problems
1. You are in a biology class and you want to know the different systems of
a frog.
-

2. You are curious about the effect of sleep length to the academic
performance of a student.
-

3. You want to know which among ibuprofen, mefenamic acid,

paracetamol, and aspirin is the best in curing headache.

4. You are curious about rocks so you collect some rocks on your way to
the school, where you examine the minerals embedded in the rock using
a microscope.
-

5. You want to know the effect of temperature on the lifetime of battery. -

Complete the table: Fill out what is needed.

TYPE OF DESCRIPTION EXAMPLE

INVESTIGATION
 PERFORMANCE TASK

GROWTH OF A MONGGO SEEDS

NAME: SECTION:

DATE: SCORE:

I. INTRODUCTION
 Scientific method is a series of organized steps that are taken to answer
a question or to solve a problem. Looking at your backyard, you see a lot of
beautiful plants growing in pots under the sun, these plants have big, green
leaves. Their stems are thick.On the other corner of the backyard, a roof
covers some of the plants. These plants have pale , short and thin leaves.
You wonder if sunlight affects the growth of the plants. How will you
investigate using the steps of the scientific method?

II. OBJECTIVES To investigate and determine how sunlight affects

the growth of the palnts.

MATERIALS

2 cups Notebook

Plastic spoon Pen

6 monggo seeds Ruler

Soil water

III. PROCEDURE
1. Prepare all the materials needed.
2. Label the 2 bottles with experimental and control group.
3. Fill the 2 plastic cups with soil, but leave about 1 cm of the top visible.
4. Gently push around 2-3 monggo seeds at least 2cm deep into the soil
in each cup.
5. Water the soil until it is damp enough, but make sure not to put too
much that the seed would drown.
6. Place the one monggo plant inside your house where in sun cannot
reach, while the other plant will be placed under the sun.
7. At the start of each day sprinkle just enough water on your monggo
plant to keep the soil wet.
8. Always observe for any changes and note them on your notebook.
9. Once you see the monggo plant sprouted, carefully measure its height
using ruler, observe the structure.

GUIDE QUESTIONS

1. What is your scientific question?

_____________________________________________________________
_____________________________________________________________
_____________________________________________________________
_____________________________________________________________

2. What are your observations?

_____________________________________________________________
_____________________________________________________________
_____________________________________________________________
_____________________________________________________________
____________________

3. What is your hypothesis?

_____________________________________________________________
_____________________________________________________________
_____________________________________________________________
_____________________________________________________________
____________________

DATA AND RESULTS

QUALITATIVE RESULTS
DAY once Experimental group Control group
sprouted

DRAWING of the plant.

EXPERIMENTAL CONTROL
QUANTITATIVE RESULTS: Present the data in graph or in table then
interpret. Using ruler measure the height of the plant once it sprouted for at
least 3 days.
DAY once it EXPERIMENTAL CONTROL
sprouted

INTERPRETATION
CONCLUSION

Lesson DIFFERENTIATING PURE SUBSTANCES AND MIXTURES

2.3

NAME: DATE:

SECTION: SCORE:
 Check Your Understanding

A. Identify the best method of separation for each

of the following mixtures. Write physical manipulation, distillation,
filtration, decantation, centrifugation, or evaporation.
1. activated charcoal in water
=____________________________________
2. alcohol and water
= _____________________________________
3. water and baby oil
=______________________________________
4. crude oil
=______________________________________
5. candies of different flavors
=_____________________________________
PERFORMANCE TASK 2

Complete the Venn diagram. Give at least one similarity and two differences
between pure substance and mixtures

Lesson 2.4 Differentiating Elements and Compounds

NAME: DATE:

SECTION: SCORE:

Check Your Understanding

Classify the following as elements or compound by writing the substances in
the proper column.
Pure substances

sodium metal sodium bromide

water vapour chlorine

vitamin C bleach

carbon ammonia

baking soda nitrogen

Elements Compounds

PERFORMANCE TASK 3

A. Create your own characteristics using the symbol of elements, create

atleast 3( USE YOUR OWN PERIODIC TABLE IF AVAILABLE IF NOT YOU
CANGOOGLE IT ON THE INTERNET) EXAMPLE:

CUTE

C- Carbon

U- Uranium

Te- Telurium
1._______________________________________________

2._______________________________________________

3._______________________________________________

B. Complete the Venn diagram. Give at least one similarity and two
differences between compound and element.
Lesson 3.3 UNSATURATED, SATURATED AND SUPERSATURATED
SOLUTIONS
NAME: DATE:

SECTION: SCORE:

A solution containing 36 g of sodium chloride (or table salt) in 100 mL of

o
water at 25 C is a saturated solution.

