LEARNING ACTIVITY SHEET IN SCIENCE 7

GRADE WEEK & DAY

QUARTER / DOMAIN LC CODE
LEVEL NO.
1ST QUARTER/CHEMISTRY S7MT-Ia-1
GRADE 7 WEEK 1 DAY 2

Name : __________________________________ Year & Section: __________________

TOPIC: Scientific Investigation

LEARNING COMPETENCY: Describe the components of scientific investigation.

Activity No. 1
Selecting a Good Research Problem

I. OBJECTIVES

1. Select a research topic based on existing problems in the community

2. Use the guidelines in selecting a research topic

II. LESSON OVERVIEW

Our life is affected by many problems that we encounter everyday.

Some of these problems can be the subject of our scientific investigation.
Undertaking a scientific investigation in Science involves several steps that
starts with the identification of a good research problem.
Selecting a good research problem is the first step in an investigation.
It is also the focus of the study. A research problem can be anything that a
person finds unacceptable; a difficulty, a situation that needs to be
changed, or anything that is not working according to its purpose. This
question often asks "what if", "how" or "what effect something will have". The
question should be one that can lead to an experiment, which will yield
either quantitative or qualitative data. This question serves as the center of
investigation.

III. A.MATERIALS

recorder pen and paper

B. REFERENCES

Madriaga, E. et. al. (2013). Science Links: Worktext in Science and

Technology, Rex Publishing House, Inc., pp. 63-66.
Albarico, J. (2010). Worktext in Integrated Science. United Eferza
Academic Publications, pp. 13-16

1
IV. PROCEDURE

1. Form groups of five.

2. Interview at least five people in the community.
a. Barangay Official c. Farmer e. Teacher
b. Housewife d. Driver
3. Each member of the group is to make a survey of a particular problem
and the possible subjects for research based on these problems.

What can be some of

the possible topics for
research in our locality?

V. ANALYSIS

Q1. Review the existing problems obtained based on the results of the
community survey.
__________________________________________________________________
________________________________________________________________________
________________________________________________________________________

Q2. Use each problem in answering the checklist below with the aim of
selecting the most appropriate research problem.

Identified Problem Existing in the Community

2
 Table 1 : Guidelines in Selecting a Research Problem

Applicability
Factors to be Considered
Yes No
1. The group’s interest and abilities
2. Availability of the materials needed for
investigation
3. Socio-economic significance of the problem
4. Topic is within the group’s level of knowledge
5. The time element needed to finish the project
6. Safety measures to be undertaken during the
investigation
7. Expenses involved in taking the project
8. Generation of new information

VI. GENERALIZATION

How are you going to select a good research problem?

VII. APPLICATION

How does scientific investigation help one to discover truths about

nature?

VIII. ENRICHMENT ACTIVITY:

The table below shows some of the possible sources of research topics. In
each column, write some possible topics that you can think of.

Sources Possible Topics for Investigation

Herbal medicine
Food
Air pollution
Drinking water
Recycling

3
 LEARNING ACTIVITY SHEET IN SCIENCE 7
GRADE
QUARTER / DOMAIN WEEK & DAY NO. LC CODE
LEVEL
1ST QUARTER/CHEMISTRY WEEK 1 DAY 3 S7MT-Ia-1
GRADE 7

Name : _________________________________ Year & Section: ___________________

TOPIC: Types of Variables

LEARNING COMPETENCY: Describe the components of scientific investigation.

Activity No. 2
Identifying Variables

I. OBJECTIVE

1. Identify the different types of variables in an experiment and

recognize that the design of an investigation should show fair
testing

II. LESSON OVERVIEW

Conducting a fair test is one of the most important element of doing

good and scientifically valuable investigations. To ensure that your
experiment is a fair test, you must change only one factor at a time while
keeping all other conditions the same. Researchers call the changing
factors in experiment variables.

III. A. MATERIALS

3 10-cm long candles matches

3 bottles (same kind but different sizes) watch with second hand

B. REFERENCES

Albarico, J. (2010). Worktext in Integrated Science. United Eferza

Academic Publications, pp. 13-16
Villamil, A. et. al (1995). Integrated Science, Abiva Publishing House,
pp. 7-9
Madriaga, E. et. al. (2013). Science Links: Worktext in Science and
Technology, Rex Publishing House, Inc., pp. 63-66.

