Grade 7 LAS Quarter I IV Regular

7
1
TABLE OF CONTENTS
Page
FRONT OUTSIDE COVER 1
TABLE OF CONTENTS 2
QUARTER 1 Diversity of Materials in the Environment 4
Activity 1 Selecting a Good Research Problem 5
Activity 2 Identifying Variables 8
Activity 3 Analyzing Steps of Scientific Investigation 11
Activity 4 Periodic Table: It’s Element-ary! 14
Activity 5 Let’s Do the Separation 19
Activity 6 Seawater! See Water and Salt 24
Activity 7 Substances vs Mixtures 27
Activity 8 What are Some Properties of Solutions? 31
Activity 9 Saturated, Unsaturated or Supersaturated 35
Activity 10 To Dissolve or Not to Dissolve 38
Activity 11 Concentration of Solutions 41
QUARTER 2 Living Things in the Environment 44
Activity 1 Beyond Our Naked Eye 45
Activity 2 Touch Me! Use Me! 49
Activity 3 Are You a Part of the Pyramid? 53
Activity 4 What is in you that is in me? 55
Activity 5 The Cell is Like a Factory 58
Activity 6 Go Ye and Multiply 63
Activity 7 What Makes Me Complete? 66
Activity 8 Let’s Take a Walk 69
Activity 9 Which is Benefitted, Which is Not? 72
Activity 10 It Makes Two to Tango 76
Activity 11 Constant Change 80
2
Page
QUARTER 3 Force, Motion and Energy 83
Activity 1 My Home to School Roadmap 84
Activity 2 Fun Walk 87
Activity 3 Where is it? 92
Activity 4 Describing Motion through Visuals 95
Activity 5 Waves: Energy Carrier 99
Activity 6 Let’s Make Waves 102
Activity 7 Mechanical vs Electromagnetic Wave 108
Activity 8 Anatomy of a Wave 112
Activity 9 Properties and Characteristics of Sound 116
Activity 10 My Spectrum Wheel 120
Activity 11 Shadow Game 125
Activity 12 Heat Transfer 127
Activity 13 Charged it Up 131
Activity 14 Discharging 136
QUARTER 4 Earth and Space 138
Activity 1 Where Am I? 139
Activity 2 Save Me (Mother Earth)!!! 142
Activity 3 Up, Up and Away! 151
Activity 4 I’m Hot and You’re Not? 157
Activity 5 In what direction do winds blow- from high to low pressure 160
area or vice versa?
Activity 6 Seasoned to the Tilt 165
Activity 7 Modelling Solar Eclipse 168
Activity 8 Modelling Lunar Eclipse 173
3
7
Quarter 1
Diversity of Materials in the
Environment
Development Team of the SLR
Writer: Mary Claire C. Payawal

Illustrator: Novo Obligado
Layout Artist: Marvin D. Villanueva
Content Editors: Aurea A. Alfaro
Rosemarie Z. Burayag
Language Editor: Marivic C. Calara
4
LEARNING ACTIVITY SHEET IN SCIENCE
QUARTER / DOMAIN
ST WEEK & DAY
GRADE LEVEL 1 QUARTER/DIVERSITY OF LC CODE
NO.
GRADE 7 MATERIALS IN THE S7MT-Ia-1
WEEK 1 DAY 2
ENVIRONMENT
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. 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
III. 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?
5
IV. 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
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
V. GENERALIZATION:
How are you going to select a good research problem?
VI. APPLICATION:
How does scientific investigation help one to discover truths about nature?
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VII. 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
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QUARTER / DOMAIN
ST WEEK & DAY
GRADE LEVEL 1 QUARTER/DIVERSITY OF LC CODE
NO.
GRADE 7 MATERIALS IN THE S7MT-Ia-1
WEEK 1 DAY 3
ENVIRONMENT
Name : ____________________________________ Year & Section: ___________________
TOPIC: Types of Variables

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. 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
III. 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 bottle over it.
3. Record the length of time the candle burns. Be careful in using
4. Repeat the procedure with the other two bottles and flammable
candles. materials!
5. Record the length of time each candle burns in each
bottle.
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IV. ANALYSIS:
Q1. What is the independent variable in this activity?
________________________________________________________________
Q2. What is the dependent variable?
________________________________________________________________
Q3. What factors were kept the same?
___________________________________________________________________________
V. GENERALIZATION:
1. What is a fair test?

2. Compare and contrast the different types of variables.
VI. 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?
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 experiment 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.
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VARIABLES EXPERIMENTAL SETUP
(Which will be the experimental and control
Dependent Independent 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 control
Dependent Independent group?)
10
QUARTER / DOMAIN
GRADE ST WEEK & DAY
1 QUARTER/DIVERSITY OF LC CODE
LEVEL NO.
MATERIALS IN THE S7MT-Ia-1
GRADE 7 WEEK 1 DAY 5
ENVIRONMENT
TOPIC: Scientific Investigation

Activity No. 3
Analyzing the Steps of Scientific Investigation
I. OBJECTIVE:
1. Identify and analyze the steps of scientific investigation.
II. A.MATERIALS:
pen and paper
B. REFERENCES:
http://warnerscientopia.weebly.com/uploads/1/9/5/0/19500129/scientific_method_story_
worksheet.pdf
III. PROCEDURE:
Read the following 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.
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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."
IV. 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?
___________________________________________________________________________
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?
___________________________________________________________________________
V. GENERALIZATION:
What are the steps of a scientific investigation?
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VI. 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?
Visit your school library and science laboratory and do some reading on the investigatory
projects. Choose one investigatory project and identify the processes used in the study. You can
also search in the internet to find an investigatory project if it is not available in your school.
Statement of the Problem :
_________________________________________________________________________
Hypothesis :
_________________________________________________________________________
Variables in the Study:
_________________________________________________________________________
Materials :
_________________________________________________________________________
Outline of the Procedure:
_________________________________________________________________________
Conclusion:
_________________________________________________________________________
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QUARTER / DOMAIN
GRADE ST WEEK & DAY
LEVEL NO.
MATERIALS IN THE S7MT-Ii-6
ENVIRONMENT
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; and
4. Identify the group and the period number of an element using the periodic table.
II. A.MATERIALS:
Periodic Table of Elements
B. REFERENCES:
Asuncion, A., et al. 2017. Science 7 Learner’s Material. pp.34-42

https://courses.lumenlearning.com/suny-monroecc-orgbiochemistry/chapter/the-periodic-
table/
III. 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.
https://courses.lumenlearning.com/suny-monroecc-orgbiochemistry/chapter/the-periodic-table/
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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.
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?
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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.
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 Number Group Number Period Number

Beryllium
Phosphorus
Germanium
Darmstatdium
Boron
Nitrogen
Flourine
Vanadium
Lithium
Chlorine
Argon
Calcium
Manganese
Iron
Silver
Mercury
Lead
Silicon
Magnesium
Gold
Aluminum
Copper
Tin
Carbon
Potassium
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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.
IV. 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?
___________________________________________________________________________
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?
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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.
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GRADE QUARTER / DOMAIN
WEEK & DAY
LEVEL 1ST QUARTER/DIVERSITY OF LC CODE
NO.
GRADE MATERIALS IN THE S7MT-Ie-f4
WEEK 4 DAY 2
7 ENVIRONMENT
Name : __________________________________ Year & Section: ___________________
TOPIC: Methods of Separating Mixtures

LEARNING COMPETENCY: Distinguish mixtures from substances based on a set of properties.
Activity No. 5
Let’s Do the Separation
I. OBJECTIVES:
1. Design a procedure that will separate the different components of mixtures;

2. Perform the different methods of separating mixtures.
II. A.MATERIALS:
Different Examples of Mixtures Different Apparatus/Equipments

gravel and sand beaker or any glass/clear containers
sand and water funnel
oil and water filter paper/cheese cloth
iron filings and baby powder sieves
saw dust and water forceps
rice grains, corn, and mongo seeds evaporating dish/saucer plate
B. REFERENCES:
Asuncion, A., et al. (2017). Science 7 Learner’s Material. Philippines: Department of

Education
Madriaga, E. et. al. (2013). Science Links: Worktext in Science and Technology. Quezon City,
Philippines: Rex Publishing House, Inc.,
III. PROCEDURE:
1. Collect the different materials and prepare the mixtures. Examine the mixtures prepared.
2. Discuss with your teacher or parents how you are going to separate the mixture. Think about
the properties and techniques you will use and the steps that you will follow.
3. Design a procedure that will separate the component of the mixture. Limit the materials that
you are going to use with what is already available.
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4. Draw the procedure that you have designed to separate
the following mixtures such as the one shown on the
right.
Figure 1. Separating
mixtures using a magnet
Mixture of sand and water Mixture of gravel and sand
Mixture of oil and water Mixture of iron fillings and baby powder
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Mixture of saw dust and water Mixture of rice grains, corn, and mongo
5. Perform the activity that you designed after your teacher/ TAKE CARE
parent has checked and approved your procedure.
Be careful in
handling glasswares!
IV. ANALYSIS:
Q1. Were you able to separate the components of the mixtures? Describe each.
___________________________________________________________________________
Q2. What was the most challenging part about separating the mixtures?
___________________________________________________________________________
Q3. What is your basis in choosing the method that you used in separating the components of
mixtures?
___________________________________________________________________________
Q4. Are the components you have separated still considered mixtures? Describe the
components of each mixture before and after separation.
___________________________________________________________________________
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V. GENERALIZATION:
Identify and describe the different methods of separation that you have done in this activity.
VI. APPLICATION:
The kidneys act as filters to remove wastes from our blood. Find out more about how the
kidneys filter wastes from the blood.
Design and build a separating machine that will separate a mixture of three substances.
Create a brochure to advertise your separating machine that includes:
a. the name of your separating machine;

b. a diagram of the machine;
c. information on what mixture your machine will separate;
d. instructions on how to use it;
e. the advantages that your machine has for its particular use.
RUBRICS FOR GRADING THE SEPARATING MACHINE
DESCRIPTION SCORE
CRITERIA
4 3 2 1
The facts, The facts, The facts, The facts,
information, information, information, information,
and and and and
explanations explanations explanations explanations
about the about the about the about the
different different different different
Accuracy of methods of methods of methods of methods of
the Content separation are separation are separation are separation are
clearly, clearly and clearly clearly
concisely, and logically presented with presented
logically presented with supporting with no
presented with supporting information. supporting
supporting information. details.
information.
Presentation Presentation Presentation Presentation Presentation
of the shows shows some shows an shows very
Separating considerable originality and attempt of little attempt
Machine originality and inventiveness. of originality.
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inventiveness. It is presented originality and
It is presented in an inventiveness.
in a unique and interesting
interesting way.
way.
The work is The work is The work is The work is
done very done somewhat not done
creatively and creatively and done creatively and
Creativity very appealing. appealing. It creatively and not appealing.
It is is appropriate not so
appropriate to to the topic. appealing.
the topic.
The name of The name of The name of The name of
the machine is the machine is the machine is the machine is
Name of the
very catchy catchy and somewhat not catchy
Machine
and very appealing. catchy and not and not
appealing. so appealing. appealing.
Total Score = ____/ 16
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QUARTER / DOMAIN
GRADE WEEK & DAY
1ST QUARTER/DIVERSITY OF LC CODE
LEVEL NO.
MATERIALS IN THE S7MT-Ie-f4
ENVIRONMENT
TOPIC: Methods of Separating Mixtures (Distillation)

Note: This activity should be done during face-to-face instruction.
Activity No. 6
Seawater! See Water and Salt
I. OBJECTIVES:
1. Collect distilled water and salt from seawater.

2. Describe the distillation process.
II. A.MATERIALS:
seawater Erlenmeyer flask (sample flask)

test tube (receiver) dextrose hose
water bath spoon
alcohol lamp tripod
safety matches wire gauze
evaporating dish (or aluminum foil) hand lens
B. REFERENCES:

III. PROCEDURE:
1. Prepare a distillation set-up as shown in Figure 2. Place

about 60 mL of seawater in the sample flask.
2. Apply heat to the sample flask until you have collected

about 10 mL of the distilled water (distillate).
Note: Make sure the source of heat is not removed while the
distillation is in progress.
Figure 2. Simple distillation setup
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3. Taste a portion of the distillate. Compare the taste of the TAKE CARE
distillate with that of the seawater.
Handle properly
4. Set the rest of the distillate aside for later use. Label it the glassware and
properly. flammable materials.
5. While allowing the remaining seawater to cool, prepare an

evaporation set-up as shown in Figure 3.
6. Transfer the cooled liquid to the evaporating dish.

Aluminum foil may be used as an alternative for
evaporating dish. Note that the aluminum foil was
shaped like a bowl so it can hold the sample.
7. Apply heat to the seawater until all the liquid

evaporates. Let it cool. Using a hand lens, examine
what is left in the evaporating dish.
Figure 3. Evaporation using

8. The solid that is left behind in the evaporating dish is water bath
called the residue. Taste a small portion of the residue.
IV. ANALYSIS:
Q1. What is the taste of the distillate? Is the taste the same as seawater?
___________________________________________________________________________
Q2. What do you see after applying heat to the salt water? Did you notice the solid that was
left after all the liquid has evaporated?
___________________________________________________________________________
Q3. Describe the taste of the residue.
___________________________________________________________________________
Q4. Which part/parts of the solution does/do evaporation recover; the solute, the solvent or
both?
___________________________________________________________________________
Q5. Which part/parts of a solution does/do distillation recover; the solute, the solvent or both?
___________________________________________________________________________
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V. GENERALIZATION:
1. What is distillation?
2. Differentiate filtrate from a residue.
VI. APPLICATION:
An oil spill at sea can ruin the local environment and kill wildlife. Find out how authorities
clean up oil spills at sea. Discuss how oil was separated from the seawater.
Imagine you are out in the dessert and the only water available to drink is in a muddy
waterhole. How would you remove the dirt from the muddy water so that you could drink the water?
Which separation technique would you use to clean the water?
Prepare a series of picture diagram to explain the steps you have taken.
26
QUARTER / DOMAIN
GRADE ST WEEK & DAY
LEVEL NO.
MATERIALS IN THE S7MT-Ie-f4
ENVIRONMENT
TOPIC: Distinguishing Substances and Mixtures

Note: This activity should be done during face-to-face instruction.
Activity No. 7
Substances vs Mixtures
I. OBJECTIVES:
1. Describe the change in temperature of a substance during boiling;

2. Describe the change in temperature of a mixture during boiling;
3. Differentiate between substances and mixtures based on how temperature changes during
boiling.
II. A. MATERIALS:
distilled water cork/rubber to fit thermometer

salt water iron stand/clamp
beaker (50 ml), 2 pcs alcohol lamp/Bunsen burner
aluminium foil, 2 pcs watch/timer
thermometer (with readings up to 110 0C) graphing paper
B. REFERENCES:

Publishing
House, Inc., pp. 63-66.
Mendoza, E. & Religioso, T. (1997) Chemistry Textbook: You and the Natural World Series,
Phoenix Publishing House
III. PROCEDURE:
TAKE CARE
1. Place about 15 ml of distilled water into a beaker. Label
it properly. Describe the appearance and odor of your Handle properly
sample. the glassware and
flammable materials.
27
2. Cover the mouth of the beaker with aluminium foil. Using the tip
of your pen, poke a hole at the center of the foil. The hole should
be big enough for the thermometer to pass through.
3. Prepare the set-up as shown in Figure 4. (Note: Make sure that the
thermometer is just above the surface of the sample (about 1mm).
4. Begin recording the temperature when the sample starts to boil

vigorously. Record your temperature reading in Table 3 under the
column Distilled Water.
5. Continue boiling and take at least five readings at intervals of 30 seconds

after the liquid has started to boil vigorously. Note even the slight Figure 4. Boiling point
changes in temperature. Record your temperature readings in Table 3. determination setup.
6. Stop heating when the liquid sample reaches half of its original volume.
7. Repeat steps 1 to 6 using seawater. This time, record your

temperature readings in Table 3 under the column Salt TAKE CARE
Water. Make sure that the
beaker is cool enough to
hold. Use another beaker
8. Present your data for the temperature changes in a graph.
for seawater. Rinse the
thermometer and wipe
dry before using it to
test other samples.
Table 3: Temperature readings of the liquid samples during boiling
Properties Distilled Water Salt Water

Appearance/Odor
Temperature (0C) at start of boiling
30 s
60 s
Temperature
90 s
(0C) after
120 s
150 s
28
Time (s)
Temperature (0 C)
Figure 5 Graph of Temperature Changes
IV. ANALYSIS:
Q1. Refer to the graph and your data for distilled water. What do you notice about its
temperature
during boiling?
___________________________________________________________________________
Q2. How would you define a substance based on what you have observed?
___________________________________________________________________________
Q3. Refer to the graph and your data for distilled water. What do you notice about its
temperature during boiling?
___________________________________________________________________________
Q3. How would you define a mixture based on what you have observed?
___________________________________________________________________________
V. GENERALIZATION:
How do substances differ from mixtures?
29
VI. APPLICATION:
When iron powder is heated with sulphur, a gray solid mass is obtained. How will you prove
that this product is a substance and not a mixture?
Classify each of the materials below. In the center column, state whether the material is a pure
substance or mixture. If the material is a pure substance, classify it as either an element or compound
in the right column. If the material is a mixture, further classify it as homogeneous or heterogeneous
in the right column.
Pure Substance Element or Compound