A. Identify if the following solutions is saturated, unsaturated, or

supersaturated solutions.
 1. A solution made by dissolving 20 g of the same salt in 100 mL of water
at 25
o
C. -
2. An additional 20 g of the same salt was added to the previous solution
o
in 100 mL of water at 25 C. -
o
3. The solution is heated to 100 C. All of the solutes are dissolved in
water.-
o
4. Cooling down the solution to 25 C. -
5. Slight agitation of the container containing the solution. The solution is
filtered after.

B. Determine whether the following statements are true or false.

1. Supersaturated solutions can be prepared by cooling the solution. -
2. Stirring a supersaturated solution will increase the dissolved solute in
the solution. -
3. Adding a crystal on an unsaturated solution will increase its solubility. -
4. In a saturated solution, the solution contains solute whose amount is
equal to the solution’s capacity. -
5. Heating induces crystallization in a supersaturated solution. -

C. Identify whether the solution described is unsaturated, saturated, or

supersaturated.
Solubility (grams Solution Type of Solution
solute per 100 mL
solvent)

37.2 10 grams in 25 mL
solvent

75.4 80 grams in 200 mL

solvent

44.2 44.2 grams in 50 mL

solvent
 54.6 109.2 grams in 200
mL solvent

108 100 grams in 150 mL

solvent

PERFORMANCE TASK 4
NAME: DATE:

SECTION: SCORE:

Quick! It’s a quicksand!

Quicksand is a mixture of sand and

water. Any object on its surface tends
to sink. In this demonstration
activity, you will make your own
quicksand using common household
materials and observe some of its
properties.

Materials:

• three bowls
• measuring cups
• cornstarch
• yellow food coloring (optional)
• water

Procedure:

1. In the first bowl, add one teaspoon of cornstarch. Then, slowly add a
cup of water. Mix the resulting solution and observe what happens.
2. In the second bowl, add one tablespoon of cornstarch. Then, slowly
add a cup of water. Mix the resulting solution and observe what
happens.
3. In the third bowl, add one cup of cornstarch. Then, slowly add a cup of
water. Mix the resulting solution and observe what happens.

Guide Questions:

1. Describe the properties of the three mixtures.

 2. From your previous answer, determine which bowl forms a quicksand?

NOTE: The activity is done to allows you to make observations on solutions

containing different amounts of solute and compare them to each other

Unit 3: Solutions • Grade 7

Lesson 3.3: Unsaturated, Saturated,
and Supersaturated Solutions
Worksheet 1

Name: ________________________Date: _________________________

Grade and Section: ______________Rating: ________________________

A. General Instructions: Identify if the following solutions is saturated,

unsaturated, or supersaturated solutions based on the information
provided below.Write your answer after the number
EXAMPLE: A solution containing 40 g of compound M in 100 mL of water at
25o C is a saturated solution.

1. A solution made by dissolving 40 g of the same compound in

100 mL of water at 25 o C.
2. A solution made by dissolving 10 g of the same compound in
100 mL of water at 25 o C.
3. A solution made by dissolving 41 g of the same compound in
100 mL of water at 25 o C. s
4. An additional 1 g of the same compound was added to the
previous solution in 100 mL of water at 25 o C.
5. An additional 30 g of the same compound was added to the
previous solution in 100 mL of water at 25 o C.
6. The solution is heated to 26 o C. All of the solutes are dissolved
in water.

7. The solution is heated to 50 o C. All of the solutes are dissolved

in water.

8. Cooling down the solution to 1 o C.

9. Cooling down the solution to 10 o C.

10. Slight agitation of the container containing the solution. The

solution is filtered after.

Unit 3: Solutions • Grade 7

Lesson 3.3: Unsaturated, Saturated,
and Supersaturated Solutions
Worksheet 2
Name: ________________________Date: _________________________
Grade and Section: ______________ Rating: ________________________

A. General Instructions: Answer the following problems.

1. Sugar crystals usually form at the mouth of the jar of a jam after
cooling down. Explain this phenomenon.
 2. You are given three solutions of table salt, one of which is
unsaturated, another is saturated, and the last is supersaturated.
What test can you conduct to know which of the solution is saturated,
unsaturated, or supersaturated?

SECOND QUARTER ACTIVITIES

Lesson 6.1 TYPES OF MICROSCOPE

NAME: DATE:

SECTION: SCORE:
 A. Match the given types of microscope with their special function/s. Write
your answers in the provided spaces on the left side of each item.