4
IV. PROCEDURE

1. Prepare three 10-cm long candles and three

bottles of the same kind but of different sizes. TAKE CARE
2. Let a lighted candle stand and place one Be careful in using
bottle over it. flammable
3. Record the length of time the candle burns. materials!
4. Repeat the procedure with the other two
bottles and candles.
5. Record the length of time each candle burns
in each bottle.

V. ANALYSIS

Q1. What is the independent variable in this activity?

__________________________________________________________________
________________________________________________________________________
________________________________________________________________________
Q2. What is the dependent variable?
__________________________________________________________________
________________________________________________________________________
________________________________________________________________________
Q3. What factors were kept the same?
__________________________________________________________________
________________________________________________________________________
________________________________________________________________________

VI. GENERALIZATION

1. What is a fair test?

2. Compare and contrast the different types of variables.

VII. APPLICATION

A piece of pan de sal and a piece of tasty bread were both equally
moistened and exposed to sunlight at room temperature. After a week,
results showed that both pieces of bread did not have the same amount
of molds.

Which bread had more molds? Why?

What are the three variables in this experiment?

5
VIII. ENRICHMENT ACTIVITY

Following are some samples of research proposals. Try to identify the

different variables to be studied and make a design of the experiment.
Define the experimental and control groups.

A. Paolo and Alvin want to find out which between pulverized mussel
(tahong) shells and commercial feeds can better promote the growth
and development of broiler chickens. They have 36 broilers as subjects
for the study.

VARIABLES EXPERIMENTAL SETUP

(Which will be the experimental and
Dependent Independent control group?)

B. Roxy and Janet want to study the effectiveness of insecticide made from
lemon grass (tanglad) as compared to at least three brands of
insecticides available in the market. They will use cockroaches for the
study.

VARIABLES EXPERIMENTAL SETUP

(Which will be the experimental and
Dependent Independent control group?)

6
 LEARNING ACTIVITY SHEET IN SCIENCE 7
GRADE WEEK & DAY
QUARTER / DOMAIN LC CODE
LEVEL NO.
1ST QUARTER/CHEMISTRY S7MT-Ia-1
GRADE 7 WEEK 1 DAY 5

Name : ________________________________ Year & Section: ___________________

TOPIC: Scientific Investigation

LEARNING COMPETENCY: Describe the components of scientific investigation.

Activity No. 3
Analyzing the Steps of Scientific Investigation

I. OBJECTIVE

1. Identify and analyze the steps of scientific investigation

II. LESSON OVERVIEW

Scientists use their knowledge, skills, creativity, and imagination in

solving problems that they encounter every day. In any scientific activity, it
is important to follow certain processes to arrive at answers to the problems
that we encounter. Scientific investigation is a sequence of steps followed
by scientists in differentiating the truth from myth and superstitions or simply
validating speculations. It is a systematic, orderly approach to gathering
data and solving problems, involving the following steps: observation,
identification of the problem, gathering related information, formulating
hypothesis, designing and performing the experiment, recording and
analyzing data, and drawing conclusions.

III. A.MATERIALS

pen and paper

B. REFERENCES

Madriaga, E. et. al. (2013). Science Links: Worktext in Science and

Technology, Rex Publishing House, Inc., pp. 63-66.
Scientific Method. (2016). Retrieved from:
http://warnerscientopia.weebly.com/uploads/1/9/5/0/19500129/sci
entific_method_story_worksheet.pdf

7
IV. PROCEDURE

Read the story and then answer the questions that follow.

A scientist wants to find out why sea water freezes at a lower

temperature than fresh water. The scientist goes to the library and reads a
number of articles about the physical properties of solutions. The scientist
also reads about the composition of sea water. The scientist travels to a
nearby beach and observes the conditions there. The scientist notes the
taste of sea water and other factors such as waves, wind, air pressure,
temperature, and humidity. After considering all this information, the
scientist sits at a desk and writes, "If sea water has salt in it, it will freeze at a
lower temperature than fresh water."

The scientist goes to the laboratory and does the following:

a. Fills each of two beakers with a liter of fresh water.
b. Dissolves 35 grams of table salt in one of the beakers.
c. Places both beakers in a freezer at a temperature of l°C
d. Leaves the beakers in a freezer for 24 hours.