Material
Mixture Homogenous or Heterogeneous
Laundry detergent (contains
white and blue crystals)
sugar + pure water
iron filings (Fe)
limestone (CaCO3)
orange juice
(water and pulp)
Pacific Ocean
(Water and Salt)
air
aluminum (Al)
magnesium (Mg)
tap water in a glass
soil
benzene (C6H6)
muddy water
beaten egg white
pizza
30
QUARTER / DOMAIN
GRADE ST WEEK & DAY
LEVEL NO.
MATERIALS IN THE S7MT-Ic-2
ENVIRONMENT
TOPIC: Solutions
LEARNING COMPETENCY: Investigate properties of saturated or unsaturated solutions.
Activity No. 8
What are Some Properties of Solutions?
I. OBJECTIVES:
1. Identify the solute and the solvent in the solution;

2. Describe two ways of identifying a solution.
II. A.MATERIALS:
6 cups water 6 pieces, spoons

cheesecloth (katsa) or filter paper 12 clear bottles or cups
2 tablespoons each of the following: measuring spoons (½ tsp and 1tsp)
salt, mongo seeds, powdered juice, 3 funnel racks
cooking oil, vinegar, sugar 3 funnels
transparent glass or beaker
flashlight
B. REFERENCES:

Bernas, G. et.al. (2012). Exploring Life through Science Series, Phoenix Publishing House,
pp. 80-84
III. PROCEDURE:
1. Given the materials listed in Table 4, column 1:

a. Predict which among the given solids will dissolve in water.
My prediction:
_______________________________________________________________
b. Predict which among the given liquids will mix well with water.
31
My prediction:
_______________________________________________________________
2. Mix ½ teaspoon of the sample solid or liquid with ½ cup water. Use the teaspoon to
dissolve as much of each sample as possible. Use a different teaspoon for each of the cups.
3. Filter the solution with cheesecloth or filter paper using a setup similar to Figure 6.
Figure 6. A filtration setup. The funnel is

supported on an iron ring and the filtrate is
received in another container.
4. Since all the samples are food items, get a small amount of the sample using a clean
teaspoon and taste the filtrate (the liquid that passes through the filter). Wash and clean
each teaspoon you will use for tasting.
5. Place the liquid collected from each filtration in a small beaker or clear transparent bottle.
Shine light through the liquid using a flashlight placed on the side of the beaker. The room
where you are working should be dark.
TABLE 4 – Data Table for Activity 8
(2) Dissolved (5)

in/ (4) Path of
(3)
(1)Sample mixed well Can be light (6) (7)
Appearance
solid or with water separated (can be Taste of Solution
(uniform or
liquid (completely, by filtration seen or filtrate or Not?
not uniform)
partially or not (yes or no) cannot)
at all)
Sugar
Salt
Mongo
Seeds
Powdered
juice
Coffee
Cooking oil
Vinegar
32
IV. ANALYSIS:
Q1. Did the solid or liquid dissolve in water? Which of the samples dissolved completely,
partially or not at all? What is your evidence?
___________________________________________________________________________
Q2. What is the appearance of the mixture?
___________________________________________________________________________
Q3. In which mixture were you able to separate the components (solute and solvent) by
filtration?
___________________________________________________________________________
Q4. Describe the taste of each of the filtrate.
___________________________________________________________________________
V. GENERALIZATION:
Using the data that you have gathered from the activity, what are the properties of a solution?
VI. APPLICATION:
Identify the solute and the solvent in and the physical state of these solutions.
a. brass (60% copper and 40% zinc)
b. chlorine gas dissolved in water in a swimming pool
c. vinegar (5% acetic acid and 95% water)
Create a pamphlet with four to six pages describing the observable characteristics or
properties of common solutions found at home or in the sari-sari store or grocery.
33
RUBRICS FOR GRADING THE PAMPHLET
DESCRIPTION SCORE
CRITERIA
4 3 2 1
Content is Appropriate Poor No
accurate, details are explanation; explanation;
comprehensive included; presented only no use of
and well- contains one resource resources
Accuracy of supported; adequate
the Content concepts are fully explanation;
and properly more than one
explained; reseources are
resources are presented
used excellently.
Graphics go well Graphics go Graphics go Graphics do
with the text and well with the well with the not go with
there is a good text, correct text , but there the text.
mix of text and use of are too few,
Grammar
graphics. language was and the
observed. pamphlet
seems text
heavy
The work is The work is The work is
The work is done creatively somewhat not
very creatively done and creatively creatively
Creativity
and very appealing. done. and not done and
appealing. so appealing. not
appealing.
34
SCIENCE WORKBOOK
QUARTER / DOMAIN
GRADE ST WEEK & DAY
LEVEL NO.
ENVIRONMENT
Name : ____________________________________ Year & Section: ___________________
TOPIC: Saturated, Unsaturated and Supersaturated Solutions

Activity No. 9
Saturated, Unsaturated and Supersaturated
I. OBJECTIVES:
1. Determine if different amounts of solid solute dissolve equally well in the same volume or
amount of water;
2. Prepare a saturated, unsaturated and supersaturated solution.
II. A.MATERIALS:
7 teaspoons sugar 7 teaspoons powdered juice (any flavor)

10 cups of water 3 measuring cups (1cup capacity)
3 measuring cups (½ cup capacity) 3 measuring spoons (½ tsp, 1 tsp)
B. REFERENCES:

III. PROCEDURE:
1. Label four transparent bottles or beakers to identify the sample and its amount. For example,
½ teaspoon sugar, 1 teaspoon sugar, 2 teaspoons sugar, and 3 teaspoons sugar.
2. Mix ½ teaspoon of sugar with ½ cup water in a transparent bottle or beaker. Use the teaspoon
to dissolve as much of the sample as possible. Record in Table 5 if it dissolves completely,
partially, or not at all.
3. Repeat step B using 1, 2, and 3 teaspoons of sugar.
4. Clean the bottles or beakers and label each of the containers with ½ teaspoon salt, 1 teaspoon
salt, 2 teaspoons salt, and 3 teaspoons salt.
35
5. Using a different teaspoon, mix ½ teaspoon of salt with ½ cup water in a transparent bottle or
beaker. Use the teaspoon to dissolve as much of the sample as possible. Record in Table 5 if
it dissolves completely, partially, or not at all.
6. Repeat step E using 1, 2, and 3 teaspoons of salt.
7. Repeat steps D, E and F using powdered juice.
Table 5. Data table for Activity 9
Dissolves in ½ cup of water

SAMPLE
(completely, partially, or not at all)
½ tsp 1 tsp 2 tsp 3 tsp
Sugar
Salt
Powdered Juice
IV. ANALYSIS:
Q1. How much sugar dissolves completely in ½ cup of water?
___________________________________________________________________________
Q2. How much salt dissolves completely in ½ cup of water?
___________________________________________________________________________
Q3. How much powdered juice dissolves completely in ½ cup of water?
___________________________________________________________________________
Q4. Based on your answers to questions (1) to (3), which among the three samples is the
most soluble (the one with the greatest amount of solid that dissolves completely) in ½
cup of water?
___________________________________________________________________________
V. GENERALIZATION:
Differentiate saturated, unsaturated and supersaturated solution.
36
VI. APPLICATION:
Gout or the painful inflammation of the joints, especially the big toes, occurs when the uric
acid concentration in the plasma exceeds its maximum solubility. Crystals of uric acid deposit in the
joints, causing inflammation and severe pain. How are you going to treat or cure gout?
Create a 5 minutes VLOG where you are preparing different examples of saturated,
unsaturated, and supersaturated solutions.
RUBRICS FOR GRADING THE VLOG

DESCRIPTION SCORE
CRITERIA
4 3 2 1
The facts, The facts, The facts, The facts,
information, and information, and information, information, and
explanations explanations and explanations
about the about the explanations about the
different types different types of about the different types of
Accuracy of of solution are solution are different types solution are
the Content clearly, clearly and of solution are clearly presented
concisely, and logically clearly with no
logically presented with presented with supporting
presented with supporting supporting details.
supporting information. information.
information.
Well-organized Organized and Not completely Not organized
and made no made some organized and and made
mechanical mechanical errors made few mechanical
Organization/
errors; the mechanical errors; some
Mechanics
overall errors interfered with
presentation was presentation.
effective.
Interest, Limited use of No variation; did
motivation, effort props, colors, not use props,
Interesting,
and time are graphics, colors, graphics,
engaging,
obviously language, and language, and
visually
present; few use humor; will humor; boring to
Creativity/ stimulating;
of props, colors, engage but will watch; does not
Audience used lots of
graphics, not stimulate catch audience
Impact props, colors,
language and attention
graphics,
humor but
language, and
enough to engage
humor.
and hold
attention
37
QUARTER / DOMAIN
GRADE ST WEEK & DAY
LEVEL NO.
ENVIRONMENT
TOPIC: Factors Affecting Solubility

Activity No. 10
To Dissolve or Not To Dissolve?
I. OBJECTIVES:
1. Describe the process of solubility.

2. Find out the factors affecting solubility.
II. A.MATERIALS:
distilled water test tubes with stopper

kerosene test tube rack
salt pipet
ice cubes beakers (2)
naphthalene balls spatulla
ethyl alcohol stirring rod
B. REFERENCES:

Gregorio, E. & Villamar, R. (n.d.) Laboratory Manual in Chemistry, St. Bernadette
Publications Inc.pp. 81-84
III. PROCEDURE:
A.
1. Get six test tubes and label them from A to F. TAKE CARE
2. In test tubes A and B, put 10 ml of distilled water.
3. In test tubes C and D, put 10 ml of kerosene. Handle properly
4. Put ½ spatula of rock salt to each test tubes A and C. the glassware and
Put a stopper and then shake. Observe what will flammable materials.
happen to the salt. Record your observations.
38
5. Put ½ spatula of powdered naphthalene balls to each test of test tubes B and D. Put a
stopper and then shake. Record your observations.
6. In test tube E, put 5 ml of distilled water and 5 ml of ethyl alcohol. Put a stopper and
then shake.
B.
1. Fill up two beakers with 50 ml of tap water.
2. Put an ice cube in one beaker and then measure and record the time it takes for the ice
cube to melt.
3. Get another ice cube. Crush it into small pieces and then put the crushed ice in the other
beaker.
4. Measure and record the time it will take for the crushed ice to melt.
C.
1. Fill up two beakers with 50 ml of tap water.
2. In one beaker, add a spatula of salt. Stir and then measure and record the time it will
take for the salt to dissolve.
3. In the other beaker, add a spatula of salt and without stirring, measure and record the
time it will take for the salt to dissolve.
D.
1. Get two beakers.
2. Put 50 ml each of cold water in one beaker and hot water in another beaker.
3. In the beaker with cold water, add a spatula of salt. Measure and record the time it
will take for the salt to dissolve.
4. Repeat procedure 3 using hot water.
Observations
Solutions
(Soluble, Insoluble, Miscible, Immiscible)
Test tube A
Test tube B
Test tube C
Test tube D
Test tube E
Solutions Dissolving Time (s)

water + ice cube
water + crushed ice
water + salt with stirring
water + salt without stirring
cold water + salt
hot water + salt
39
IV. ANALYSIS:
Q1. In which solvent was salt soluble? insoluble?
___________________________________________________________________________
Q2. In which solvent was naphthalene soluble? insoluble?
___________________________________________________________________________
Q3. How would you explain this difference in solubility?
___________________________________________________________________________
Q4. Which is easier to melt, crushed ice or ice cubes? Why?
___________________________________________________________________________
Q5. What do you think is the effect of stirring to solubility?
___________________________________________________________________________
Q6. Which medium dissolved the salt faster? Why?
___________________________________________________________________________
V. GENERALIZATION:
Based on the result of the experiment, enumerate the factors affecting solubilty.
VI. APPLICATION:
Why is it difficult to clean brushes with oil-based paint in water?
Angela always have a hard time dissolving substances to make her solution. She doesn’t
want to wait, she always want her solution to dissolve easily and dissolve it faster. How can you
help her solve her problem?
Design a procedure to test factors that affect the rate of dissolving of the following materials:
a. 2 tablets of paracetamol
b. 5 tsp. of sugar in ½ cup of water
c. food color in isopropyl alcohol
40
QUARTER / DOMAIN
GRADE ST WEEK & DAY
LEVEL NO.
MATERIALS IN THE S7MT-Id-3
ENVIRONMENT
TOPIC: Concentration of Solutions

LEARNING COMPETENCY: Express concentrations of solutions quantitatively by preparing
different concentrations of mixtures according to uses and
availability of materials.
Activity No. 11
Concentration of Solutions
I. OBJECTIVES:
1. Differentiate concentration of salt solutions;

2. Express concentrations of solutions quantitatively.
II. A.MATERIALS:
100 ml graduated cylinder Stirring rod

Triple beam or analytical balance Cold water (approximately 25 oC)
100 ml beaker Filter paper (for NaCl (salt)
weighing purposes)
B. REFERENCES:

III. PROCEDURE:
1. Weigh the filter paper using the triple beam balance. Record the weight of the filter
paper.
2. Prepare three sets of solute. Use the formula below to get a more accurate weight of
the solute:
Final weight = weight of filter paper + weight of solute
3. Measure 100-ml cold water in a 100-ml graduated cylinder.
41
4. Place it in a 100-ml beaker. Repeat this step four times
and label the beakers. TAKE CARE
5. Place the weighed solutes to each of the three beakers Handle properly
accordingly. the glassware and
flammable materials.
6. Stir continuously to dissolve the solutes.
7. Record your observations.
Table 8 Data Table for Activity 11
Properties Beaker 1 Beaker 2 Beaker 3 Beaker 4

a. Amount of solvent (ml)
b. Amount of solute (g)
c. Presence of precipitate after stirring
continuously (none, few, many)
d. Taste of the solution
(none, salty, saltier)
e. Kind of concentration
IV. ANALYSIS:
Q1. What properties do beakers 2, 3, and 4 differ in based on the table?
___________________________________________________________________________
Q2. Give the amount of solute (g) per amount of solvent ratio of beakers 2, 3, and 4.
Solute-Solvent Ratio Percentage of Solute

Beaker
(g:ml) (%)
2
3
4
V. GENERALIZATION:
How do we express the concentration of solutions?
42
VI. APPLICATION:
You were unable to copy your mom’s specialty “hinilabos na talangka” (salted crablets) and
your guests found it too salty. You prepared it by adding 10% salt (NaCl) solution to your crablets
before steaming. How much water are you going to add if your mom said that she prepared her
specialty by mixing 20 mL of 0.5% salt (NaCl) solution instead?
A. Solve for the following problems.
1. 29.78 g of sodium bromide were completely dissolved in a 200.87 g of solution. What is the
percent by mass of the solution?
2. A popular fruit drink contains 59.34 ml of fruit juice and 434 ml of water. What is its
percentage concentration?
3. Calculate the percent by mass of 4.35 g of NaCl dissolved in 105 g water.
4. What is the percent by volume of isopropyl alcohol in a solution that contains 50 ml of

isopropyl alcohol in 2.2 ml of water?
5. The percent by mass of the solute sodium hypochlorite, NaOCl, is 5.24%. You have a 2,500 g
of bleach solution. How many grams of NaOCl are in the solution?
B. Look for different bottles of rubbing alcohol in your home. Read the label. What are the
concentrations of rubbing alcohol that are available in the market? How are these prepared?
43
7
Quarter 2
Living Things in the
Environment
Writer: Cristy P. De Guzman

Illustrator: Novo Obligado
Content Editors: Orpha F. Mangulabnan
44
GRADE QUARTER / DOMAIN WEEK & DAY
nd LC CODE
LEVEL 2 QUARTER/LIVING THINGS NO.
GRADE 7 AND THEIR ENVIRONMENT WEEK 1 DAY 2
S7LT-IIa-1
TOPIC: Parts and Functions of the Compound Microscope.