1. compound microscope a. observing live specimen

2. scanning electron microscope b. observing cell surface structure

3. confocal microscope c. observing cell internal

structure

4. phase-contrast microscope d. observing chemical

processes

5. transmission electron microscope e. observing fixed samples

6. fluorescence microscope f. observing conducting

materials

B. Briefly answer the following questions.

1. What is the difference between a simple and a compound microscope?
_____________________________________________________________
_____________________________________________________________
_____________________________________________________________
_____________________________________________________________

2. When is a dissecting microscope best used?

_____________________________________________________________
_____________________________________________________________
_____________________________________________________________
_____________________________________________________________

3. Compare and contrast the scanning and transmission electron

microscopes.
_____________________________________________________________
_____________________________________________________________
_____________________________________________________________
_____________________________________________________________

4. Why are there various types of microscopes?

_____________________________________________________________
_____________________________________________________________
_____________________________________________________________
_____________________________________________________________

5. Why are microscopes important in Science?

_____________________________________________________________
_____________________________________________________________
_____________________________________________________________
_____________________________________________________________

6. What is the importance of light in the use of microscopes?

_____________________________________________________________
_____________________________________________________________
____________________________________________________________
Unit 6: Microscope • Grade 7

Lesson 6.1: Types of Microscopes

Worksheet 1

Name: _________________________Date: _________________________

Grade and Section: _______________Rating: ________________________

A. Instruction: Briefly answer the following questions.

1. How do light and lenses work together to form images in a compound
microscope?

2. How do fluorescence microscopes show details of the specimen?

 Unit 6: Microscope • Grade 7
Lesson 6.1: Types of Microscopes
Worksheet 2
Name: ________________________Date: _________________________

Grade and Section: ______________Rating: ________________________

Instruction. Answer the following questions.

1. You are tasked with finding a microscope fit for examining the organs of
a living fly. Which microscope would you use and why?

2. You want to look at the organelles of a cell in detail. Which microscope

would you use and why?
Lesson 6.2 PARTS OF MICROSCOPE

NAME: DATE:

SECTION: SCORE:

Check Your Understanding

A. Briefly describe the following parts of a microscope.

1. Condenser
2. - 3. Objective
4. - 5. stage
clips
6. - 7.
base
8. -
9. low power objective
10. -
11. high power objective

12. coarse adjustment knob

 13. fine adjustment knob

14. Eyepiece

15. revolving nosepiece

Performance task

On ¼ Illustration board Draw and label a compound microscope

No Margin,Name at the back

Lesson 6.3 USING A MICROSCOPE

NAME: DATE:

SECTION: SCORE:

Check Your Understanding

Place a check mark on the space provided if the figure shows proper
use of the microscope. Otherwise, use cross sign to indicate that it
is incorrect.
 PERFORMANCE TASK
On a long bond paper create a flow chart on the steps how to manipulate
microscope.

Margin: 1 inch all sides ( red pen) Name and section at the bottom of the
paper

Lesson 7.1 LEVELS OF BIOLOGICAL ORGANIZATION

NAME: DATE:

SECTION: SCORE:

Check Your Understanding

A.True or False: Write true if the statement is correct. Otherwise,

write false.

1. All living things are made up of cells.

2. Tissue is the basic unit of life.

3. Cells can perform all basic life functions.

4. Ecosystem is in a higher level of hierarchy than population.

5. A group of dogs belonging in the same species is an example of

community.
 Unit 7: Introduction to the Cell • Grade 7
Lesson 7.1: Levels of Biological
Organization
Worksheet 1

Name: _______________________ Date: _________________________

Grade and Section: __________Rating: ________________________

Instruction: Provide an example for each level of organization.
LEVEL OF ORGANIZATION EXAMPKE

1. Atom

2. Organelle

3. Cell

4. Tissue

5. Organ

6. Organ system

7. Organism

8. Population

9. Community
10. Ecosystem

Level of Or\
Unit 7: Introduction to the Cell Grade 7

Lesson 7.1: Levels of Biological

Organization
Worksheet 2
Name: ________________________Date: _________________________

Grade and Section: ______________ Rating: ________________________

Instruction: Carefully answer the following items.

1. Scientists can now study the smallest detail of organisms. If given the
chance to study one level of organization in living organisms, what will you
choose? Why?

2. Do you think it is important to study atomic and cellular structure?

What can be the benefit of knowing these forms?

PERFORMANCE TASKOn a long bond paper create a Graphic organizer

about Level of Organization. 0.5 inch margin all side( red pen) name
 and section at the bottom

Lesson 7.1 CELL: BASIC STRUCTURAL AND FUNCTIONAL UNIT OF

LIFE
NAME: DATE:

SECTION: SCORE:

Check Your Understanding

A. Identification: Identify what is being described. Write the letter of the
correct answer in the space provided before the number.

1. It is the control center of the cell and it contains the genetic

material which determines the characteristics of the cell.
2. It is the jelly like material that encloses and protect the organelles.
3. It is fluid-filled cavities that function in storage of substances.
4. It is the powerhouse of the cell, where the needed energy of the cell
is produced.

5. It is the site of protein and lipid synthesis.

6. These are small sac-like organelles that contain strong digestive
enzymes.

7. It is the organelle that packs proteins to be delivered to the other

parts of the cell.
8. These are tiny cellular structures that serve specific functions within
a cell.
9. It is the fundamental unit of life.