After 24 hours, the scientist examines both beakers and fins the fresh
water to be frozen. The salt water is still a liquid. The scientist writes in a
notebook, "It appears that salt water freezes at a lower temperature than
fresh water." The scientist continues, "1 suggest that the reason sea water
freezes at a lower temperature is that sea water contains dissolved salts,
while fresh water does not."

V. ANALYSIS

Q1. In which statement is the problem described?

__________________________________________________________________
________________________________________________________________________
________________________________________________________________________
Q2. Which statement(s) contains a hypothesis?
__________________________________________________________________
________________________________________________________________________
________________________________________________________________________
Q3. Which is the independent (manipulated) variable in the experiment?
__________________________________________________________________
________________________________________________________________________
________________________________________________________________________

8
 Q4. What is the dependent (responding) variable in the experiment?
__________________________________________________________________
________________________________________________________________________
________________________________________________________________________
Q5. Which statement(s) contains observations?
__________________________________________________________________
________________________________________________________________________
________________________________________________________________________
Q6. Which statement(s) describes an experiment?
__________________________________________________________________
________________________________________________________________________
________________________________________________________________________
Q7. Which statement(s) contains data?
__________________________________________________________________
________________________________________________________________________
________________________________________________________________________
Q8. Which statement(s) contains conclusions?
__________________________________________________________________
________________________________________________________________________
________________________________________________________________________

VI. GENERALIZATION

What are the steps of a scientific investigation?

VII. APPLICATION

One morning you woke up and noticed that your electric fan no
longer works. How do you apply the steps of the scientific investigation to
determine the cause of the problem?

VIII. ENRICHMENT ACTIVITY

Visit some websites and search for one investigatory project and identify
the processes used in the study. You can also read books or newspaper to
search for an investigatory project.

Statement of the Problem:

_________________________________________________________________________

9
Hypothesis/Hypotheses:

_________________________________________________________________________

Variables in the Study:

_________________________________________________________________________

Materials:

_________________________________________________________________________

Outline of the Procedure:

_________________________________________________________________________

Conclusion:

_________________________________________________________________________

10
 LEARNING ACTIVITY SHEET IN SCIENCE 7
GRADE QUARTER / DOMAIN
WEEK & DAY NO. LC CODE
LEVEL 1ST
WEEK 2 DAY 2 S7MT-Ii-6
GRADE 7 QUARTER/CHEMISTRY

Name : _______________________________ Year & Section: ___________________

TOPIC: Elements in the Periodic Table

LEARNING COMPETENCY: Recognize that substances are classified into
elements and compounds.

Activity No. 4
The Periodic Table: It’s Element-ary!

I. OBJECTIVES

1. Get familiar with the layout of the periodic table

2. Explain how the elements are arranged in the periodic table
3. Know some information about the elements that may be found in the
periodic table
4. Identify the group and the period number of an element using the
periodic table

II. LESSON OVERVIEW

Periodic table of elements is usually found in almost all chemical

laboratory or science room. This is an important tool and very essential for
a chemist or a student studying chemistry. A periodic table gives us a lo9t
of information about an element.
Periodic table is a tabular representation of all the known elements
which are orderly arranged according to similarities in chemical properties.
This organization makes it easier to predict the properties of an element
based on where it is in the periodic table. In the periodic table, elements
are represented by their symbols.

III. A. MATERIALS

Periodic Table of Elements

B. REFERENCES:

Asuncion, A., et al. 2017. Science 7 Learner’s Material. pp.34-42

Madriaga, E. et. al. (2013). Science Links: Worktext in Science and
Technology, Rex Publishing House, Inc., pp. 63-66.

11
 Periodic Table of Elements. (2018). Retrieved
from: https://courses.lumenlearning.com/suny-
monroeccorgbiochemistry/chapter/the-periodic-table/

IV. PROCEDURE

1. Study the periodic table of elements shown below. You may also use your
own periodic table or the periodic table provided in the Science Learner’s
Material on pages 86-87.

Image Photo by : https://courses.lumenlearning.com/suny-monroecc-

orgbiochemistry/chapter/the-periodic-table/

2. The 118 elements known today are arranged in the periodic table. Each
element on the periodic table is represented by a box which contains
basic information about each element.