LEARNING COMPETENCY: The learners should be able to identify the parts of the
microscope and their functions.
Activity No. 1
Beyond Our Naked Eyes
I. OBJECTIVES:
1. Observe how to handle a microscope properly;
2. Identify the parts and functions of a microscope.
II. A. MATERIALS:
Compound Microscope
glass slide
B. REFERENCES:
Science Grade 7 Learner’s Materials First Edition, 2017., pp 110 - 112
Galvez, Elvira R., et al. 1998, Sourcebook on Practical Work for Teachers High School
Biology, Volume 1, Science and Mathematics Education Manpower Development Project
(SMEMDP)., pp. 107- 109
Santos, Gil Nonato C. et. al. (2006). Worktest in Biology (Investigatory Biology), RBS
Science and Technology Series., pp. 49 – 51
III. PROCEDURE:
A. Observe how the teacher holds and carries the microscope with his both hands. Take note of
the position of the microscope.
B. Identify the parts and functions of a microscope. (The teacher demonstrates the procedure and
the students observe and answer the guide questions using the activity sheet.)
1. Study the diagram below and manipulate the compound microscope.
45
Figure 1: Parts of a Compound Microscope
46
2. Locate the eyepiece. Do you see anything? Take note that it is marked with a number and x.
Locate the mirror. When you tilt it, it captures a bright circle of light. This circle of light is the
field of view in the microscope.
3. Examine the revolving nosepiece. Note that objectives are attached into it.
4. Look at the objectives closely. Notice the inscriptions on them, e.g. 4x, 10x, etc.
5. Find the course adjustment knob. This raises the body tube.
6. Locate the diaphragm. This can be rotated from the smallest opening to bigger opening while
looking on the eyepiece to regulate the amount of light reflected on the object to be viewed. This
is directly under the hole in the stage.
Table 1. Function of each part of the Microscope.
Parts Function
Eyepiece
High power Objective
Low Power Objective
Course Adjustment
Knob
Revolving Nosepiece
Stage
Mirror
Diaphragm
Fine adjustment knob
IV. ANALYSIS
Q1. Why do we have to handle the microscope with both hands?
Q2. Compare the magnification of the three objectives,
Q3. In what direction must be the course adjustment knob be moved to raise the body tube?
Why?
___________________________________________________________________________
47
Q4. Which mirror is best to use for natural light, convex or concave?
___________________________________________________________________________
Q5. How can we properly take care of the eyepiece lenses?
___________________________________________________________________________
V. GENERALIZATION
Why is every part of a microscope important?
VI. APPLICATION:
Suggest proper ways of handling, storing, and maintaining the parts of a microscope.
Draw and label the parts of a compound microscope. Discuss their functions.
RUBRICS FOR MICROSCOPE DRAWING
DESCRIPTION SCORE
Drawing is legible and large enough to see the
details. Drawing is accurately labeled. 20
Drawing parts are clearly seen and look
somewhat similar to what is taught, but missed
one to two labels. 15
Drawing is somewhat not legibly done. Erasures

are visible and missed three to four labels. 10
Drawing is poorly done. Erasures are visible. 5
48
GRADE QUARTER / DOMAIN WEEK & DAY
nd LC CODE
LEVEL 2 QUARTER/LIVING THINGS NO.
GRADE 7 AND THEIR ENVIRONMENT WEEK 2 DAY 2
S7LT-IIb-2

TOPIC: Using the Compound Microscope.
LEARNING COMPETENCY: The learners should be able to focus specimens using the
compound microscope
Activity No. 2
Touch Me! Use Me!
I. OBJECTIVES:
1. Demonstrate how to use high power objectives and low power objectives of the
microscope;
2. Compare the image of the specimen when viewed normally and viewed under the
microscope.
II. A.MATERIALS:
Compound Microscope cut out letter “e” from a newspaper,
glass slide small amount of water
cover slip,
B. REFERENCES:
Lozano, Lourdes F., et al. 2003. Science and Technology for the Future II, Diwa Learning
Systems Inc., pp. 32-34
Santos, Gil Nonato C. et. al. (2006). Worktest in Biology (Investigatory Biology), RBS
Science and Technology Series., pp. 49 – 51
III. PROCEDURE
1. Prepare the materials needed for the activity. The teacher will demonstrate the procedure.
2. Cut out the letter “e” on a newspaper and place it on the clean slide face up.
3. Add one (1) drop of water on top of the “e”
4. At a 450 degree angle, SLOWLY AND GENTLY lower the clean cover slip on top of the wet
letter “e”. Draw the image you observe on Figure A below.
5. Place the slide on the microscope stage, and set the low power objectives (LPO 4X).
Focus the specimen by moving the adjustment knob to put the “e” in the center of your
field of view. Draw the image you observe on Figure B below.
6. Then move the slide to the left, observe what happens, then move it to the right , and
move it up and down.
49
7. Rotate the nosepiece and set it to high power objective (HPO 40x). Remember to use only
the fine adjustment knob when focusing on the image. Draw the image you observe on Figure
C below.
FIGURE A FIGURE B FIGURE C
IV. ANALYSIS:
Q1. How does the letter “e” as viewed under the microscope differ from the normal “e”
written on the newspaper?
Q2. In what direction does letter “e” goes, when you move slightly to the left? When you
move it to the right? Up and down?
Q3. How does the ink appear as viewed under the microscope compared when viewed it
normally?
___________________________________________________________________________
Q4. Compare the appearance of the image under the LPO and the HPO?
___________________________________________________________________________
V. GENERALIZATION:
Why does microscope an important investigative tool in studying objects and organisms
around us?
VI. APPLICATION:
Cite ways of proper storing, cleaning, and calibrating parts of a microscope.
50
Direction: Read the given functions of a compound microscope. Identify which part of the
compound microscope is being asked in each number. Write your answer on the Puzzle below.
MICROSCOPE
Across Down
4. Holds the high and low power objectives, 1. Move the stage up and down for focusing
can be rotated to change magnification 2. You look through to see the specimen
7. Holds the slide in place
3. Magnification of objects ranges from
9. Is used to regulate the amount of light on 10x to 40 x
the specimen 5. Supports the slide being viewed
10. Supports the entire microscope
6. Projects light upward through the
11. Hollow tube that connects the eyepiece diaphragm, the specimen, and the lenses
to the objective lenses
8. It is used to support the microscope when
12. Moves the stage slightly to sharpen the
carried.
image
51
ANSWER KEY:
Microscope
52
nd WEEK & DAY NO. LC CODE
LEVEL 2 QUARTER/LIVING THINGS
WEEK 3 DAY 3 S7LT-IIc-3
GRADE 7 AND THEIR ENVIRONMENT

TOPIC: Levels of Organization in an Organism
LEARNING COMPETENCY: The learners should be able to describe the different levels of
biological organization from cell to biosphere.
Activity No. 3
Are You a Part of the Pyramid?
I. OBJECTIVES:
1. Identify the different levels of organization in an organism;

2. Describe how the levels of organization work together to create a complete organism.
II. A.MATERIALS:
Crayon or coloring pen
writing materials
B. REFERENCES:
Rabago, Lilia M., et al. 1997. Science and Technology II, pp.19-23
Science Grade 7 Learner’s Materials First Edition, 2017, pp. 92 – 101
Systems Inc., pp. 230 – 233.
Bright Hub Education, 2009), Science lesson Plan:Biological organization. Middle School
Science Lessons.
III. PROCEDURE:
1. Draw a pyramid on a separate sheet of bond paper.
2. Divide the pyramid into 5 equal parts by drawing a horizontal line in it.
3. On the lowest level, write the word “cell” in capital letter and below it, write example of
cell. Color this level Red.
4. The next level up is “Tissue” and write an example of tissue that has correlation between
cell. Color this level Yellow.
5. Moving up to the next level is “Organ”, when cell and tissue combine, it make the organs.
Write a sample organ from the cell and tissue above. Color it Orange.
6. On the next level “Organ System”, what organ system does the previous organ belong?
Color it Blue.
7. Finally, at the top of the Pyramid the “Organism” Write Human below it. Color the level
Green.
53
IV. ANALYSIS:
Q1. What do you think will happen to the organs if the tissues were damaged?
Q2. If the cell, tissue, organ and organ system were damaged, what do you think will happen
JJJ. to the organism?
___________________________________________________________________________
Q3. Why the organism is affected by what will happen in any part of the level?
KKK.
___________________________________________________________________________
Q4. How can we keep our cells and tissues healthy to make our the organs, the organ system,
and the whole body healthy?
___________________________________________________________________________
V. GENERALIZATION:
How does the different level of biological organization work together to meet the
basic needs of organism and to survive?
VI. APPLICATION:
The world is suffering from a pandemic brought by the powerful Corona virus known
as COVID-19. Discuss how the virus affects human organs/systems and causes an alarming
death rate in the world.
Make a simple graphic organizer with pictures and descriptions that shows
the different levels of organization.
CATEGORY 5 3 1
REQUIRED Organizer contains One required Two or more
ELEMENTS all required element is missing. required elements are
elements. missing.
ORGANIZER Organizer is Organizer is Organizer is hard to
readable and easy to readable and easy be read and one
follow. Pictures are to follow but some cannot tell where it
clear and placed pictures are not starts and finishes.
well. placed well.
SPELLING AND Language was free Language has very Errors in grammar
GRAMMAR from errors. minimal errors. are observable.
54
WEEK 4 DAY 3 S7LT-IId-4

TOPIC: Comparing Plant and Animal Cell
LEARNING COMPETENCY: The learners should be able to differentiate plant and animal cells
according to presence or absence of certain organelles.
Activity No. 4
What is in You that is in Me?
I. OBJECTIVES:
1. Describe plant and animal cell;

2. Explain the differences in structure and parts of the cell according to presence and absence of
certain organelles.
II. A.MATERIALS:
Sheet of paper
pen
Figure Illustration of plant and animal cell
B. REFERENCES:
Olivares, Maria, et al. 2003. Science and Technology for Modern World II, Diwa
Scholastic Press Inc., pp. 116 - 117
Frank, Marjorie Slavick, et. al. (2002). Harcourt Science, Georgia Edition, Harcourt Inc., pp.
A6-A8
III. PROCEDURE:
1. Work with a partner assigned by your teacher.
2. One will get the plant cell figure illustration and the other will get the animal cell
figure illustration. Observe its structure and organelles
3. Compare the two illustrations. Take note of the similarities and differences.
4. In a separate sheet construct a Venn Diagram showing parts that are common to both and
parts that are only found in either plant or animal cells.
IV. ANALYSIS:
Q1. Compare the shape and outside structure of plant and animal cells?
___________________________________________________________________________
55
Q2. Which parts are present only in plant cell? Why are those parts unique only in plants?
___________________________________________________________________________
Q3. Which parts are present only in animal cell?
___________________________________________________________________________
Q4. Why do all cells are not identical?
___________________________________________________________________________
V. GENERALIZATION:
Cite similarities and differences of animal and plant cells.
VI. APPLICATION:
Why do you think plant cell needs a cell wall as well as a cell membrane? What would
happen to plants if they did not have a cell wall?
Create a model of both plant and animal cells showing the difference between their
structure and function of organelles. Be sure to use only the materials that you can find at
your home, like buttons, string, an old cd and the likes.
RUBRICS FOR CELL MODEL
DESCRIPTION SCORE
Model is legible and large enough for the details to
be seen.
Model is accurately labelled. 20
Model parts can be clearly seen and look somewhat
similar to what is taught, but missed one to two
labels. 15
Model is somewhat not legibly done, erasures are

visible and missed three to four labels. 10
Model is poorly done. Traces of adhesive stains are

visible. 5
56
FIGURE 2: THE PLANT CELL
FIGURE 3: THE ANIMAL CELL
57
WEEK 4 DAY 4 S7LT-IIe-5

TOPIC: Cell as Basic Functional Unit of Organism
LEARNING COMPETENCY: The learners should be able to explain why cell is considered
the basic structural and functional unit of all organisms.
Activity No. 5
The Cell is Like a Factory
I. OBJECTIVES:
1. Compare the function of each cell part to the function of each factory part;
2. Describe how each of the parts works.
II. A.MATERIALS:
Paper and pen
B. REFERENCES:
Systems Inc., pp. 101 -102
Carale, Lourdes R. et. al. (1989). Science and Technology for a Better Life II, Basic Media
System Inc., pp. 117-122.
III. PROCEDURE:
1. Study and carefully analyze the two pictures below which illustrate the parts and
functions of machines in a factory and the cell. Be guided by the following questions.
2. List down the work or job in each section of the factory. Write it in column 1 of table
below.
3. Identify the parts of the cell on the illustration. Write it in column 2.
4. Describe the work or job of each part of the cell. Write it in column 3.
58
FIGURE 4: THE DIFFERENT SECTIONS OF FACTORY
59
FIGURE 5: THE CELL
60
5. Compare the function of each section of the factory to the function of each part of the cell.
FUNCTION OF THE
JOB IN THE FACTORY CELL ORGANELLE ORGANELLE
IV. ANALYSIS:
Q1. How would you compare the work of a CEO in a factory to the work of the nucleus in a cell?
___________________________________________________________________________
Q2. Which part of the cell has the same job as the powerplant of the factory? Why?
___________________________________________________________________________
Q3. What do you think will happen if any part of the cell do not function properly? Explain.
___________________________________________________________________________
V. GENERALIZATION:
What makes a factory similar to a cell?
VI. APPLICATION:
Aside from a factory, in what other things or entities can we compare the cell? Why?
61
You are applying for a job and one of the requirements is a Medical Certificate which
certifies that you are physically fit to carry the work efficiently. The result of the test indicates
that there are plenty of red blood cells in your urine and your white blood cells are not doing
well. Discuss this simple medical test supported by an explanation of the insights learned in the
discussion.
62
WEEK 5 DAY 2 S7LT-IIg-7

TOPIC: Asexual reproduction through Vegetative Reproduction
LEARNING COMPETENCY: The learners should be able to differentiate asexual
from sexual reproduction in terms of similarities of the number of
individuals involved and similarities of offspring to parents
Activity No. 6
Go Ye and Multiply
I. OBJECTIVES:
1. Explain what vegetative reproduction is;

2. Describe the advantages of growing plants using a vegetative reproduction.
II. A. MATERIALS:
ginger
2 small plant pots with sandy soil
B. REFERENCES
Science Grade 7 Learner’s Material, 2017, First Edition., pp. 136 - 139
Biology Science and Technology Textbook for Second Year, reprint Edition 2009., pp. 139-
140
Rabago, Lilia M., et al, 1997, Science and Technology II Biology textbook for Second Year,
SD Publication Inc., pp. 319 –320
III. PROCEDURE:
1. Take a whole piece of ginger. Note its bump like portions which are the buds.
2. Cut the ginger into two pieces with each piece with a bud. Plant each piece separately in
pots with moistened sandy soil. Do not bury them too deeply.
3. Moisten the soil regularly.
4. Examine the pots everyday for a week.
5. Dig up carefully around the ginger parts you planted. TAKE CARE
6. Fill up the table below.
Be careful in using
knife and other
sharp objects.
63
Table 1 : GROWING GINGER THROUGH BUDDING
DAYS OBSERVATION
Day 1
Pot 1
Pot 2
Day 2
Pot 1
Pot 2
Day 3
Pot 1
Pot 2
Day 4
Pot 1
Pot 2
Day 5
Pot 1
Pot 2
Day 6
Pot 1
Pot 2
Day 7
Pot 1
Pot 2
IV. ANALYSIS:
Q1. How many buds from each ginger were you able to get?
___________________________________________________________________________
64
Q2. How many new shoots grew from each ginger buds you planted?
___________________________________________________________________________
Q3. What is the advantage of using this type of propagation?
___________________________________________________________________________
Q4. How does the new ginger plant similar to its mother plant?
___________________________________________________________________________
V. GENERALIZATION:
Give the different advantages of using vegetative propagation as an asexual reproduction.
VI. APPLICATION:
In our modern farming technology, give some techniques or process in propagating

plants and their varieties.
Transfer the newly grown ginger in a recycled container such as empty plastic bottle
or can. Report the progress to your teacher from time to time.
65
WEEK 5 DAY 4 S7LT-IIg-7

TOPIC: Sexual Reproduction in Seed Plants
LEARNING COMPETENCY: The learners should be able to differentiate asexual
from sexual reproduction in terms of similarities of
a. number of individuals involved
b. similarities of offspring to parents
Activity No. 7
What Makes Me Complete?
I. OBJECTIVES:
1. Identify the different parts of a gumamela flower;

2. Distinguish the male and female reproductive parts of a gumamela flower;
3. Analyze the function of each part of a gumamela flower.
II. A.MATERIALS:
2 gumamela flowers (1 fresh, the other withered)
1 gumamela bud
hand lens
razor blade
B. REFERENCES:
Science Grade 7 Learner’s Material, 2017, First Edition., pp. 141-142
Biology Science and Technology Textbook for Second Year, reprint Edition 2009., pp. 148
Rabago, Lilia M., et al, 1997, Science and Technology II Biology textbook for Second Year,
SD Publication Inc., pp. 325-326
Frank, Marjorie Slavick, et. al. (2002). Harcourt Science, Georgia Edition, Harcourt Inc.,
pp. A84-A87
III. PROCEDURE:
1. Examine the fresh gumamela flower. Take note on how a flower is attached to the stem.
2. Then, get the unopened flower bud, examine the sepals as the flower opens. Try to infer the
function of sepals.
3. Detach the sepals and petals of fresh, withered and bud flower. Touch the stigma of each
flower and compare. Then, identify which is the stickiest among the three.
4. Locate the ovary. Cut through it and examine its parts with a hand lens. Take note that
inside the different compartments are the Ovules.
66
5. Examine the tip of the stamen and tap it lightly. The powdery materials at the tips are
made up of pollen grains. The sperm cells (male gametes) are produced inside these
grains.
6. Take the whole flower. Take note of the distance between a pollen grain on a stamen and
the ovary where the ovule is.
7. Complete the data on the table below.
Parts of a Flower Function

Petal
Sepal
Stigma
Style
Ovary
Pistil
Stamen
Anther
Filament
IV. ANALYSIS:
Q1. Compare the sepals of unopened flower to opened flower.