10. It is a coat of lipids that serves as the boundary between the inside
of the cell and the outside environment.

B. The figure below shows an animal cell. Name all the parts of the animal cell.

.
A. Create a table to differentiate the most essential parts of the cell. Write
your answer on the space provided. You can do it landscape.
Performance Task
Create a model of a Typical cell using available materials like stone,
leaves, twigs and etc. To be placed in 1/8 illustration board.( rubrics
for collage attached)

Following the picture :

Lesson 7.3 PLANT CELL AND ANIMAL CELL

NAME: DATE
:
SECTION: SCOR
E:
 Check Your Understanding

I. Fill in the blanks.

1. A small round mass in the center of the cell is called a .

2. Cells with well-defined nuclei are known as .

3. is the structure that gives plant cells their rigid shapes.

4. The vacuole found in plant cells are as compared to the vacuole
found in animal cells.

5. is an organelle that absorbs light so plants can make their own

food through photosynthesis.

Unit 7: Introduction to the Cell • Grade 7

Lesson 7.3: Plant Cells and

Animal Cells

Worksheet 1

Name: ________________________Date: _________________________

Grade and Section: ______________Rating: ________________________

Instruction: Briefly answer the following questions.

1. How does the level of organization of the parts in the plant cell differ
from that of the animal cell?

2.Why do plant cells have larger vacuoles than animal cells?

Unit 7: Introduction to the Cell • Grade 7

Lesson 7.3: Plant Cells and
Animal Cells
Worksheet 2
Name: _________________________Date: _________________________

Grade and Section: _______________Rating: ________________________

Instruction: Carefully answer the following items.

1. Given that the plant has a cell wall, what do you think is the advantage
of having this structure in a plant? Do you think it is useful for their
adaptation?
2. Most unicellular animal cells have flagella and cilia. Do you think these
organisms will survive without these structures? What could happen to them
if this happens?

PERFORMANCE TASK

Draw and label the plant and animal cell on a short bond paper

No margin, name at the bottom

Lesson 9.1 SEXUAL AND ASEXUAL REPRODUCTION IN PLANTS

NAME: DATE:

SECTION: SCORE:

Check Your Understanding

Identify the following terms: Write your answer before the number
 1. The process when the pollen grains from the anther is being carried
to the pistil of the flower.
2. The process by which new organisms are produced from a parent
organism.
3. A type of asexual reproduction that involves one parent plant to
produce offspring.
4. Pollination is an example of what type of reproduction.
5. A process when the plant can produce seeds without fertilization that
is involved in sexual reproduction.
6. A cell with the same number of chromosomes as the parent cell.
7. The produced offspring is highly identical to the parent cell.
8. A process where haploid gametes unite to form a diploid zygote.
9. It is a method where two different plants are joined together to grow
into a new plant.
10. It is a method wherein a low branch of the plant is bent down close
to the ground and covered in moist soil in such a way that its
growing tip is above the soil.

PERFORMANCE TASK
Create a Graphic organizer to summarize the lesson. Write your work
on a long bond paper, no margin (See attached rubrics)

Unit 9: Heredity: Inheritance and Variation • Grade 7

Lesson 9.1: Asexual and Sexual

Reproduction in Plants

Worksheet 1

Name: ________________________Date: _________________________

Grade and Section: _______________Rating: ________________________

Instruction. Answer the following questions.

1. Why is pollination important in reproduction?

 2. Why does Bermuda grass grow back fast even when grazers feed on
them daily? Why?

Unit 9: Heredity: Inheritance and Variation • Grade 7

Lesson 9.1: Asexual and Sexual

Reproduction in Plants

Worksheet 2

Name: _____________________Date: _________________________

Grade and Section: _________Rating: ________________________

Instruction: Answer the following questions.

1. You are a gardener. You wanted to have different colors of flowers in

the garden. Which method of reproduction will you use?
 2. You frequently use insecticides to prevent your plants from being
infested. However, you noticed that there is also lesser reproduction
occurring. Why did this happen?

3. You planted a papaya tree. As the tree matured, you notice that it
flowers but does not produce any fruit. Explain why this phenomenon
occurred.

Lesson 9.2 SEXUAL AND ASEXUAL REPRODUCTION IN ANIMALS

NAME: DATE:

SECTION: SCORE:

Check Your Understanding

1. Modified True or False: Write true if the statements is correct.

Otherwise, change the underlined word/phrase to correct the statement.
2. Sexual reproduction involves the union of male and female sex cell.
3. Some animals can reproduce without the presences of the gametes or
sex cell.
4. Mitosis is the process of the production of sex cells.
 5. Asexual reproduction produces offspring that are genetically identical
with the parents.
6. Parthenogenesis does not require the union of sperm cell and egg cell.

B. Classify the following organisms if they undergo asexual or sexual

reproduction. Write A if it is asexual and S if it is sexual.