12
3. Every element has a name. In each box of the table, you will find only one
name. One box corresponds to one element.

4. For the next questions, please refer to the periodic table of the elements.
Write your answers for each question in Columns 1 and 2 in Table 2.
a. Scientists agreed to give symbols for each element. This is very helpful
especially to those elements with long names. Instead of writing the
full names, a one-letter or two-letter symbol may be used. You can
find these symbols in the periodic table too. It is written inside the same
box for that element. For instance, O is the symbol for oxygen.

What are the symbols for elements with long names such as
beryllium, phosphorus, germanium, and darmstatdtium?

b. Notice that most of the one-letter symbols are the first letters of these
elements.

What are the symbols for boron, nitrogen, fluorine and

vanadium?

c. For the two-letter symbols, most of them start with the first letter of the
elements. Notice that the second letter in the symbol may be any
letter found in the element’s name. Notice as well that only the first
letter is capitalized for the two-letter symbols.
What are the symbols for lithium, chlorine, argon, calcium and
manganese?

d. There are symbols that use letters taken from the ancient name of the
element. Examples of ancient names are ferrum (iron), argentum
(silver), hydrargyrum (mercury) and plumbum (lead).
How about the symbols for iron, silver, mercury, and lead?

e. In the earlier grade levels, you already encountered elements. You

studied rocks and learned that some are composed of silicon and
magnesium. Some even have gold.
What are the symbols for silicon, magnesium and gold?

f. When you were recycling materials, you segregated the objects

according to what these are made of. Some of them are made from
aluminum, copper, tin or carbon.

13
 What are the symbols for these 4 elements?

g. In nutrition, you were advised to eat enough bananas because it is

a good source of potassium.
What is the symbol for potassium?

h. In each box, you will find a number on top of each symbol. This is
the atomic number. In the higher grade levels, you will learn what
this number represents. For now, use it as a guide on how the
elements are sequenced.

What is the element’s name and symbol that comes before

titanium? How about that comes after barium? Also, write the atomic
number of all the elements that you have listed in Table 2. Write it in
Column 3.

Table 2. Name and symbol of some elements and the group

number it belongs to

Element Name Symbol Atomic Group Period

Number Number Number
Beryllium
Phosphorus
Germanium
Darmstatdium
Boron
Nitrogen
Flourine
Vanadium
Lithium
Chlorine
Argon
Calcium
Manganese
Iron
Silver
Mercury
Lead
Silicon
Magnesium
Gold
Aluminum

14
 Copper
Tin
Carbon
Potassium

5. Write numbers 1 to 18 at the top of the periodic table starting from left. This
indicates the group from which each element in the periodic table
belongs. Identify the group number of each element listed in Table 2 and
write it in Column 4.
6. Also, label the periodic table with numbers 1 to 7 at the left of each row.
This indicates the period number of each element. Identify the period
number of each element listed in Table 2 and write it in Column 4.
Note: Elements with atomic number 57 to 71 belongs to period 6 while
elements with atomic number 89 to 103 belongs to period 7.
V. ANALYSIS

Q1. How are the elements in the periodic table arranged?

__________________________________________________________________
________________________________________________________________________
________________________________________________________________________

Q2. What is a period? How many are there in the periodic table?
__________________________________________________________________
________________________________________________________________________
________________________________________________________________________

Q3. What is a group? How many are there in the periodic table?
__________________________________________________________________
________________________________________________________________________
________________________________________________________________________

Q4. Why do we need to study the Periodic Table? How does the
knowledge of periodic table help the scientists in making our life
easier?
__________________________________________________________________
________________________________________________________________________
________________________________________________________________________

15
V. GENERALIZATION

How are the elements in the periodic table arranged? What

information about the element can you get from the periodic table?

VI. APPLICATION

Which element is used inside illuminated

signs like the one on the right?

To which group in the periodic table do

these elements belong?

VII. ENRICHMENT ACTIVITY

Choose five elements in the periodic table. Write the

characteristics/properties and uses of each element chosen. Use the
information you gathered from the textbook or on line source. You can
make a chart, poster, or multimedia presentation of your chosen elements.

Prepared by:

MARY CLAIRE C. PAYAWAL

Master Teacher II
Bongabon National High School

Reviewed by:

ROSEMARIE Z. BURAYAG
EPS I, Science

16