___________________________________________________________________________
Q2. On which flower does the stigma feel sticky? Why?
___________________________________________________________________________
Q3. Why do petals and sepals referred to as the non-reproductive parts of a flower?
___________________________________________________________________________
Q4. How do pollen grains reach the ovary (Pistil)?
___________________________________________________________________________
Q5. What kind of process is the journey of pollen from the stigma to Stamen to the Pistil?
___________________________________________________________________________
67
V. GENERALIZATION:
Trace the journey of the pollen grains from the stamen to the pistil. Draw the cycle.
VI. APPLICATION:
How do bees and butterflies play an important role in the reproduction of plants
through flowers and produce seeds?
In a piece of paper, paste and assemble the detached parts of the flower used earlier.
Label the parts and identify their functions.
68
WEEK 6 DAY 1 S7LT-IIh-9

TOPIC: Components of an Ecosystem
LEARNING COMPETENCY: The learners should be able to differentiate biotic from abiotic
components of an ecosystem.
Activity No. 8
Let’s Take a Walk
I. OBJECTIVES:
1. Distinguish the components of the ecosystem;

2. Compare the characteristics of biotic and abiotic components;
3. Describe how the biotic and abiotic components interact with one another.
II. A. MATERIALS:
Hand lens paper

Ball pen hand trowel for digging
B. REFERENCES:
Gutierrez, Marlene M., 1999. Science and Technology for the Modern World I,Textbook
for First Year, Diwa Scholastic Press Inc., pp. 218 – 221
Frank, Marjorie Slavick, et. al. (2002). Harcourt Science, Georgia Edition,
Harcourt Inc., pp. B10 – B11
Carale, Lourdes R. et. al. (1989). Science and Technology for a Better Life II, Basic Media
System Inc., pp. 21 – 22
Systems Inc., pp. 42 – 43
III. PROCEDURE:
1. Go to your garden. TAKE CARE
2. List down all the biotic organisms that you can find
within your enclosed area. Describe their Be careful in
characteristics. You may dig the soil gently to exposed handling sharp
organism that might live in there. Use hand lens to look objects.
closer into it. Record your observation on the table
provided.
69
3. Observe the abiotic organism. List down all you can find and describe their characteristics.
Include in your observation the intensity of the sunlight and the air around you.
Record your observation on the table provided below
Table 1. Characteristics of Biotic Components
Organism Observation/Characteristics
Table 2. Characteristics of Abiotic Components

Organism Observation/Characteristics
IV. ANALYSIS:
Q1. What characteristics most biotic organisms have in common? How do they differ in
characteristics?
___________________________________________________________________________
Q2. Compare the characteristics of abiotic organism. What do they have in common?
___________________________________________________________________________
70
Q3. What makes biotic and abiotic components differ from one another? Explain.
___________________________________________________________________________
Q4. Do the organisms (biotic and abiotic) need each other in order to survive? Explain.
___________________________________________________________________________
V. GENERALIZATION:
Explain the importance of biotic and abiotic components in the ecosystem.
VI. APPLICATION:
Are the things found in your garden the same things present in the pond? Cite and
explain your answer.
Create an Ecosystem “Accordion Craftivity” with at least ten awings/pictures showing

different biotic and abiotic components within your home surroundings.
GRADING RUBRIC FOR ACCORDION CRAFTIVITY
CATEGORY 5 3 1
Presentation includes all Presentation lacks some
Presentation lacks
materials needed to gain a needed elements to gain a
EFFECTIVENESS elements and
comfortable understanding comfortable understanding inaccurate.
of the topic. of the topic.
Some information is logically
sequenced and an occasional There is no clear plan
SEQUENCING OF Information is organized
pictures or items of for the organization of
INFORMATION in a clear and logical way.
information seem out of the information.
place.
All graphics are attractive All graphics are attractive but Several graphics are
USE OF and support the a few do not seem to support unattractive and detract
GRAPHICS theme/content of the the theme/content of the from the content of the
accordion. accordion. accordion.
Accordion contains
Accordion contains ten
Accordion contains eight or fewer pictures and
pictures. All parts of the
less pictures or some pictures lacks important parts.
tasks are completed and
ORGANIZATION do not support the Design does not
fully support the
theme/content of the support the
theme/content of the
presentation. theme/content of the
presentation
presentation.
71

TOPIC: Ecological Relationships among Organisms
LEARNING COMPETENCY: The learners should be able to describe the different
ecological relationships found in the ecosystem.
Activity No. 9
Which is Benefited? Which is Not?
I. OBJECTIVES:
1. Identify the different ecological relationships among organisms;

2. Describe how the organisms survive in relationships;
3. Explain the nature of interaction among organisms in the ecosystem.
II. A. MATERIALS:
Worksheet, ballpen
B. REFERENCES:
Gutierrez, Marlene M., 1999. Science and Technology for the Modern World I,Textbook
for First Year, Diwa Scholastic Press Inc., pp. 226 – 230
Rabago, Lilia M., et al, 1997, Science and Technology II Biology textbook for
Second Year, SD Publication Inc., pp. 34 - 35
Olivares, Maria, et al. 2003. Science and Technology for Modern World II, Diwa
Scholastic Press Inc., pp. 38 - 39
III. PROCEDURE:
1. Observe each of the organisms in the picture carefully.
2. Fill in the appropriate box to each of the organisms.
3. On the second column, analyze if the first organism is benefited or harmed, if
benefited write + and x if harmed.
4. On the third column, analyze if the second organism is benefited or harmed, if benefited
write + and x if harmed.
5. Describe how the organisms interact with one another. Write it in column 4.
6. Identify what kind of relationship is displayed by both organisms. Write it in column 5.
72
Species 1 Species 2 Definition Kind of Interaction
ORGANISMS
Bird on top of a carabao
Orchids thrive in a tree
Snake eating a rat
Worm inside human body
Lion vs Hyena over buffalo

kill
73
IV. ANALYSIS:
Q1. Why does organism eat another organism?
___________________________________________________________________________
Q2. What problem would arise if two organisms play the same role at the same time?
___________________________________________________________________________
Q3. What do you think would happen to the balance of ecosystem if there were more
predators than prey?
___________________________________________________________________________
Q4. How do these relationships among organisms help in maintaining balance of ecosystem?
___________________________________________________________________________
V. GENERALIZATION:
Fill up the table below interaction is positive or negative.
INTERACTION Positive (+) or Negative (-)

MUTUALISM
COMMENSALISM
PREDATION
PARASITISM
COMPETITION
VI. APPLICATION:
Give at least two examples of organisms that exhibit positive interaction and two examples of
negative interaction. Explain.
Construct a “Hanging Mobile” of interaction among organisms in an ecosystem.
74
RUBRIC FOR HANGING MOBILE OF INTERACTION AMONG ORGANISM.
CATEGORY 5 3 1
All items are neatly and Some items are neatly

The hanging mobile
securely hanged. There are and securely hanged.
was put together
QUALITY OF no traces of glue stains. Glue stains are visible.
soppily. Pieces are not
Nothing is hanging over the Nothing is hanging over
firmly or tightly fixed
edges. the edges.
in place.
CONSTRUCTION
Objects, shapes, and
Objects shapes and sizes Objects shapes and sizes
sizes are inappropriate.
BALANCE/DESIGN arranged well. There is an are appropriate but the
It shows little attention
ACCURACY interesting design and has a objects are not arranged
was given in designing
balance scene. accurately.
the hanging mobile.
It gives fairly reasonable
There is an explanation of explanation of how most
how every item in the items in the hanging It illustrates weak and
ATTENTION TO hanging mobile is related mobile are related to the difficult understanding
THEME to the assigned interaction. assigned interaction. For on the relationship to the
For most items, the most items, the theme.
relationship is clearly seen. relationship is clearly
seen.
75

TOPIC: Food Chain and Food Web
LEARNING COMPETENCY: The learners should be able to describe the different ecological
relationship found in an ecosystem.
Activity No.10
It Makes Two to Tango
I. OBJECTIVES:
1. Trace the flow of food from the producer to the consumer to the decomposer;
2. Identify how many pairs of organisms in a community depend on each other for food;
3. Illustrate how food webs are formed from several food chains.
II. A. MATERIALS:
Colored pencil, data illustration, worksheet
B. REFERENCES:
Lozano, Lourdes F., et al. 2003. Science and Technology for the Future II, Diwa
Learning Systems Inc., pp. 61 - 64
Gutierrez, Marlene M., 1999. Science and Technology for the Modern World
I,Textbook for First Year, Diwa Scholastic Press Inc., pp. 222 – 224
Science Grade 7 Learner’s Material, 2017, First Edition., pp. 155 - 159
III. PROCEDURE:
1. Look on the table data illustration of two communities below. It contains a list of
organisms from two communities namely, a rainforest and a rice field.
2. Study the contents of the data illustration carefully and identify as many pairs of
organisms depend on each other for food or have a feeding relationship.
ORGANISM RAINFOREST RICEFIELD

Vines, mosses, ferns, narra tree, Rice, weeds
Producers acacia tree, molave tree, shrubs,
Palms, mango tree, grasses
76
Ants, earthworms, bees, Ants, spiders, grasshoppers,
crickets, grasshoppers, moths, frogs, carabaos, cows, rice,
termites, centipedes, spiders, sparrows
Consumers
beetles, snails, slugs, sparrows,
eagles, woodpeckers, owls,
frogs, monkeys, deer, mice
Decomposer Mushroom, bacteria bacteria
3. List down your answers on the box provided below. Use different colored pencil on each
food chain.
RAINFOREST FOOD CHAIN RICEFIELD FOOD CHAIN
4. Arrange the organism to connect to other food chains. This time, create a food web.
RAINFOREST FOOD WEB RICEFIELD FOOD WEB
77
IV. ANALYSIS:
Q1. Which community is more complex? Why do you say so?
___________________________________________________________________________
Q2. Which community has the greater number of feeding relationships? Why?
___________________________________________________________________________
Q3. If one of the consumer species in a community would likely become extinct, what will
happen to the food chain where it is connected?
___________________________________________________________________________
V. GENERALIZATION:
Explain why a food web is a more accurate way of showing feeding relationships
in a community than a food chain.
VI. APPLICATION:
Cite at least two examples of food web that can be found in your backyard or front yard.
Construct a diorama of community that shows a food chain and food web relationships.
78
RUBRICS FOR FOOD CHAIN AND FOOD WEB DIORAMA
CATEGORY 5 3 1
All items are neatly and Some items are neatly The diorama was put
securely attached to the and securely attached to together sloppily. Pieces
QUALITY OF backing. There is no the backing. There is a may loose or
CONSTRUCTION stray marks of glue stray marks of glue hanging over the edges.
stains. Nothing is stains. Nothing is
hanging over the edges hanging over the edges
Objects shapes and sizes Objects shapes and sizes Objects shapes and sizes
are appropriate and are appropriate but the are inappropriate. It
DESIGN arrange well, there is an arrangement of objects is shows that little attention
interesting design and not attractive. was given in designing
has a balance scene. the diorama.
It gives a reasonable It gives fairly reasonable It illustrates weak and
explanation of how every explanation of how most difficult understanding
item in the diorama is item in the diorama is on the relationships to
ATTENTION TO
related to the assigned related to the assigned the theme.
THEME
ecosystem. For most ecosystem. For most
items, the relationship is items, the relationship is
clearly seen. clearly seen.
79
WEEK 7 DAY 2 S7LT-IIj-12

TOPIC: Effect of Changes in abiotic factors on the ecosystem
LEARNING COMPETENCY: The learners should be able to predict the effect of changes in
abiotic factors on the ecosystem.
Activity No.11
Constant Change
I. OBJECTIVES:
1. Infer the changes happen in an ecosystem over a period of time;

2. Investigate on the different factors that bring changes in an ecosystem.
II. A. MATERIALS:
Aluminium foil pan, water, metric ruler, plastic green plants, aquarium gravel
B. REFERENCES:
Frank, Marjorie Slavick, et. al. (2002). Harcourt Science, Georgia Edition,
Harcourt Inc., pp. B50 – B57
Systems Inc., pp. 80 – 87
III. PROCEDURE:
1. Make a model of a pond that has formed in a low spot on exposed rock. Fill the pan half-
full of water.
2. Measure and record the distance across the water’s surface. Try to “plant” a few plants near
the sides of your pond . Record your observations. Take a picture of it
3. Predict what will happen to the pond if you add gravel and then plants.
4. Slowly add gravel to your model pond. The gravel stands for soil that has been washed
into the pond several years ago. In a real pond, more soils build up around the edges of
the pond than in the middle. Put more gravels around the edges than in the middle.
Measure and record the distance across the water’s surface. Again “plant” several plants
near the sides of the pond. Record your observation. Remember to take a picture of it
5. Add more gravel and plants until you can no longer see the water’s surface.
Record your observations of what was once a pond. Then, take a picture.
80
Table I. Observation
Measurement of Water’s
Investigation Step Observations
Surface
Step 2
Step 4
Step 5
IV. ANALYSIS:
Q1. Describe how the pond changed over time?
___________________________________________________________________________
Q2. As pond changes, how might the living things in it change? Explain your answer.
___________________________________________________________________________
Q3. What are the factors that bring about changes in a pond?
___________________________________________________________________________
Q4. Do the changes have a greater impact on the ecosystem? How?
V. GENERALIZATION:
What are the different changes that happened in the pond? What are their effects to the
ecosystem?
81
VI. APPLICATION:
Compare the bodies of water before and the bodies of water today. How does it affect
the people’s everyday life?
Print out the pictures you took earlier (procedures 2,4 and 5). Make a collage and
provide a caption in every picture.
COLLAGE RUBRIC
CATEGORY 5 3 1
All of the pictures or
Only few of the pictures None of the pictures or
or objects were used in
objects used in the the objects reflect students’
CREATIVITY collage reflect a degree collage but the ideas creativity.
of students’ creativity in were typical rather than
the display. creative.
The size and shape of
Pictures are cut to an One or two pictures the pictures
appropriate size, shape lack in design or are not appropriate. Glue
DESIGN
are arrange neatly. Placement. there are marks are evident.
noticeable gluemarks.
The collage includes five The collage includes two
or The collage includes 4 or or
more different items. They less items and has less items and has
NUMBER OF ITEMS
are properly and correctly missing items. missing items.
labeled.
82
7
Quarter 3
Force, Motion and Energy
Writer: Abigail A. Labutong

Illustrator: Abegail M. Alejandro
Content Editors: Neil June G. Labutong
83
LEARNING ACTIVITY SHEET
GRADE LEVEL QUARTER / DOMAIN WEEK & DAY NO. LC CODE
GRADE 7 3RD QUARTER/ FORCE, MOTION, WEEK 1 DAY 2 S7FE-IIIa-20
AND ENERGY
Name : ______________________________ Year & Section: ____________

TOPIC: Motion in One Dimension
LEARNING COMPETENCY: The learners should be able to describe the motion of an object in
terms of distance or displacement, speed or velocity, and acceleration
.
Activity No. 1
My Home to School Roadmap
I. OBJECTIVES:
1. Describe how distance and displacement are used to describe motion.

2. Create a roadmap from your home to school applying the concept of distance and
displacement.
II. A. MATERIALS:
Short bond papers, ruler, photographs of streets/roads passed-by (optional)
B. REFERENCES:
Asuncion, Alvie J., et al. 2017. Science 7 Learner’s Material. pp.174-175
III. PROCEDURE:
1. Devise a way to easily measure distance. Let your teacher check your measurement (scale) for
precision.
2. Gather the data that you will need for roadmap to estimate the distance to your school from
your house. Make sure that you take notes of all names of roads, landmarks, corners, posts, and
establishments you pass by. Record your data properly. If possible, you can take photographs
of roads/streets you pass by.
Observe health protocols & traffic

TAKE
CARE! laws. Seek help & guidance from
parents/guardians.
3. Using your gathered data, draw your house-school roadmap on a short bond paper. Decide the
most convenient scale to use when you draw your roadmap. An example is shown here.
84
Figure 1. Using a scale for drawing the roadmap
4. Label your roadmap properly, including names of the roads, establishments, etc. Specify also
the length of road.
5. Finally, measure the total distance (that is the total ground you travelled) by adding the entire length
of roads/streets you travelled from your house to school. And find displacement ( the shortest way
from your house to school) by drawing a straight line from your house to school.
IV. ANALYSIS:
Q1. What is the total length of your travel from your house to school?
___________________________________________________________________________
Q2. What is the total displacement of your travel?
___________________________________________________________________________
Q3. How distance differs with displacement?
___________________________________________________________________________
V. GENERALIZATION:
How to determine the distance and displacement travelled by an object?
VI. APPLICATION:
1. Somebody ask you to show direction of your barangay hall from your house, how will you
help that person? Use the concept of distance and displacement.
85
2. A dog left its house, after traveling 30 m, the dog found a bone under the tree and returned
home. In its half-way going back, the dog encounter a bigger dog. What is the distance and
displacement of the dog from the house?
0 15-m 30-m
Create a video blog/ or video presentation about your travel from house to a nearby store
giving emphasis on distance and displacement.
Performance Task Rubric
Score: This analytic rubric is used to verify specific tasks performed. If the task has been completed, all points
are awarded. No points are awarded if the task is not completed.
Evaluation
Evaluation
Teacher
Student
Points
Category Scoring Criteria
Details and
The details and information provided were sufficient/enough to
Information 20%
inform local folks.
20 points
Method of The information is properly and logically presented in a way the
Presentation/
Dissemination
audience could relate/understand with. 20%
20 points
Techniques
Uses techniques that captures attention of the audience. 20%
20%
Accuracy
20%
The presentation contains factual data free from inaccuracies. 20%
Feedback/
The overall performance receives positive results from the audience
Result 20%
and to the social media.
20%
Produce learning/information materials that can be used by other
Plus Factor (5)
students and/or people.
Score Total Points 100
Students are expected to honestly evaluate their own work. If the difference between the
Self-evaluation student evaluation and the teacher evaluation is more than 10 points, 5 points will be
deducted from the teacher's score when the grade is recorded.
All assignments are expected to be completed on the assigned deadline. Presentations may be
Deadline
made for 2 class days after the deadline for 3/4 credit. No credit will be given after this time.
86
GRADE 7 3RD QUARTER/ FORCE, WEEK 1 DAY 3 S7FE-IIIa-20
MOTION, AND ENERGY

terms of distance or displacement, speed or velocity, and
acceleration.
Activity No. 2
Fun Walk
I. OBJECTIVES:
1. Describe the motion of an object in terms of speed or velocity.