1. humans 6. tarsier
2. frog 7. bird
3. starfish 8. worm
4. snail 9. sponges
5. cat 10. amoeba

PERFORMANCE TASK

 Create a Graphic organizer to summarize the lesson. Write your

work on a long bond paper , no margin(See attached rubrics)

Unit 9: Heredity: Inheritance and Variation • Grade 7

Lesson 9.2: Asexual and Sexual
Reproduction in Animals
Worksheet 1

Name: _____________Date: _________________________

Grade and Section: ______Rating: _______________________

Instruction. Answer the following questions.

1. Explain how sexual reproduction produces variation in the offspring.

2. Explain how hermaphroditism helps a species to survive and continue its

generation.
 3. How does the form of reproduction affect the continuity of species?

Unit 9: Heredity: Inheritance and Variation • Grade 7

Lesson 9.2: Asexual and Sexual
Reproduction in Animals
Worksheet 2
Name: ______________Date: _________________________
Grade and Section: __Rating: ________________________

Instruction: Answer the following questions.

1. One of the starfishes on your aquarium was broken while you were
cleaning the aquarium. What should be your responsibility to save the
starfish?

2. A farmer found one snail on his farm. After a week, the farm was
infested with snails. Explain how this happened.
 3. Two different organisms were found to be striving in one location.
Species A produces sexually while species B produces asexually. A
drastic change in the conditions was experienced by the two species.
Only species A was able to survive. Explain why this phenomenon
happened.

Lesson 10.1 COMPONENTS OF AN ECOSYSTEM

NAME: DATE:

SECTION: SCORE:

Check your Understanding

A. Identification. Identify the following concepts being described. Write

your answers on the blanks provided before the number.

1. A community of organisms living together and interacting with the

nonliving components.
-
2. It is the living component of an ecosystem. -
3. It is the non-living component of an ecosystem. -
4. It refers to organisms that can produce their own food through the
process of photosynthesis.
-
 5. An abiotic factor that refers to the acidity and alkalinity of a habitat.
-

B. Classify the following scenarios given. Write A if the given is an abiotic

component and B if it is a biotic component.

1. Lack of rainfall in the desert =

2. Dry soil during summer =
3. Animals do not reproduce =
4. Death of plants =
5. Rivers dry up =
6. The population of polar bears decreases =
7. High pH near the volcanic vent =
8. Increase in the variety of producers =
9. Low amount of light present =
10.Microorganisms in soil =
Lesson 10.1: Components of anEcosystem

Worksheet 1

Name: ___________________________Date:
_________________________

Grade and Section: ________________Rating: ________________________

Instruction: Answer the following questions.

1. How does the abiotic component affect the biotic component?

2. Explain the dependence of the abiotic component to the biotic

component.
 3. Why are decomposers and detrivores important?

Unit 10: Ecosystems • Grade 7

Lesson 10.1: Components of an
Ecosystem
Worksheet 2
Name: _____________________________Date:
_________________________
Grade and Section: ___________________Rating:
________________________

Instruction: Answer the following questions.

1. An organism is used to experiencing temperatures reaching 50 o C.
When it was transferred to a location with a temperature reaching 0 o C,
what will be its effect on the organism?

2. Decomposers and detrivores recycle the nutrients. Suppose these

organisms become extinct. Explain the situation that we will face.
3. North and south pole experience extremely cold condition. Explain how
this abiotic component affected the biotic components striving in those areas.

Lesson 10.2 TYPE OF BIOMES

NAME: DATE:

SECTION: SCORE:

Challenge Yourself

Answer the following questions:

1. How would you describe a biome?

2. What are the similarities and differences of terrestrial and aquatic

biome? List down at least three similarities and three differences.

3. Why is the sustainability of the organisms in their biomes important for

their survival?

4. Choose one biome. What are the abiotic and biotic components present
in your chosen biome?
 5. How do cacti adapt to the desert ecosystem?

Performance Task
On a long bond paper make a poster on your chosen type of Biome.
( Check the rubric provided on your course guide)

Lesson 10.3 ECOLOGICAL RELATIONSHIPS

NAME: DATE:

SECTION: SCORE:

Check Your Understanding

A. Identify the following ecological relationship by rearranging the

letters to form the correct answer.
1. It is a type of symbiotic relationship in which one organism benefits
while the other is neither harmed not benefited.
C A M S S O M N L E M I

2. It is a type of symbiotic relationship in which both organisms benefit

from each other.
U M L M U I T A S
3. It is a type of symbiotic relationship when one organism kills and eats
another organism to obtain nutrients.
N E P I D R T O A
4. It is a non-symbiotic relationship when some organisms are inhibited or
harmed by others.
T O M A N A S N G I
5. It is a type of symbiotic relationship when one organism benefits at the
expense of the other.

M A S P I R S T A I
B. Identify the ecological relationship exhibited by the given scenario
below.
1. Tapeworms in cats and dogs.