2. Determine how object accelerates.
3. Analyze data gathered properly.
II. A. MATERIALS:
Spacious place/area, measuring tape, stop watch
B. REFERENCES:
III. PROCEDURE:
(Note: If you can’t perform this activity together with your classmates, do it with your family.
Or you can perform it with your classmates, just do it separately. Just send data to your classmates
thru text messaging, social media or online platforms.)
Part A. How Fast You Walk?
1. Start by choosing a spacious place to walk straight.

2. Half of the group will walk while the other half will observe and record data.
3. Mark on the ground the starting line. Then, measure 20 m straight line from the starting point,
that will be the finish line. All participants should start from the starting line at the same time.
4. Upon receiving the go signal, all participants must start to walk as fast as they could. The other
members should observe closely as the participants walk and determine who walks fastest.
5. Repeat #4 but this time, collect data to support your conclusion. Discuss within your group
how you are going to do this.
0 (Starting Line) 20-m (Finish Line)
87
Part B. How Fast You Walk From the Start?
6. Measure another 20 m straight line from the finish line. That will be the new finish line.
7. Let the fastest member of the group walk from point 0 to 20 m and continue walking from point
20 m to point 40 m then let him/her return to point 20 m and point 0 respetively.
(Starting Line)
(Finish Line)
0 20-m
40-m
8. Record the time he/she spent walking from these points in the table below.
9. To determine average velocity (𝑣) used the equation (𝑣 = 𝑑/𝑡) where; d= displacement and t=
time. Take note of signs for displacement, that indicates the direction of displacement.
Part C. Who accelerates faster?
10. Choose a spacious place to walk/run straight and a partner.

11. Mark on the ground the starting line. Then, measure 30 m straight line from the starting point,
that will be the finish line. Put a mark on every 10-m.
12. Upon receiving the go signal, your partner will walk the first 10 m, then jog the second 10 m
and run the third 10m. While, you record the time it takes to finish each 10 m. After three trials,
get the average and allow your partner to exchange roles.
0 (Starting Line) 10 m 20 m 30 m (Finish Line)
∆𝑣
13. Determine acceleration (𝑎) using the equation 𝑎 = ∆𝑡 where; ∆𝑣 = change in velocity; and ∆𝑡
= change in time. To solve for ∆𝑡 and ∆𝑣, get their differences from final point to initial point
using the following equations respectively (∆𝑡 = 𝑡𝑓 − 𝑡𝑖 ) (∆𝑣 = 𝑣𝑓 − 𝑣𝑖 ).
IV. ANALYSIS:
Part A. How Fast You Walk?
Q1. What quantities did you measure for your data?
___________________________________________________________________________
Q2. How did you combine these quantities to determine how fast each participant was
walking?
___________________________________________________________________________
88
Q3. How did you use the result to determine who walked fastest?
___________________________________________________________________________
Part B. How Fast You Walk From the Start?
Table 1. Record of Experiment for Velocity

Displacement (m) Time of travel Average velocity (m/s)
0
20
40
-20
-40
Q4. What quantities did you measure for your data?
___________________________________________________________________________
Q5. How did you combine these quantities to determine the velocity of the person who
performed the activity?
___________________________________________________________________________
Q6. Why the direction/position in Part B important?
___________________________________________________________________________
Part C. Who accelerates faster?

Table 2. Record of Experiment for Acceleration
Displacement (m) Time of travel (s) velocity (m/s) Acceleration (m/s2)

0
10
20
30
Q1. How change in velocity affects acceleration of an object?
___________________________________________________________________________
Q2. What are the other factors that affects acceration of an object?
___________________________________________________________________________
89
Q3. How acceleration is determined?
___________________________________________________________________________
V. GENERALIZATION:
Describe speed, velocity and acceleration? How object accelerates?
VI. APPLICATION:
1. A car driving on a circular test track shows a constant speedometer reading of 100-kph for
one lap.
a. Describe the car’s speed during this time.
b. Describe its velocity.
c. Compare the speed and velocity of the car during its course?
d. Describe the acceleration of the car.
2. Why are the devices in cars called speedometers and not velocitometers?
3. Which device(s) on a car can be used to control its acceleration? How these devices caused
the car to accelerate?
1. You were appointed as “Traffic Czar’ in your locality. You ordered to replace all signages
with speed limit to velocity limit. Convince your local officials and folks to support your
position using your knowledge of speed and velocity.
2. Describe how the following objects accelerates.
90
2
(Photo credit to http//www.google.com images)
91
GRADE 7 3RD QUARTER/ FORCE, WEEK 2 DAY 1 S7FE-IIIa-20
MOTION, AND ENERGY

terms of distance or displacement, speed or velocity, and acceleration
.
Activity No. 3
Where is It?
1. OBJECTIVES:
1. Describe quantities in terms of magnitude and direction.

2. Determine the importance of describing motion of an object in terms of magnitude and
direction.
II. A. MATERIALS:
Activity sheet, guide cards
B. REFERENCES:
III. PROCEDURE:
1. Instruct a blind-folded classmate to find an object ( a ball, a flag, or a book) without giving
any directional guide.
2. By this time, instruct the same classmate to find an object by giving clear directional guide
such as five steps left, right, up, down, South, North, east and West.
3. Revise the instruction to make it more helpful. Write it on a separate sheet of paper and let
another group use it to find the object.
IV. ANALYSIS:
Q1. In the first step, was he/she able to find the object easily. Do you think it was easy or
difficult for him/her to find the object?
___________________________________________________________________________
92
Q2. Was the instruction given clear and easy to follow? What made it easy or difficult to
follow?
___________________________________________________________________________
Q3. In step second step, were they successful in finding the object? Was it easy for them or
difficult?
___________________________________________________________________________
Q4. What other details or information included in your instruction that made it clearer and
easier to follow?
___________________________________________________________________________
Q5. In your own words, what is point of reference and how important it is?
___________________________________________________________________________
V. GENERALIZATION:
Why describing objects’ motion in magnitude and direction important?
VI. APPLICATION:
Table 1. Sample weather bulletin
(Source: Asuncion, Alvie J., et al. 2017. Science 7 Learner’s Material)
During typhoon, weather forecasters announced not just the speed of the typhoon, but
also its direction. Why do you think it is necessary to do so?
Guess that Pic. Group of four (4) pictures are shown below, identify the word (quantities)
being depicted by these pictures. Then, explain why magnitude and direction is needed to describe
these quantities.
93
1
(Photo credit to http//www.google.com images)
94
3RD QUARTER/ FORCE, WEEK 3 DAY 1 S7FE-IIIb-22
GRADE 7 MOTION, AND ENERGY

LEARNING COMPETENCY: The learners should be able to create and interpret visual
representation of motion of objects such as tape charts and motion
graphs.
Activity No. 4
Describing Motion through Visual
I. OBJECTIVES:
1. Describe motion using visual representation such as charts and graphs.

2. Analyze and interpret data using charts and graphs.
II. A. MATERIALS:
Figures 1, 2 & 3 (Asuncion, Alvie J., et al. 2017. Science 7 Learner’s Material ) or any
sample of charts and graphs about motion
B. REFERENCES:
III. PROCEDURE:
USING DIAGRAMS
1. Consider the diagram in Figure 1. The positions of the objects are described in the diagram by
their coordinates along the number line.
Figure 2
2. Here is another example. In this diagram, the positions of the ball rolling are shown at equal
intervals of time. You can use the diagram to describe the position of the ball at any given
time.
Figure 3
95
USING GRAPHS
3. Another way to describe the motion of the ball is by the use of motion graphs. Convert the
diagram in Figure 2 to graph by following the guide below.
4. Fill up Table 1 using the data in Figure 2. Note that the positions of the ball are shown every 5
seconds.
5. Plot the values in Table 1 as points on the graph in Figure 3. Note that time is plotted on the X-
axis while position is plotted on the Y-axis. An example is given below.
6. Lastly, draw a straight diagonal line through the points in the graph
Table 1. Position of the ball vs. time
Time (s) Position of the ball (m)
Figure 4: Graph of the position of the ball vs. time
IV. ANALYSIS:
FOR DIAGRAM: FIGURE 2
Q1. What is the position of the dog?
___________________________________________________________________________
96
Q2. What is the position of the tree?
___________________________________________________________________________
Q3. What is the position of the dog with respect to the house?
___________________________________________________________________________
Q4. What is the position of the tree with respect to the dog?
___________________________________________________________________________
FOR DIAGRAM: FIGURE 3
Q5. What is the initial position of the ball? What is its final position?
___________________________________________________________________________
Q6. What is the position of the ball at 10 seconds?
___________________________________________________________________________
Q7. At what time is the position of the ball equal to 5 meters?
___________________________________________________________________________
For Graphs
Q8. What is the position of the ball at 7.5 seconds?
___________________________________________________________________________
Q9. At what time is the position of the ball equal to 12.5 meters?
___________________________________________________________________________
V. GENERALIZATION:
Why plotting data using charts and graphs important?
97
VI. APPLICATION:
Why following road and traffic signs important?
(Source: http//www.google.com images)
Using chart, graphs or any visual representation, present the following:
1. object at rest
2. moving forward with increasing speed
3. moving forward with constant speed
98
GRADE 7 3RD QUARTER/ FORCE, WEEK 4 DAY 1 S7LT-IIIc-23
MOTION, AND ENERGY

TOPIC: Waves
LEARNING COMPETENCY: The learners should be able to infer that waves carry energy.
Activity No. 5
Waves: Energy Carrier
I. OBJECTIVES:
1. Demonstrate how waves are produced.

2. Infer that waves carry energy.
II. A. MATERIALS:
2 m rope, iron ring
B. REFERENCES:

EASE Handbook, Module 15. Department of Education. 2008
III. PROCEDURE:
1. Get a piece of rope about 2 m long. Fix one end of a rope by tying it around a post or a rod.
2. Have a single disturbance in one end of the rope. What is formed? This time move that same
end with a series of disturbances. What did you observe? The single disturbance made in a rope
is called wave pulse while a series of disturbances are called wave trains.
(Source: EASE Handbook, Module 15. Department of Education. 2008)

Figure 5. Wave trains are created after disturbances were applied to the rope.
3. Insert an iron ring or anything that can replace an iron ring. Then, perform procedure no. 2
again. What did you observe?
99
IV. ANALYSIS:
Q1. How did you generate waves in a rope?

__________________________________________________________________________
Q2. What is transferred by waves from one place to another?

___________________________________________________________________________
Q3. What is necessary so that energy could be transferred by the waves produced by a rope?
___________________________________________________________________________
V. GENERALIZATION:
How waves are produced and carried energy?
VI. APPLICATION:
Cut, take a photograph, or research pictures of technologies that use/produce waves then
paste it below. Discuss their advantages.
How wave is produced/used

Technologies Uses/Advantages by this technology?
_________________________
(Name of technology)
__________________________
__________________________
100
Using a toy boat or a paper boat, demonstrate production of waves and its transmission. Take
photographs or videos that will be presented on your class.
Evaluation
Evaluation
Teacher
Student
Points
Details and
Information 20%
inform local folks.
20 points
Presentation/
Dissemination
20 points
Techniques
20%
Accuracy
20%
Feedback/
Result 20%
20%
Plus Factor (5)
Deadline
101
MOTION, AND ENERGY

TOPIC: Waves
LEARNING COMPETENCY: The learners should be able to differentiate transverse from
longitudinal waves, and mechanical from electromagnetic waves.
Activity No. 6
Let’s Make Waves!
I. OBJECTIVES:
1. Observe and draw different types of waves.
2. Describe how transverse from longitudinal waves are produced.
3. Differentiate transverse from longitudinal waves.
II. A. MATERIALS:
A rope (at least five meters long),

A colored ribbon,
A coil spring (Slinky™),
A basin filled with water,
A paper boat
B. REFERENCES:

III. PROCEDURE:
A. What are transverse waves?
1. Straighten the rope and place it above a long table. Hold one end of the rope and vibrate it up
and down. You would be able to observe a pulse. Draw three sketches of the rope showing the
motion of the pulse at three subsequent instances (snapshots at three different times). Draw an
arrow to represent the direction of the pulse’s motion.
Time 1
102
Time 2
Time 3
You will now tag a specific part of the rope while making a series of pulses. A periodic wave
can be regarded as a series of pulses. One pulse follows another in regular succession.
Figure 6. Periodic wave
Tie one end of the rope on a rigid and fixed object (e.g heavy table, door knob, etc).
Figure 7. Rope tied to a rigid object
Attach a colored ribbon on one part of the rope. You may use adhesive tape to fix the ribbon. Make a
wave by continuously vibrating the end of the rope with quick up-and-down movements of your
hand. Draw the waveform or the shape of the wave that you have created.
Ask a friend to vibrate the rope while you observe the motion of the colored ribbon. Remember that
the colored ribbon serves as a marker of a chosen segment of the rope.
103
B. What are longitudinal waves?
1. Connect one end of a long table to a wall. Place coil spring on top of table. Attach one end of
the coil spring to the wall while you hold the other end.
Figure 8. Coil spring on a flat table with one end attached to a wall
Do not lift the coil spring. Ask a friend to vibrate the end of the coil spring by doing a back-
and-forth motion parallel to the length of the spring. Observe the waves along the coil spring.
Draw how the coil spring looks like as you move it back-and-forth in the box.
2. Attach a colored ribbon on one part of the coil spring. You may use an adhesive tape to fix
the ribbon. Ask a friend to vibrate the coil spring back-and-forth while you observe the
motion of the colored ribbon. Remember that the colored ribbon serves as a marker of a
chosen segment of the coil spring.
C. What are surface waves?
1. Place a basin filled with water on top of a level table. Wait until the water becomes still or
motionless. Create a wave pulse by tapping the surface of the water with your index finger
and observe the direction of travel of the wave pulse. Tap the surface of the water at regular
intervals to create periodic waves. View the waves from above and draw the pattern that you
see. In your drawing, mark the source of the disturbance.
2. Wait for the water to become still before you place your paper boat on the surface. Create
periodic waves and observe what happens to your paper boat.
3. If you were somehow able to mark individual water molecules (you used a colored ribbon to
do this earlier) and follow them as waves pass by, you would find that their paths are like
those shown in the figure below.
104
Figure 9. Surface waves
IV. ANALYSIS:
For Part A. What are transverse waves?
Q1. What is the source of the wave pulse?
___________________________________________________________________________
Q2. Describe the motion of your hand as you create the pulse.
___________________________________________________________________________
Q3. Describe the motion of the pulse with respect to the source.
___________________________________________________________________________
For Part B. What are longitudinal waves?
Q4. Does the wave transport the colored ribbon from its original position to the end of the
rope?
___________________________________________________________________________
Q5. Describe the vibration of the colored ribbon. How does it move as waves pass by? Does
it move in the same direction as the wave?
___________________________________________________________________________
Q6. Does the wave transport the colored ribbon from its original position to the end of the
rope?
___________________________________________________________________________
105
Q7. Describe the vibration of the colored ribbon. How does it move as waves pass by?
___________________________________________________________________________
For Part C. What are surface waves?
Q8. Do the waves set the paper boat into motion? What is required to set an object into
motion?
___________________________________________________________________________
Q9. If you exert more energy in creating periodic waves by tapping the surface with greater
strength, how does this affect the movement of the paper boat?
___________________________________________________________________________
Q10. As shown in the figure, the passage of a wave across a surface of a body of water
involves the motion of particles following a _________________ pattern about their
original positions.
Q11. Does the wave transport water molecules from the source of the vibration? Support your
answer using the shown figure.
___________________________________________________________________________
V. GENERALIZATION:
How transverse waves differ with longitudinal waves?
VI. APPLICATION:
What kind of wave is produced when you flip the edge of the blanket or when you shake the
dust from a blanket or rug?
Perform simple experiments/activities that produces transverse and longitudinal waves.

Document these and prepare for presentation of output in class.
106
Evaluation
Evaluation
Teacher
Student
Points
Details and
Information 20%
inform local folks.
20 points
Presentation/
Dissemination
20 points
Techniques
20%
Accuracy
20%
Feedback/
Result 20%
20%
Plus Factor (5)
Deadline
107
MOTION, AND ENERGY

TOPIC: Waves
LEARNING COMPETENCY: The learners should be able to differentiate transverse from
longitudinal waves, and mechanical from electromagnetic waves.
Activity No. 7
Mechanical vs Electromagnetic Wave
I. OBJECTIVES:
1. Explain how waves propagate.

2. Differentiate mechanical from electromagnetic waves.
II. A. MATERIALS:
Findings from Activity 1, chart of the electromagnetic spectrum
B. REFERENCES:

EASE Handbook, Module 15 & 17. Department of Education. 2008
III. PROCEDURE:
A. What are mechanical waves?
1. When you created waves using a rope in Activity 1 Part A, you were able to observe a
moving pattern. In this case, the medium of wave propagation is the rope.
2. The waves that you have created in Activity 1

all require a medium for wave propagation.
They are called mechanical waves.
The medium of propagation for the wave shown

above is the rope.
B. What are electromagnetic waves?
1. Energy from the sun reaches the earth through electromagnetic waves. As opposed to
mechanical waves, electromagnetic waves require no material medium for their
passage. Thus, they can pass through empty space. Locate the electromagnetic spectrum
chart in your classroom. A smaller image of the chart is shown below. Identify the
common name of each wave shown in the chart.
108
1. _____________________ 5. _____________________
2. _____________________ 6. _____________________
3. _____________________ 7. _____________________
4. _____________________
2. The electromagnetic spectrum shows the various types of electromagnetic waves, the range
of their frequencies and wavelength. The wave speed of all electromagnetic waves is the same
and equal to the speed of light which is approximately equal to 300 000 000 m/s.
Figure 10. The electromagnetic spectrum

https://sites.google.com/site/savagesciencehs3/re-demonstrate-learning-unit-1
IV. ANALYSIS:
For Part A. A. What are mechanical waves?
Q1. In Activity 1 Part B, what is the medium of wave propagation?
___________________________________________________________________________
Q2. In Activity 1 Part C, what is the medium of wave propagation?
___________________________________________________________________________
Q3. How can you generate mechanical waves?
___________________________________________________________________________
109
For Part B. What are electromagnetic waves?
Q4. Examine the electromagnetic spectrum.
___________________________________________________________________________
Q5. Describe the relationship between frequency and wavelength of each electromagnetic
wave.
___________________________________________________________________________
Q6. Draw waves to represent each electromagnetic wave. Your illustrations must represent the
wavelength of a wave relative to the others. For instance, gamma rays have a very small
wavelength compared to the other waves in the spectrum.
Q5. Compare the frequency and energy carried by UV waves to that of visible light.
___________________________________________________________________________
V. GENERALIZATION:
How mechanical waves differs with that of electromagnetic waves?
VI. APPLICATION:
1. All three kinds of waves – transverse, longitudinal, and surface – are sent out by an earthquake
and can be detected many thousands of kilometers away if the quake is a major one.
110
a. What do you think is the source of earthquake waves?
b. What is the medium of propagation of earthquake waves?
2. The Sun is an important source of ultraviolet (UV) waves, which is the main cause of sunburn.
Sunscreen lotions are transparent to visible light but absorb most UV light. The higher a
sunscreen’s solar protection factor (SPF), the greater the percentage of UV light absorbed. Why
are UV rays harmful to the skin compared to visible light?
TV and radio are the most widely used medium of information of the modern times. Then, we have
cellular phones, computers and other gadgets which were very powerful source of information and
communication.
Conduct study/research on how information reached its end-users from its source through a
powerpoint presentation.
Evaluation
Evaluation
Teacher
Student
Points
Details and
Information 20%
inform local folks.
20 points
Presentation/
Dissemination
20 points
Techniques
20%
Accuracy
20%
Feedback/
Result 20%
20%
Plus Factor (5)
Deadline
111
GRADE 7 3RD QUARTER/ FORCE, WEEK 5 DAY 2 S7LT-IIId-25
MOTION, AND ENERGY

TOPIC: Waves
LEARNING COMPETENCY: The learners should be able to relate the characteristics of waves.
Activity No. 8
Anatomy of a Wave
I. OBJECTIVES:
1. Identify the parts of periodic waves.

2. Analyze the mathematical relationship among quantities of periodic waves.
II. A. MATERIALS:
A ruler
A basin filled with water
A rope (at least five meters long)
A colored ribbon
A watch or digital timer
B. REFERENCES:

Zitzewitz, Paul W. and Murphy, James T. Physics: Principles and Problems. Merrill
Publishing Company, USA. 2000
III. PROCEDURE:
A. How can you measure the wavelength of a wave?

1. The wavelength of a wave refers to the distance between any successive identical parts of the
wave. For instance, the distance from one crest to the next is equal to one full wavelength. In
the following illustration, this is given by the interval B to F.
Figure 11. A periodic wave showing different points
112
2. Place a basin filled with water on top of a level table. Wait for the water to become still. Create
a vibration by regularly tapping the surface of the water with your index finger. You would be
able to see the subsequent crest of the water waves.
Figure 12. Crest and trough on a water wave

3. Draw the water waves as you see them from the top of the basin. Label one wavelength in
your drawing.
4. Increase the rate of the vibrations you create by tapping the surface of the water rapidly.
5. Draw the water waves as you see them from the top of the basin.
B. How do you measure the frequency of a wave?

1. The frequency of a series of periodic waves is the number of waves that pass a particular point
every one second. Just like what you have done in Activity 1, attach a colored ribbon on a rope
to serve as a tag. Tie one end of the rope on a fixed object and ask a friend to create periodic
waves by regularly vibrating the other end of the rope.
2. You will count how many times the colored ribbon reached the crest in 10 seconds. You will
start counting once the ribbon reaches the crest a second time. It means that one wave has
passed by the ribbon’s position. Ask another friend with a watch or a digital timer to alert you
to start counting and to stop counting after 10 seconds. Record the results in Table 1.
3. It is also useful to consider the period of a wave, which is the time required for one complete
wave to pass a given point. The period of each wave is
113
From the identified frequency of the observed periodic waves, the period can be calculated.
For example, if two waves per second are passing by, each wave has a period of ½ seconds.
C. How do you measure the speed of a wave?
1. Using the rope with ribbon. Create periodic waves and estimate their wavelength. Count the
number of waves that pass by the ribbon in ten seconds. Compute the frequency of the waves.
Record the results in Table 2.
2. The wave speed is the distance traveled by the wave per second.
wave speed = distance traveled per second = frequency x wavelength
From the basic formula that applies to all periodic waves, you can see that wave speed,
frequency and wavelength are independent of the wave’s amplitude.
IV. ANALYSIS:
For Part A. How can you measure the wavelength of a wave?

Q1. Identify the other intervals that represent one full wavelength.
__________________________________________________________
__________________________________________________________
Q2. What happens to the wavelength of the waves as you increase the rate of vibrations?
___________________________________________________________________________
Q3. Compare your first and second drawing of water waves.
___________________________________________________________________________
114
For Part B. How do you measure the frequency of a wave?
Table 1. Frequency and Period of the wave

Number of Waves (N Period of the waves
Frequency of the waves
cycles) that passed by the (seconds)
(N cycles/10 seconds)
ribbon in 10 seconds
Q4. If you increase the frequency of vibration by jerking the end of the rope at a faster rate,
what happens to the wavelength?
___________________________________________________________________________
For Part C. How do you measure the speed of a wave?
Using the data from number 1, calculate the wave speed of the observed periodic waves.
Record the result in Table 2.
Table 2. The Speed of a Wave

Estimated Number of Waves (N Frequency of the Wave Speed
wavelength cycles) that passed by the waves (m/s)
(meters) ribbon in 10 seconds (N cycles/10 seconds)
V. GENERALIZATION:
How waves’ wavelength, frequency and speed related to each other?
VI. APPLICATION:
Online activities are widely utilized and you noticed that the signal is becoming weak. Also,
there are place that have very weak signals. How can you explain this situation? What are the factors
that affect the strength of internet signals.
Watch a video of a tsunami that hits a community. As a science student what are the safety
precautions that you can give or share to make the people safe? Use the concept of wavelength,
frequency and speed.
115
GRADE 7 3RD QUARTER/ FORCE, WEEK 6 DAY 1 S7LT-IIId-26
MOTION, AND ENERGY

TOPIC: Waves
LEARNING COMPETENCY: The learners should be able to describe the characteristics of sound
using the concepts of wavelength, velocity, and amplitude.
Activity No. 9
Properties and Characteristics of Sound
I. OBJECTIVES:
1. Identify properties and characteristics of sound waves.

2. Relate the characteristics of sound waves to each frequency, wavelength and energy.
II. A. MATERIALS:
Guitar, guitar pick, table
B. REFERENCES:

III. PROCEDURE:
A. Pitch & Frequency

1. Strum each guitar string without holding the frets. (String #0 is the lowermost string
while string #6 is the uppermost string. Record all your observations in the table
provided.
Figure 13. Pitch and Frequency
The highness or lowness of sound is known as the pitch of a sound or a musical note. It is
determined by its frequency. A high pitch corresponds to a high frequency while a low pitch
corresponds to a low frequency.
116
B. Loudneness and Intensity
2. Put one of your ear on top of the table, then ask somebody to tap the table. Repeat it several
times while slightly increasing the amount of energy applied in tapping the table.
Sound waves like any other waves carry different amounts of energy. The amount of energy a
sound wave carries is known as intensity of the sound. Take a look at figure 2. High amplitude sounds
usually carry large energy and have higher intensity while low amplitude sounds carry lesser amount of
energy and have lower intensity. The intensity of sound is proportional to the square of the amplitude
of a sound wave. Sound intensity is objective and is measured by various instruments like the
oscilloscope. On the other hand, the subjective judgment of a person on the intensity of the sound is
called loudness. Loudness is a psychological sensation that differs for different people. Loudness is
subjective but is still related to the intensity of sound.
Figure 14. Loudness & Intensity
IV. ANALYSIS:
A. Pitch & Frequency

Table 1.
Comparison of observed pitch and the relative frequency of different string of a guitar.
(Descriptive Rating. In order to answer the the table below, rate the observed pitch and relative
frequency of different guitar strings from highest (7) to lowest (1).
String # Pitch (Observe) Relative Frequency
0
1
2
3
4
5
6
Q1. Which string has the highest pitch? ______________________
Q2. Which has the highest frequency? ______________________
117
Q3. Which string has the lowest pitch? ______________________
Q4. Which string has the highest frequency? _______________________
Q5. How would you relate pitch and frequency? __________________________________
Q6. Based on the previous activities, how would you relate pitch and frequency to
wavelength and energy? _________________________________________________
B. Loudneness and Intensity

(Descriptive Rating. In order to answer the the table below, rate the observed loudneness and
relative intensity from highest (3) to lowest (1).
Relative amount of energy Relative intensity

Observed loudness
(Based on strength of tapping)
Slight tapping
Moderate tapping
Strong tapping
Q7. Which produces louder sound? ________________________________
Q8. How loudness and energy related? ____________________________________
Q9. How loudness related to intensity? ___________________________________________
Q10. How would you relate the amount of energy carried by wave to loudness and intensity?
___________________________________________________________________________
V. GENERALIZATION:
Describe the properties/characteristics of sound waves. How these variables related to each
other? Discuss each relationship?
VI. APPLICATION:
Why musical instruments produced different sound though they play the same notes?
Conduct a mini-concert at home using improvised musical instruments. You can also include
members of your family in presentation. Video your presentation and present it in class.
118
3 Points 2 Points 1 Point 0 point Score

Sings entire song Sings entire song
Sings entire song
Melody with appropriate with very minimal
with a lot of error
melody error
The voice and The voice and The voice and
Rhythm and musical musical instruments musical instruments
use of instruments were were in-sync in the were in-sync in some
instruments in-sync in the most part of the part of the
No
entire performance performance performance
performance
Pitch and loudness Pitch and loudness Pitch and loudness
presented
Vocal tone were pleasant to were pleasant to ear were pleasant to ear
quality ear during the in most part of the in some part of the
entire performance performance performance
Perform with Perform with Perform with
Performance enthusiasm and enthusiasm and enthusiasm and
delivery energy during the energy in most part energy in some part
entire song of the song of the song
119
GRADE 7 3RD QUARTER/ FORCE, WEEK 6 DAY 3 S7LT-IIIf-29
MOTION, AND ENERGY

TOPIC: Light
LEARNING COMPETENCY: The learners should be able to relate the characteristics of light
such as color and intensity to frequency and wavelength.
Activity No. 10
My Spectrum Wheel
I. OBJECTIVES:
1. Construct a spectrum wheel.

2. Explore the characteristics of light such as energy, frequency, and wavelength using the
spectrum wheel.
II. A. MATERIALS:
Spectrum wheel pattern, cardboard, button fastener, glue or paste
B. REFERENCES:

III. PROCEDURE:
Part 1: Spectrum Wheel

1. Cut the two art files that make up the wheel on the next pages.
2. Cut along the lines drawn on the top wheel. The small window near the center of the wheel
should be completely cut out and removed.
3. Punch a whole into the center of the two wheels together. You may use a button fastener to
hold the two wheels securely in place, one on top of the other, but they should be free to
rotate relative to each other.
4. When you see a region of the EM spectrum show up in the open window and the "W,F,E"
that correspond to that region showing up under the flaps then you know that you have done
it right.
120
Part 2: Characteristics of Light
Try out your Spectrum Wheel by positioning the inner most of the flaps on EM
SPECTRUM. This will simultaneously position the other flaps to ENERGY, WAVELENGTH &
FREQUENCY.
Turn the upper wheel and observe the combinations.
Fill in the table below with the corresponding combinations you have observed using your
Spectrum Wheel.
Source: Sonoma State University (http://www.swift.sonoma.eu)
121
122
IV. ANALYSIS:
Frequency x
EM Spectrum Energy Frequency Wavelength
wavelength
Radio
Microwave
Infrared
Visible Light
Ultraviolet
X-Ray
Gamma Ray
Q1. How are frequency and wavelength related for a specific region of the spectrum?
___________________________________________________________________________
Q2. What can you observe with the values of the product of frequency and wavelength in the
different spectra?
___________________________________________________________________________
Q3. How is ENERGY related to FREQUENCY?
___________________________________________________________________________
V. GENERALIZATION:
How energy, wavelength and frequency are related to each other?
VI. APPLICATION:
Why UV lights causes damage and darkening of skin compared to visible light?
Why eyes can see only the visible light while other EM waves cannot?
Reflection Thought. Write a poem, song, or create an infomercial, infographics or any art
work that expresses the importance of light in our life. Present it in class.
123
Evaluation
Evaluation
Teacher
Student
Points
Details and
Information 20%
inform local folks.
20 points
Presentation/
Dissemination
20 points
Techniques
20%
Accuracy
20%
Feedback/
Result 20%
20%
Plus Factor (5)
Deadline
124
GRADE 7 3RD QUARTER/ FORCE, WEEK 7 DAY 1 S7LT-IIIg-30
MOTION, AND ENERGY

TOPIC: Light
LEARNING COMPETENCY: The learners should be able to infer that light travels in a straight
line.
Activity No. 11
Shadow Game
I. OBJECTIVES:
1. Demonstrate light traveling in a straight line.

2. Infer that light travels in a straight line.
II. A. MATERIALS:
Light source, white cloth (screen)
B. REFERENCES:

III. PROCEDURE:
1. Divide the class into four (4) groups with equal members each group.
2. Put a white screen or cloth at the board.
3. One member of the group will hold the light source, while, the other members will create
shadows of objects example an animal, one after the other. The group that can create the most
shadow after 3-minutes shall be declared the winner.
IV. ANALYSIS:
Q1. How to form shadows?
___________________________________________________________________________
Q2. What can you infer from shadow formation?
___________________________________________________________________________
125
V. GENERALIZATION:
Do light travels in a straight line? Prove it.
VI. APPLICATION:
Why some roads with sharp curve considered ‘blind curves’? What precautionary measures
we should do?
Explain the figure below.

Light reaches the eye
Person is able to see the light of the candle
Light gets blocked
Person not able to see the light of the candle
126
GRADE 7 3RD QUARTER/ FORCE, WEEK 8 DAY 1 S7LT-IIIh-i-31
MOTION, AND ENERGY
TOPIC: Heat
LEARNING COMPETENCY: The learners should be able to infer the conditions necessary for
heat transfer to occur.
Activity No. 12
Heat Transfer
I. OBJECTIVES:
1. Infer the conditions necessary for heat transfer.

2. Demonstrate methods of heat transfer.
II. A. MATERIALS:
For Part A. Conduction (candle/heat source, iron rod or nail)

For Part B. Convection (heat source, casserole, water)
For Part C. Radiation (basin preferably metal)
B. REFERENCES:
Be careful in handling hot object!
TAKE
III. PROCEDURE: CARE!
Seek guidance of older member of the
family!
Part A. Conduction
1. Heat one end of a metal rod or nail. Touch the other end from time
to time.(Caution: Be careful, do not touch it for long!)
Part B. Convection
2. Boil water in a casserole. Observe the movement of water.
Part C. Radiation
Put a basin under direct sunlight. After several hour, touch the water
(Photo credit to: http//www.google.com images)
127
IV. ANALYSIS:
Part A. Conduction
Q1. Did the other end of the metal became hot also? How do you think heat travels from one
end to the other end?
____________________________________________________________________
Q2. What condition/s is/are needed for heat transfer?
___________________________________________________________________________
Part B. Convection
Q3. Describe the movement of water. How heat is transferred in this process?
___________________________________________________________________________
___________________________________________________________________________
Part C. Radiation
Q5. Did the temperature of water increased?
___________________________________________________________________________
___________________________________________________________________________
Q7. In general, write a statement on how heat is transferred?
___________________________________________________________________________
V. GENERALIZATION:
How heat is transferred from one object to another? Explain each method of heat transfer?
VI. APPLICATION:
Cite daily activities that involved methods of heat transfer. Filled-up the table below.
128
Table 1. Method of heat transfer
Daily Activities Method of Heat Transfer Explanation how heat is transferred

Heat transfer is evident everywhere around us. Look at the illustration below. This
illustration depicts several situations that involve heat transfer. Your task is to identify
examples of situations found in the illustration that involve the different methods of heat
transfer.
Figure 15
Transfer of heat in different materials
Encircle situations in the drawing that involve any method of heat transfer. Label them 1, 2,
and 3.
129
Note that in your chosen situations, there could be more than one heat transfer taking place at
the same time. Make your choices more specific by filling up Table 2.
Table 2. Examples of heat transfer

Which object What is the
Which object How heat is method of
Description gives off
receives heat? transferred? heat transfer?
heat?
1
2
3
4
5
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GRADE 7 3RD QUARTER/ FORCE, WEEK 9 DAY 1 S7LT-IIIj-32
MOTION, AND ENERGY

TOPIC: Electricity
LEARNING COMPETENCY: The learners should be able to describe the different types of
charging processes.
Activity No. 13
Charged It Up
I. OBJECTIVES:
1. Demonstrate how objects can be charged.