2. Lions hunting gazelles.

3. Foxes and coyotes both feed on common prey.

4. A clown fish lives safely in sea anemones; the clown fish also feeds
the sea anemone and protects it from predators.

5. A cattle egret eats the insects disturbed by cattle during foraging; the
cattle are not affected by the cattle egrets
 Performance task
A. Create a chart about the different ecological relationship, provide examples if
needed.( See rubrics on your course guide under graphic organizer)
Lesson 10.6 EFFECTS OF CHANGES IN BIOTIC AND ABIOTIC
FACTORS

NAME: DATE:

SECTION: SCORE:

Check Your Understanding

Identification. Identify the following concepts being described. Write your

answer on the space provided.

1. It is the maximum population size of a species that an ecosystem can sustain.

2. It refers to any factor that controls and restricts the size of a population.
3. It is an adaptive behavior when organisms travel to a different place to avoid
the cold season in their habitat.
4. It is one of the human activities that can increase or decrease the nutrients
levels in the soil.
5. It refers to adjusting to the new limiting factors through changing their
behavior or physiology.

Unit 10: Ecosystems • Grade 7

 Lesson 10.6: Effects of Changes in Biotic

and Abiotic Factors

Worksheet 1

Name: ___________________Date: _________________________ Grade

and Section: ___________Rating: ________________________

Instruction: Answer the following questions.

1. A fisherman wanted to have his own fish pen and cultivate his own species of
crabs. What shall the fisherman consider before making his own fishpen?

2. A zoo houses a number of monkeys. The cage of the monkeys was small and the
monkeys are easily agitated. What would you recommend the owners of the zoo?

3. There were a number of piranha in an aquarium with only a few other fishes to
feed on. You noticed that a number of a piranha has died. What could be the cause of
this phenomenon?
Performance task

Cite a situation wherein human affect the biotic and abiotic factors in the environment,
and give supporting ideas on your answer.( See rubrics for essay making on your
course guide.)

THIRD QUARTER

Lesson 11.1 DESCRIPTORS OF MOTION

NAME: DATE:

SECTION: SCORE:

Check Your Understanding

A. Analyze the illustration given below and answer the following questions

1. What is the position of the car? =

2. What is the position of the ball? =
3. How far is the car from the ball? =
4. How far is the car from the house? =
5. Suppose you take the 10 meter mark as a point of reference. How far is the
house from the point of reference? =
6. if the ball moves from its position to the 30 meter mark, what is its
displacement? =
7. Suppose the car moves 20 meters to the right, then turn 10 meters back to
the left. What is its displacement? =
8. Assume the ball moves to the house and rolls back to its original position, how
far did the ball travel? =
9. Assume that the car moves to the house and moves back to its original
position, how far did it travel? =
10.How far is the car from the house if the reference point is from 0 meter mark?
=
ACTIVITY

In a long bond paper tabulate the different Descriptors of motion.

Motion Descriptors Description

Lesson 11.3 CALCULATING FOR SPEED AND VELOCITY

NAME: DATE:

SECTION: SCORE:

Check Your Understanding

A. Study the given problem then answer the following questions.

1. What is asked?

2. What are the given quantities in the problem?

3. What equation and solution should be used to solve the problem?

4. What is the unit of the final answer?

5. If the unit used for time is in seconds, what is the unit of the final answer?
Lesson 11.4 CALCULATING FOR ACCELERATION

NAME: DATE:

SECTION: SCORE:

Check Your Understanding

A. Complete the table below.

Velocity (v) Time (∆t)

Acceleration (a)

-2 m/s 4s

15 m/s 5s

2 36 m/s
-6m/s

80 km/hr 8 hr

12 m/s 4s

2 16 ft/s
2 ft/s

30 km/hr 2.5 hr

2 10 s
1.3 m/s
2 224 ft/s
32 ft/s
2 4 hr
0.25 km/hr

Lesson 12.1 WAVES AS A CARRIER OF ENERGY

NAME: DATE:
SECTION: SCORE:

Check Your Understanding

A. Read and analyze the following statements given. Identify what is

being described in each item.
1. It is a disturbance or a vibration that transfers energy through matter or
space.

2. It is a material or a substance needed by some of the types of waves to

transfer energy.

3. It refers to the initial horizontal position of wave.

4. It refers to the movement of any particle or object moving back and forth,
up and down or to and front.

5. It refers to what is being carried by a wave such as light and sound.

Unit 12: Waves • Grade 7

Lesson 12.1: Waves as Carrier of Energy

Worksheet 1

Name: _________________________________ Date: _________________________

Grade and Section: ______________________ Rating: ________________________

Instructions: Draw a wave using the following steps.

Step 1: Draw a dashed horizontal line.

Label this line as
the__________________
position.

Step 2: Draw a “sinusoidal” image over

thehorizontal line. A sinusoidal image is an
alternating hill–valley pattern created by
the waves.

Step 3: Pick three points in the

“sinusoidal”image you have drawn in the
previous step.

Step 4: Draw arrows on how these

particlesmove with respect to the
horizontal line

Activity

On a short bond paper create a graphic organizer to summarize the lesson.