2. Design experimental set-ups that can charge objects.
II. A. MATERIALS:
For Task 1: rubber balloon, water, water container, plastic/paper cup with pinch hole, a piece
of cloth (preferably wool) or paper towel or tissue paper
For Task 2: plastic strip/plastic comb/PVC pipe, a piece of cloth (preferably wool) or paper
towel or tissue paper
For Task 3: 2 empty soda cans, rubber balloon
B. REFERENCES:

III. PROCEDURE:
Task 1: Bend Me
1. Design an experimental set-up that will bend the flow of water using a balloon and other
materials provided for without touching each other.
Task 2: Electrify Me
2. Using the materials provided for, design an experimental set up/procedure that will make plastic
strip/plastic comb/PVC pipe attract papers.
131
Task 3: Roll Me
3. In one (1) minute, roll down 2 empty soda cans to a designated line using inflated rubber
balloon. The balloon nor any materials should not touch the empty cans. Balloon should not be
deflated. Blowing the cans is also prohibited.
IV. ANALYSIS:
For Task 1
Q1. Illustrate or describe the experiment you just conducted.
___________________________________________________________________________
Q2. Were you able to bend the flowing water? If yes, describe what did you do to do the task?
If not, what problem/s did you encounter?
___________________________________________________________________________
Q3. What type of charging is demonstrated by Task 1?
___________________________________________________________________________
For Task 2
___________________________________________________________________________
Q5. Were you able to attract pieces of paper using the materials provided? If yes, describe
what did you do to do the task? If not, what problem/s did you encounter?
___________________________________________________________________________
___________________________________________________________________________
For Task 3
___________________________________________________________________________
Q8. Were you able to roll down the soda cans using the rubber balloon and other the
materials provided? If yes, describe what did you do to do the task? If not, what
problem/s did you encounter?
132
___________________________________________________________________________
___________________________________________________________________________
V. GENERALIZATION:
How electrically neutral objects can be charged?
VI. APPLICATION:
Describe what type of charging and how charging takes place in the following situation:
Type of
Illustration/ Picture Situation How Charging Takes Place?
Charging
133
Project-Based Learning: Following a semi-guided experiment, your task is to create an

improvised electroscope using illustration and materials listed below. Electroscope is an instrument to
detect the presence of electric charges. Document (video) the procedure and testing you have done and
present in class through a video presentation.
134
Evaluation
Evaluation
Teacher
Student
Points
Details and
Information The details and information provided were sufficient/enough to inform local folks. 20%
20 points
Method of
The information is properly and logically presented in a way the audience could
Presentation/
relate/understand with. 20%
Dissemination
20 points
Techniques
20%
Accuracy
20%
Feedback/ Result The overall performance receives positive results from the audience and to the
20%
20% social media.
Produce learning/information materials that can be used by other students and/or
Plus Factor (5)
people.
Students are expected to honestly evaluate their own work. If the difference between the student evaluation and
Self-evaluation the teacher evaluation is more than 10 points, 5 points will be deducted from the teacher's score when the grade is
recorded.
All assignments are expected to be completed on the assigned deadline. Presentations may be made for 2 class
Deadline
days after the deadline for 3/4 credit. No credit will be given after this time.
135
GRADE 7 3RD QUARTER/ FORCE, WEEK 9 DAY 3 S7LT-IIIj-33
MOTION, AND ENERGY
TOPIC: Electricity
LEARNING COMPETENCY: The learners should be able to explain the importance of earthing
or grounding.
Activity No. 14
Discharging
I. OBJECTIVES:
1. Explain the concept of earthing/grounding.

2. Cite practical application of earthing/grounding.
II. A. MATERIALS:
Observations & results of the previous Activity: Charged It Up!, reference books and/or
online resources
B. REFERENCES:
III. PROCEDURE:
Study again the results of the past experiment/ activity entitled “Charged It Up!”. Discuss your
observations with your classmates/groupmates including the charged objects immediately after
and after some times after these objects are charged.
IV. ANALYSIS:
Q1. What do you observe to charge objects immediately after you charged it up?
___________________________________________________________________________
Q2. Do charged objects continue to attract other objects after a few minutes? Why?
___________________________________________________________________________
136
V. GENERALIZATION:
What is grounding/earthing? Why it is necessary?
VI. APPLICATION:
In most electrical appliances e.g., washing machines, refrigerators and in electrical post,
you can see an extra wire attached to the ground. What are these wires? Why these wires were
attached to the ground?
Research Work. Learn amazing facts about lightning by researching the answers to the
following questions:
• What is a lightning?
• Where do a lightning originate? How it occurs?
• How ‘powerful’ is a lightning bolt?
• Can lightning’s energy be caught stored, and used?
• What can you do to prevent yourself from being struck by lightning?
137
7
Quarter 4
Earth and Space
Writer: Froilan Alex A. Cuevas

Illustrator: Abegail M. Alejandro
Content Editors: Ronalyn P. Gonzales
138
SCIENCE LEARNING ACTIVITY SHEET
GRADE LEVEL QUARTER / DOMAIN WEEK & DAY LC CODE/S
th
GRADE 7 4 QUARTER/EARTH AND NO. S7ES-IVa-1
SPACE WEEK 1 DAY 2 S7ES-IVa-2
Name : __________________________________ Year & Section: _________________
TOPIC: Locating Places using a Coordinate System

LEARNING COMPETENCY/IES:
1. Demonstrate how places on Earth may be located using a coordinate system.
2. Describe the location of the Philippines with respect to the continents and oceans of the
world.
Activity No. 1
Where am I?
I. OBJECTIVES:
1. Explain the difference between latitude and longitude ;

2. Describe the location of a certain place using coordinate system ;
3. Relate the geographical location of the Philippines to its environment.
II. A. MATERIALS:
World map/ordinary globe/terrestrial globe/Globe Earth 3D application from Google Play

Store
Where in the World worksheet
Pen and paper
B. REFERENCES:
Science 7 Learner’s Module pp. 280-285

https://www.educationworld.com/a_lesson/dailylp/dailylp/pdfs/dailylp130.pdf
https://youtu.be/MDRIXoZKEEo
III. PROCEDURE:
1. Prepare the materials needed for the activity.

2. Pick a number which corresponds to your initial learning task. Each group will be given
three minutes to complete each task.
3. Use the world map and indicate the latitude and longitude of the country listed below.
Give the information needed.
Task 1: Locating countries in Asia

a. Thailand: __________ b. Indonesia: ___________ c. Malaysia: ______________
139
Task 2: Locating countries in Europe using
a. Sweden: __________ b. Poland: __________ c. Greece: ______________
Task 3: Locating countries in Africa

a. Nigeria: ___________ b. Kenya: __________ c. Uganda: _____________
Task 4: List 5 landmasses near the Philippines

_____________________________________________________________________
Task 5: List the bodies of water surrounding the Philippine archipelago

________________________________________________________________________
4. After you finished all the tasks, answer the analysis questions.
IV. ANALYSIS:
Q1. What is the difference between latitude and longitude?
________________________________________________________________________
Q2. Give the location of the Philippines as to latitude and longitude.
________________________________________________________________________
Q3. List down the landmasses and bodies of water that surrounds the Philippines.
________________________________________________________________________
Q4. Given our geographical location, what energy sources are available in our country?
________________________________________________________________________
Q5. How does our latitude position affect the water, soil resources and biodiversity in the
country?
________________________________________________________________________
V. GENERALIZATION:
Explain why Philippines is considered rich in natural resources in connection to its

geographical location?
140
VI. APPLICATION:
Select a country which you prefer as your dream destination. Locate and identify its
coordinates. Then, explain why you choose it by enumerating some of the resources it has in relation
to its location.
Answer the worksheet below with your group mates or with your parents. (10 points)
141
GRADE 7 4th QUARTER/EARTH AND NO. S7ES-IVb-3
SPACE WEEK 2 DAY 4 S7ES-IVc-4
Name : __________________________________ Year & Section: _________________
TOPIC: Earth’s Resources

1. Recognize that soil, water, rocks, coal, and other fossil fuels are Earth materials that
people use as resources;
2. Cite and explain ways of using Earth’s resources sustainably.
Activity No. 2
Save ME (Mother Earth)!!!
I. OBJECTIVES:
1. Identify, explain and provide examples of renewable and non-renewable energy

sources;
2. Cite ways of conserving energy;
3. Evaluate families energy consumption;
4. Understand the pros and cons of using renewable energy sources.
II. A. MATERIALS
Bond paper, marking pen, a copy of energy sources of the world reading material,
renewable or non-renewable assessment chart
B. REFERENCES

http://www.energy4me.org
http://www.wonderville.ca/asset/save-the-world
http://richardrrr.blogspot.com
III. PROCEDURE
1. Prepare the materials needed for the conduct of the activity.

2. Get a copy of energy sources of the world reading material from your teacher.
3. Complete the renewable or non-renewable energy sources assessment chart below.
You will be given 20 minutes to read and answer the chart.
142
RENEWABLE OR NON RENEWABLE ENERGY SOURCES
1. Cut out each of the energy sources on the attached page
2. Paste each in the appropriate column. Renewable or Non Renewable.
3. Select one in each column by CIRCLING IT and describe what it is; how it works, and
the advantage and disadvantages. You may use your reading packet now.
RENEWABLE ENERGY NON RENEWABLE ENERGY
Describe what it is: Describe what it is:

Describe how it works: Describe how it works:
Advantages: Advantages:
Disadvantages: Disadvantages:
4. After completing the chart, answer the analysis questions.
IV. ANALYSIS
Q1. In your own words, differentiate renewable from non-renewable energy sources and
give examples.
________________________________________________________________________
Q2. What are the common renewable and non-renewable energy sources you usually use
at home? Cite ways on how you can conserve your household’s energy consumption.
________________________________________________________________________
Q3. Do you think green energy/renewable energy sources can support the present needs of
the world without relying much on non-renewable energy sources? Explain.
________________________________________________________________________
143
V. GENERALIZATION
How do soil, water, rocks, coal and other fossil fuels serve as energy sources for human
consumption? What are some simple ways on how you can lessen your energy usage at
home and in school?
VI. APPLICATION
Create a poster depicting your own ways to help preserve and conserve our natural
resources and share it with your classmates via any social media platform.
VII. ENRICHMENT ACTIVITY
Choose one from the following choices:

a. Make an environmental video (envirovideo) and upload it on any social media platform.
b. Organize an information dissemination drive/campaign within your locality about
conservation of natural resources.
c. Write a slogan on how to conserve natural resources and post your work in the
classroom’s bulletin board.
144
Rubric for Multimedia Project
CATEGORY 4 3 2
Sources Graphics, facts, and Graphics, facts, and quotes Graphics, facts, and
quotes are collected from are collected from quotes are collected from
different sources. All different. Most different sources but not
documented in desired documented in desired documented in desired
format. format. format.
Presentation Well-rehearsed with Rehearsed with fairly Delivery was not smooth,
smooth delivery that smooth delivery that holds but able to maintain
holds audience attention. audience attention most of interest of the audience
the time. most of the time.
Permissions All permissions to use All permissions to use Most permissions to use
graphics \"borrowed\" graphics \"borrowed\" graphics \"borrowed\"
from web pages or from web pages or scanned from web pages or
scanned from books have from books have been scanned from books have
been requested, received, requested and received. been requested and
printed and saved for received.
future reference.
Attractiveness Makes excellent use of Makes good use of font, Makes use of font, color,
font, color, graphics, color, graphics, effects, graphics, effects, etc. but
effects, etc. to enhance the etc. to enhance to occasionally these detract
presentation. presentation. from the presentation
content.
Requirements All requirements are met All requirements are met. One requirement was not
and exceeded. completely met.
Mechanics No misspellings or Three or fewer Four misspellings and/or
grammatical errors. misspellings and/or grammatical errors.
mechanical errors.
Content Covers topic in-depth Includes essential Includes essential
with details and examples. knowledge about the topic. information about the
Subject knowledge is Subject knowledge topic but there are 1-2
excellent. appears to be good. factual errors.
Organization Content is well organized Uses headings or bulleted Content is logically
using headings or bulleted lists to organize, but the organized for the most
lists to group related overall organization of part.
material. topics appears flawed.
Originality Product shows a large Product shows some Uses other people\'s ideas
amount of original original thought. Work (giving them credit), but
thought. Ideas are creative shows new ideas and there is little evidence of
and inventive. insights. original thinking.
www.richardrrr.blogspot.com/depedtambayan
145
Rubric for Creating a Poster
CATEGORY 4 3 2 1
Graphics - Several of the graphics One or two of the The graphics are No graphics made
Originality used on the poster reflect graphics used on the made by the student, by the student are
an exceptional degree of poster reflect student but are based on the included.
student creativity in their creativity in their designs or ideas of
creation and/or display. creation and/or others.
display.
Graphics - All graphics are related to All graphics are All graphics relate to Graphics do not
Relevance the topic and make it related to the topic the topic. Most relate to the topic
easier to understand. All and make it easier borrowed graphics or several
borrowed graphics have a to understand. All have a source borrowed graphics
source citation. borrowed graphics citation. do not have a
have a source source citation.
citation.
Labels All important items Almost all important Only few important Labels are too
on the poster are clearly items items small to view. No
labeled that can be read on the poster are on the poster are important items
from at least three ft. clearly labeled that clearly labeled that were labeled.
away. can be read from at can be read from at
least three ft. away. least three ft. away.
Required The poster includes all All required Only one Several required
Elements required elements as well elements are of the required elements were
as additional information. included on the element is included missing.
poster. on the poster.
Knowledge Student can accurately Student can Student can accurately Student appears to
Gained answer all the questions accurately answer answer about 75% of have insufficient
related to the facts in the most questions questions related to knowledge about
poster and the processes related to the facts in facts in the poster and the facts or
the processes used to
used to create the poster. the poster and the processes used in
create the poster.
processes used to the poster.
create the poster.
Content - At least seven accurate Five to six accurate Three to four Less than three
Accuracy facts are displayed on the facts are displayed accurate facts are accurate facts are
poster. on the poster. displayed on the displayed on the
poster. poster.
Attractiveness The poster is The poster is The poster is The poster is
exceptionally attractive in attractive in terms of acceptably attractive distractingly messy
terms of design, layout, design, layout and but a bit messy. with very poor
and neatness. neatness. design. It is not
attractive.
www.richardrrr.blogspot.com/depedtambayan
146
ENERGY SOURCES READING PACKET
Images downloaded at https://www.energy4me.org
147
148
149
150
th
GRADE 7 4 QUARTER/EARTH AND NO. S7ES-IVd-5
SPACE WEEK 3 DAY 2
Name: __________________________________ Year & Section: _________________
TOPIC: Sun’s Interaction with the Layers of the Atmosphere

1. Discuss how energy from the sun interacts with the layers of the atmosphere.
Activity No. 3
Up, Up and Away!!!
I. OBJECTIVES:
1. Identify the layers of the atmosphere;
2. Create a model of the atmosphere;
3. Describe and explain the features of each layer.
II. A. MATERIALS
Bond paper, sheets of graphics of atmospheric layers, colored pencil or markers, ruler,
glue,
B. REFERENCES
https://www.swlauriersb.qc.ca/Schools/mccaig/Teachers/dstrina/layersofatmospheretestbo
oklet.pdf
https://esrl.noaa.gov/gmd/education/info_activities/pdfs
https://youtu.be/H_e-sNXAPQs
III. PROCEDURE
1. Prepare the materials needed.