( see the graphic organizer rubric in your course guide.)

Lesson 12.3 SPEED OF WAVE

NAME: DATE:

SECTION: SCORE:
 Challenge Yourself

Solve the following problems. Show your complete solution.

1. What is the speed of red light in a vacuum if it has a frequency of

14 -7
4.60×10 Hz and a wavelength of 6.5×10 m?

2. A pendulum bob is attached to a string and completed 37 cycles or

swings in 100 s. What is its frequency?
Lesson 13.1 SOUND AND ITS PROPERTIES

NAME: DATE:

SECTION: SCORE:

Check Your Understanding

A. Fill in the missing word/phrase in each statement below.

1. The crests in a sinusoidal wave represent the in a sound wave.
2. is determined by the frequency of the sound wave.
3. One way to attain different pitch for stringed instruments is to .
4. The threshold of pain has a value of .
5. is equivalent to the amplitude of a sound wave.
6. The troughs in a sinusoidal wave indicate the in a sound wave.
7. is the sound perceived by human ears.
8. The threshold of hearing has a value of .
9. describes the characteristic of sound to be distinguished by the ears even if
the sounds produced have the same pitch and loudness.
10. A is the repeating pattern of the fundamental frequency.

B. Solve the following problems. Show your complete solution.

1. What is the speed of sound if it has a frequency of 18 Hz and a

wavelength of 0.5 m?

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 2. The speed of a sound wave that has a wavelength of 6 meters is
53m/s, what is its frequency in hertz?

Lesson 15.2 METHOD OF HEAT TRANSFER

NAME: DATE:

SECTION: SCORE:

Check Your Understanding

A. Read and analyze the following situations given. Identify which of the three
methods of heat transfer is involved in each situation.
1. An iron nail becomes hot when placed over a flame.
2. Objects can be warmed when placed beside an open fireplace.

3. A radiator design to warm an area is placed in the lower part of the room
so that it warms the cold air.

4. Steel is used widely in cookware such as pans and kettles.

5. A spoon placed in a bowl of hot soup becomes hot after some time.

6. A food turned hot after heating in a microwave oven.

7. Blow drying your wet hair to be dry.

8. The hot air balloon rose when the air inside it was heated.

9. The sun gives heat to the earth.

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 10.Walking on the warm sand with your bare feet.

Lesson 16.2 ELECTROSTATIC CHARGING

NAME: DATE:

SECTION: SCORE:

Challenge Yourself

Answer the following questions briefly.

1. Try to rub a balloon on your sweater jacket. Place the balloon on the wall.
Why does the balloon stick on the wall for a while?

2. How is charging by conduction different from charging by induction?

3. How does electron affinity of an object affect its capacity to attract another
object?

4. Which charging process is involved when you plug in your electrical

appliances to the power outlets?

5. What is the importance of having insulated stands in charging by induction?

FOURTH QUARTER

Lesson 17.1 LOCATING PLACES ON EARTH

NAME: DATE:

SECTION: SCORE:

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 Check Your Understanding

A. Identify the term described in the statements below.

1. A two-dimensional representation of the world

2. A three-dimensional representation of the world

3. These are composed of intersecting horizontal and vertical lines that form
a Cartesian plane.
4. Lines that run horizontally from east to west

5. A latitude that divides the Earth into the northern and southern
hemisphere.
6. A longitude that passes through Greenwich, England.

7. These are vertical lines running from the north to south on a map or
globe.
8. An imaginary line that is 180º from the prime meridian.
9. This line served as a reference point and denoted as 0º latitude.

10. This line also serves as a reference point and denoted as 0º longitude.

Unit 17: The Philippine Environment • Grade 7 Lesson 17.1: Locating Places
on Earth
Worksheet 1
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 Name:______________________________Date: _______________
Grade and Section:_____________Rating:______________________

Instruction: Answer the questions in not more than five sentences each. Provide
examples, drawing, and facts if necessary.

1. How is a map different from the globe?

2. Why is the coordinate system important?

Unit 17: The Philippine Environment • Grade 7 Lesson 17.1: Locating Places on
Earth
Worksheet 2
Name: ____________________Date: _________________________
Grade and Section: _____________Rating: ________________________

Copyright © 2018 Quipper Limited

Instructions: Answer the questions in not more than five sentences each. Provide
examples, drawing, and facts if necessary.

1. Maps and globes have been used for several since they have been invented.
In our modern day, do you think the use of maps and globes are still relevant?

2. You were headed for a pilgrimage tour. While you observe in awe at the
displayed artifacts, you got left behind. You tried to call them but no one
answered. In order to catch up with your group or go back to your camp, you
thought of using GIS or GPS.
Which would be the best to use?

Lesson SUSTAINABLE USE OF NATURAL

17.4 RESOURCES
NAME: DATE:

SECTION: SCORE:

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 Check Your Understanding

A. Complete the puzzle by identifying the given statements.

Across
8. Meeting the standards of living while ensuring there is an ecological
balance
9. The increase of toxic materials in water
10. Compromised due to intense erosion
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 Down
1. Resources which cannot be replaced easily
2. Soil displacement due to natural causes
3. Resources which can be replaced easily
4. An example of a renewable resource
5. Another term for algal bloom
6. A grass used to prevent soil erosion
7. A Filipino term for slashing and burning trees
10. An example of a nonrenewable resource

PERFORMANCE TASK

In a 1/8 illustration board, make a poster about how people affect the
natural resources.( see rubrics found on your course guide)

Lesson 18.1 THE ATMOSPHERE

NAME: DATE:

SECTION: SCORE:

Check Your Understanding

A. From the given illustration below, label the layers of the atmosphere.

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ACTIVITY 1

On a long bond paper create a concept map that will summarize the
concept of atmosphere. ( see rubric for graphic organizer)

ACTIVITY 2
On a long bond paper, create your own poem about Atmosphere 5 stanza,4
lines

Lesson 18.5 WEATHER SYSTEM

NAME: DATE:

SECTION: SCORE:

Check Your Understanding

Copyright © 2018 Quipper Limited

 A. List down the following.
1. Three weather systems observed from different parts of Earth.

2. Two weather systems observed in the tropical regions such as in the

Philippines.

3. The “evolution” of cyclones in the Philippines (in order).

B. Double Matching Type. Match the following weather systems to their

corresponding concepts from column I first, then column II. The answer
must be composed of a capital letter from column I and a lowercase
letter from column II.

1. El Niño A. Cold phase of ENSO a. Prolonged drought

2. La Niña B.wind moves from b.Warm land air rises
land to sea c.Mainly happens from
3. Land breeze
C. Warm phase of d.October to February
4. Sea breeze ENSO e.Prolonged rains
5. Amihan D.Wind moves from sea f.Warm sea air rises
to land g.Mainly happens from
E.Northeast monsoon May to September
F.Southwest monsoon

ACTIVITY: Create graphic Organizer about Weather system.

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 Place your answer on long bond paper( see rubric for
graphic organizer)

Lesson 19.1 EARTH’S ROTATION AND REVOLUTION

NAME: DATE:

SECTION: SCORE:

Check Your Understanding

A. Study the figure below. Choose the letter that corresponds to the
description below.

1. Which part of Earth has the longest daytime?

2. Which part of Earth receives the lowest amount of sunlight?

3. Which part of Earth is the sun overhead at noontime?

4. Which part of Earth is the dark all day?

5. Which part of Earth is winter?

Unit 19: Seasons in the Philippines • Grade 7 Lesson 19.1: Earth’s Rotation and

Revolution
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Worksheet 2
Name: _______________________________Date: _________________________
Grade and Section: __________________Rating: ________________________

Instruction: Answer the questions in not more than five sentences each. Provide
examples, drawings, and facts if necessary.

1. Compare and contrast Earth’s revolution and rotation using a T-chart

2. Why do places on Earth experience different amounts of insolation?

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 ACTIVITY

On a Long bond paper create a graphic organizer to simplify the lesson. (

see rubric attached for graphic organizer)

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 Lesson 20.1 SOLAR ECLIPSE

NAME: DATE:

SECTION: SCORE:

Check Your Understanding

A. Identify whether the statement is true of false. Write true if the statement is
correct and false if otherwise.

1. A solar eclipse occurs when a new moon passes between Earth and Sun.
2. Moon casts a shadow on Earth with two distinct parts: the umbra and
penumbra.

3. Annular eclipses are also known as total solar eclipse.

4. The annulus is the ring of fire that surrounds Moon.

5. You may directly observe solar eclipses with transparent eyeglasses.

6. Annular total eclipses are caused by the moon reflecting more sunlight.

7. The Saros cycle can be used to predict future occurrences of a solar eclipse.

PERFORMANCE TASK:
In this activity you are going to create your own Solar eclipse model using
the different available materials found on your locality. In doing this task
you need the help of elders, this is to avoid the accident that may
happened. ( Rubric is attached on your course guide) Sample model:

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 Lesson 20.2 LUNAR ECLIPSE
NAME: DATE:

SECTION: SCORE:

Check Your Understanding

A. Fill in the blanks with the correct and corresponding word/s.

1-3. The three types of lunar eclipse are penumbral, and
umbra
4-5. The two parts of a shadow cast by Earth are umbra and penumbra

6. The lunar phase that features a lunar eclipse is full moon

7. Thesaros cycle is used to predict the occurence of lunar eclipses.

8. _________ are used to pinpoint possible lunar eclipse sites.

PERFORMANCE TASK:

In this activity you are going to create your own Solar eclipse model using
the different available materials found on your locality. In doing this task
you need the help of elders, this is to avoid the accident that may
happened. ( Rubric is attached on your course guide)

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