2. Work with a pair and conduct the activity by following the instructions given.
2.1 Start with a large piece of paper. Use long size bond paper.
2.2 Draw the Earth.
• Use coloring materials to draw the Earth at the bottom of the paper. Be sure to
leave enough space to draw the layers of the Earth’s atmosphere above it.
• Color the Earth BLUE and GREEN to represent landmasses and oceans.
2.3 Draw the troposphere, which is the first layer of the atmosphere and extends 12 km
above the Earth.
• Use the following scale: 1mm =1 km. Draw a line 12 mm from the Earth’s
surface.
• Label it the troposphere and color it yellow. Draw or paste pictures to help indicate
what happens in this layer. Use the images found on the other page.
151
2.4 Draw the stratosphere, the second layer of the atmosphere and extends 12-50 km above
the earth’s surface.
• Measure and draw a line 50mm from Earth’s surface.
• Label it stratosphere and color it orange. Draw/Paste pictures to help indicate
what happens here.
2.5 Draw the ozone layer. This is not a main layer of the atmosphere but plays an important
role which absorbs ultraviolet radiation. It is located between the stratosphere and the
mesosphere.
• Color this thin layer with purple to represent the ozone.
2.6 Draw the mesosphere, which extends 50 km to 80 km from the Earth’s surface.
• Measure and draw a line 80 mm from the Earth’s surface.
• Label this layer mesosphere. Color it red and paste pictures to show its
characteristics.
2.7 Draw the ionosphere, the fourth layer of the atmosphere which extends 80km-400km
from the Earth’s surface.
• Label it ionosphere and color it pink. Draw/Paste pictures to help show its
characteristics.
2.8 Beyond the ionosphere is the exosphere. It starts at 400 km above the Earth’s surface
and extends out to outer space.
• Color it gray and label it exosphere. Draw/Glue pictures to show its
characteristics.
2.9 After you have completed your model,

• Turn the paper over and cut the pictures from the hand out. Paste the pictures in the
appropriate layer. You do not have to use all the pictures but make sure each layer
is sufficiently represented.
3. After you completing your activity, answer the analysis questions.
IV. ANALYSIS
Q1. What are the five layers of the atmosphere? Estimate the height of each layer.
________________________________________________________________________
Q2. In which layer is temperature increasing with increasing altitude? In which layer is
temperature decreasing with increasing altitude?
________________________________________________________________________
Q3. What is the relationship between temperature and height in the troposphere?
stratosphere? mesosphere? thermosphere? exosphere?
________________________________________________________________________
152
Q4. Do you agree that the higher the layer of the atmosphere (that is closer to the Sun), the
hotter the temperature? Why or why not?
________________________________________________________________________
V. GENERALIZATION
Differentiate each layer of the earth based on their altitude and temperature.
VI. APPLICATION
Atmosphere is a mixture of gases, however due to modernization and industrialization

the quality of the air is affected which results to air pollution. In your opinion how can you help
solve such problem?
153
SHEET OF GRAPHICS FOR ATMOSPHERIC LAYERS
Directions: Cut out each images and place it in the appropriate atmospheric layer where it can be
found.
C
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T
T
H
R
O
U
G
H
T
H
I
S
LI
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C
U
T
T
H
R
O
U
G
H
T
H
I
S
LI
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E
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T
T
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I
S
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Rubric in Creating the Atmosphere Model Poster
CATEGORY 4 3 2 1
Several of the graphics One or two of the The graphics are No graphics made
used on the poster graphics used on the made by the by the student are
reflect an exceptional poster reflect student student, but are included.
Graphics -
degree of student creativity in their based on the
Originality
creativity in their creation and/or designs or ideas
creation and/or display. of others.
display.
All graphics are All graphics are All graphics are Graphics are not
related to the topic and related to the topic related to the related
which make it easier and which make it topic. Most to the topic OR
Graphics -
to understand. All easy to understand. borrowed several borrowed
Relevance
borrowed graphics All borrowed graphics have graphics do not
have source citation. graphics have source citation. have a source
source citation. citation.
All important items on Almost all important Several important Labels are too
the poster are clearly items on the poster items on the small to view OR
labeled that can be are clearly labeled poster are clearly no important
Labels
read from at least that can be read from labeled that can items were
three ft. away. at least three ft. be read from at labeled.
away. least 3 ft. away.
The poster includes all All required Only one of the Several required
Required required elements as elements are required elements elements were
Elements well as additional included on the is included on the missing.
information. poster. poster.
Student can accurately Student can Student can Student appears to
answer all questions accurately answer accurately have insufficient
related to facts in the most questions answer about knowledge about
Knowledge poster and the related to facts in the 75% of questions the facts or the
Gained processes used to poster and the related to facts in processes used in
create the poster. processes used to the poster and the the poster.
create the poster. processes used to
create the poster.
At least seven accurate Five to six accurate Three to four Less than three
Content - facts are displayed on facts are displayed accurate facts are accurate facts are
Accuracy the poster. on the poster. displayed on the displayed on the
poster. poster.
The poster is The poster is The poster is The poster is
exceptionally attractive in terms of acceptably distractingly
Attractiveness attractive in terms of design, layout and attractive but a messy or with
design, layout, and neatness. bit messy. very poor design.
neatness. It is not attractive.
156
GRADE LEVEL QUARTER / DOMAIN WEEK & DAY NO. LC CODE/S
GRADE 7 4th QUARTER/EARTH AND SPACE WEEK 3 DAY 3 S7ES-IVf-7
TOPIC: Land Breeze and Sea Breeze

LEARNING COMPETENCY/IES: Account for the occurrence of land and sea breezes.
Activity No. 4
I’m Hot and You’re Not!!
I. OBJECTIVES
1. Describe the unequal heating of land and water;

2. Explain land breeze and sea breeze with the help of diagram;
3. Discuss how large bodies of water affect the climate of nearby coastal communities.
II. A.MATERIALS
Land and Sea breeze activity worksheet, pen, and bond paper
B. REFERENCES
https://www.pdffiller.com/451136763--land-and-sea-breeze-worksheet
htttp://teacherspayteachers.com
https://youtu.be/y986-h3dfCk
III. PROCEDURE
1. Prepare the materials for the conduct of the activity.

2. Follow the directions below to create a labelled diagram of a land and sea breeze.
Land and Sea Breeze Drawing Activity
1. Fold a plain white sheet of paper in four.

2. Trace over your folds.
3. Turn your paper in a landscape orientation.
4. You will draw pictures on the left hand boxes and write your descriptions on the
right hand boxes.
5. In each of the left hand boxes, draw land and sea.
6. On the top of the left box, add a sun and on the bottom left box, add a moon.
7. Add radiation lines to each picture over the land or sea where the air is warmest.
(Hint: Land heats and cools faster than water)
157
8. Add an “L” for low pressure air and an “H” for high pressure air to each picture.
(Hint: Temperature affects air pressure. Cool air molecules are closer together,
therefore exert more pressure. Hot air molecules are further apart, therefore exert
less pressure.
9. Nature likes to be balanced. High pressure air will always move towards low
pressured air. Add arrows to both pictures indicating this movement of air. This
movement also moves the low pressured air replacing it.
10. Add one large convection current to each picture to show the movement of the air
over the land and sea.
11. Name and color your pictures.
3. After completing the activity, answer the analysis questions.
IV. ANALYSIS
Q1. What do you call the circular motions of air?
________________________________________________________________________
Q2. What causes these circular motions of air to occur?
________________________________________________________________________
Q3. Why is warmer air rising while the cooler air is sinking?
________________________________________________________________________
Q4. Why is land significantly warmer in the daytime when compared to the ocean?
________________________________________________________________________
Q5. Why is land significantly cooler at night when compared to the ocean?
________________________________________________________________________
Q6. Make a general statement concerning how large bodies of water affect the climate of
nearby coastal communities?
________________________________________________________________________
V. GENERALIZATION
What is the effect of the unequal heating of land and water?

How does air move at daytime?
158
How does air move at night time?
VI. APPLICATION
Having known the concept of land and sea breezes, would you still prefer to live in a
nearby coastal community? Explain your answer.
Land Breeze or Sea Breeze?
Directions: Cut out the statement on the right boxes and paste it to the appropriate column
on the left side.
LAND SEA
BREEZE BREEZE
Wind blows from

A wind blows from
high pressure to low
the land to the ocean
pressure
Wind blows from low

Happens during the
pressure to high
daytime
pressure
Cool high pressure air

Happens at night time
sinks over the land
Warm low pressure

A wind blows from
air expands and rises
the ocean to the land
over the land
Warm air rises and

Happens during the
expands over the
daytime
water.
159
th
GRADE 7 4 QUARTER/EARTH AND NO. S7ES-IVf-7
SPACE WEEK 3 DAY 6
TOPIC: Monsoon and Inter Tropical Convergence Zone (ITCZ)

LEARNING COMPETENCY/IES: Account for the occurrence of monsoon and Inter Tropical
Convergence Zone .
Activity No. 5
In what direction do winds blow- from high to low pressure area or vice versa?
I. OBJECTIVES
1. Interpret a map to determine direction of wind movement;

2. Explain why it is cold around in December to February and warm around July;
3. Illustrate why habagat brings lots of rain; and
4. Give examples on how the monsoons (amihan and habagat) affect people.
II. A. MATERIALS
Photo of pressure and wind in January and July

Pencil
B. REFERENCES
Science 7 Learner’s Material pp. 328-332

https://www.divescotty.com/underwater-blog/amihan-habagat-monsoon.php
III. PROCEDURE
1. Prepare the materials needed in the activity.

2. Study the two (2) figures which show the air pressure and direction of winds in different
parts of the world in January and July. Low-pressure areas are marked L and high
pressure areas are marked H. Broken lines with arrowheads show the direction of the
wind.
160
Figure 1. Pressure and winds in January
Figure 2. Pressure and winds in July
161
3. Using the figures above, answer the following analysis questions.
IV. ANALYSIS
Q1. Choose the low-pressure area and study the direction of the winds around it. Do the
winds move toward the low pressure area or away from it?
________________________________________________________________________
Q2. Choose a high-pressure area and study the direction of the winds around it. Do the
winds move toward the high pressure area or away from it?
________________________________________________________________________
Q3. In what direction do winds blow? Is it from high-pressure area to low pressure area or
from low pressure area to high pressure area?
________________________________________________________________________
Q4. Study the wind direction near the Philippine area. From what direction does the wind
blow near the Philippines in January?
________________________________________________________________________
Q5. Study the wind direction near the Philippine area. From what direction does the wind
blow near the Philippines in July?
________________________________________________________________________
Q6. Why do farmers enjoy the monsoon while on the other hand fisher folks are not?
________________________________________________________________________
V. GENERALIZATION
What are the effects of northeast and southwest monsoon on Philippine climate?
VI. APPLICATION
Based on your experiences, how do monsoons affect people’s lives in your locality?

Choose from the following topics:
1. Create a photo collage on the effects of monsoons in the Philippines
2. Interview a farmer and ask him on the advantage and disadvantages of monsoons to
their crops.
162
Rubric in Creating a Photo Collage
CATEGORY 4 3 2 1
Several of the One or two of the
graphics used on the graphics used on
The graphics are made
collage reflect an the collage reflect No graphics made
Graphics - by the student, but are
exceptional degree of student creativity by the student are
Originality based on the designs or
student creativity in in their creation included.
ideas of others.
their creation and/or and/or on the
on the display. display.
All the graphics used All graphics are
Graphics used are
are related to the related to the topic All the graphics used
not related to the
topic which make it which make it easy are related to the topic.
Graphics - topic OR several
easier to understand. to understand. All Most borrowed
Relevance borrowed graphics
All borrowed borrowed graphics graphics have a source
do not have a
graphics have a have a source citation.
source citation.
source citation. citation.
Almost important
All important items Several important items
items on the Labels are too
on the collage are on the collage are
collage are clearly small to view OR
Labels clearly labelled that clearly labelled that
labelled that can be no important items
can be read from at can be read from at
read from at least were labelled.
least three ft. away. least three ft. away.
three ft. away.
The collage includes All required
Only one of the Several required
Required all required elements elements are
required elements is elements were
Elements as well as additional included on the
included on the collage. missing.
information. collage.
Student can Student can

Student can accurately Student appears to
accurately answer all accurately answer
answer about 75% of have insufficient
questions related to most questions
Knowledge questions related to knowledge about
facts in the collage related to facts in
Gained facts in the collage and the facts or the
and the processes the collage and the
the processes used to processes used in
used to create the processes used to
create the collage. the collage.
collage. create the collage.
At least seven Less than three
Five to six accurate Three to four accurate
Content - accurate facts are accurate facts are
facts are displayed facts are displayed on
Accuracy displayed on the displayed on the
on the collage. the collage.
collage. collage.
The collage is The collage is
The collage is
exceptionally The collage is distractingly messy
attractive in terms
Attractiveness attractive in terms of acceptably attractive with very poor
of design, layout
design, layout, and but a bit messy. design. It is not
and neatness.
neatness. attractive.
163
Rubric in Grading the Interview
CATEGORY 4 3 2 1
Information is very
Information is Information is
organized with The information
organized with organized, but
Organization well-constructed appears to be
well-constructed paragraphs are not
paragraphs and disorganized.
paragraphs. well-constructed.
subheadings.
All the topics are All the topics are

All the topics are
addressed and addressed, and
addressed and all One or more
Amount of most questions most questions
the questions were topics were not
Information were answered answered with 1
answered within the addressed.
within the first sentence about
first two sentences
two sentences. each.
Information clearly Information Information

relates to the main clearly relates to clearly relates to Information has
Quality of topic. It includes the main topic. It the main topic. No little or nothing to
Information several supporting provides 1-2 details and/or do with the main
details and/or supporting details examples are topic.
examples. and/or examples. given.
A few Many
Almost no
No grammatical, grammatical grammatical,
grammatical,
Mechanics spelling or spelling, or spelling, or
spelling or
punctuation errors. punctuation punctuation
punctuation errors
errors. errors.
Notes are
Notes are recorded Notes are
recorded only
and organized in an recorded legibly Notes are
Notes with peer/teacher
extremely neat and and are somewhat recorded.
assistance and
orderly fashion. organized.
reminders.
All paragraphs Most paragraphs
Paragraphing
include include
Paragraphs structure was not
introductory introductory
included related clear and
Paragraph sentence, sentence,
information but sentences were
Construction explanations or explanations or
were typically not not typically
details, and details, and
constructed well. related within the
concluding concluding
paragraphs.
sentence. sentence.
http://richaedrrr.blogspot.com/depedtambayan
164
th
GRADE 7 4 QUARTER/EARTH AND NO. S7ES-IVh-9/
SPACE WEEK 5 S7ES-IVi-10
TOPIC: Seasons in the Philippines

1. Relate the tilt of the Earth to the length of daytime;
2. Relate the length of daytime to the amount of energy received;
3. Show what causes change in the seasons using model.
Activity No. 6
Seasoned to the Tilt
I. OBJECTIVES
1. Explain how the tilt of the Earth relates to the length of daytime;
2. Give a reason why seasons change.
II. A. MATERIALS
Modelling clay, toothpick, tap light, paper towel or plastic cover (to keep table areas
clean), masking tape, protractor, ruler, meter stick, pen and paper
B. REFERENCES
Science 7 Learners Module pp. 345-347

https://www.askabiologist.asu.edu/experiments/seasoned-tilt
https://youtu.be/e9MU4TouzII
III. PROCEDURE
1. Prepare the materials needed for the activity.

2. Follow the procedures below in conducting the activity.
2.1 Using the clay, make a sphere and a base to set the sphere on. First, break off a
chunk of modelling clay and make a small sphere which measures around two
inches in diameter. Using a smaller chunk of clay, make a thin, flat clay base wide
enough so that the sphere will rest securely.
2.2 Push a toothpick directly into the top center of the sphere (North Pole) and continue
pushing until the toothpick comes out at the bottom of the sphere (South Pole).
Make sure that each end of the toothpick shows through the sphere at the North and
South poles. The toothpick now represents the Earth’s axis.
165
2.3 Holding the toothpick straight up and down at a 90 degree angle (double check this
angle using a protractor), sketch a line around the center of the sphere with a pencil-
this will represent the equator.
2.4 Place the clay base in the center of the plastic cover. Place the protractor on the
plastic cover behind the clay base. Have a partner to hold the protractor to keep it
in position. Position the sphere representing the Earth onto the clay base. With the
protractor behind, have a team member visually determine where the 66.5 degree
mark on the protractor. When the toothpick is in line with 66.5 degree mark, this
represents the 23.5 degree tilt of the Earth on its axis. See figure below.
2.5 Now construct the “Sun” area by first peeling off a 40 cm strip of masking tape.
Use a meter stick to measure accurately. Place this strip down carefully on a desk
or table. Next, peel off another 40 cm strip of masking tape and place this over the
first strip, using the ruler to make sure the arms are equal. Make sure the second
piece of tape crosses the first piece at 90 degrees angle to the original strip. You
should now have the shape of a cross.
2.6 Next, label the four arms of the cross at each end. With the tape cross directly in
front of you, start with the arm of the cross at the bottom, and label it “summer”.
Then, label the top arm of the cross directly opposite the summer with “winter”.
Label the arm of the cross to the left with “spring”, and the arm of the cross to the
right with “fall”. You should now have the name of one season on each arm of the
cross.
2.7 Place one tap light in the center of the cross made with tape strips. (See figure
below). Turn the tap light on by pressing it gently at the top. The light should give
off a steady glow. Now, ready the room by turning off the lights.
166
2.8 Set your sphere and clay base in front of the tap light at the bottom arm of the cross
labelled “summer. The sphere and the base should point at the tap light so that the
northern hemisphere is facing the tap light. Use the toothpick as a guide to help you
get this aligned correctly. Observe which hemisphere gets most of the light.
2.9 Now for the “revolution part of the activity. Slowly revolve the sphere in a counter
clockwise fashion around the tap light; be sure to keep the sphere’s angle at the
same original position when revolving it. When you revolve to the strip labelled
“fall”, what do you see?
2.10 Continue to move your sphere to “winter” and “spring” positions. Observe how
the light falls on each hemisphere from each angle. Record your observations.
3. After finishing the activity, answer the analysis questions.
IV. ANALYSIS
Q1. How much is the Earth tilted?
________________________________________________________________________
Q2. In what season is the North Pole tilted toward the Sun?
________________________________________________________________________
Q3. In what season is the North Pole tilted away from the Sun?
________________________________________________________________________
Q4. In what season do we experience longer days? Why?
________________________________________________________________________
Q5. Based on the activity conducted, explain why we have different seasons.
________________________________________________________________________
V. GENERALIZATION
How does the tilt of the earth’s axis affect the amount of sunshine we get?
Why do we have different seasons?
167
VI. APPLICATION
Let’s say that Philippines is experiencing the four seasons (winter, spring, summer,
fall), what season would you prefer most? Why?
Answer the worksheet below with your group mates or parents. (15 points)
14
1 2
6
3
5 4
7 12
15
13
11 10
168
th
GRADE 7 4 QUARTER/EARTH AND NO. S7ES-IVj-11
SPACE WEEK 6 DAY 3
TOPIC: Eclipses
1. Explain how solar eclipses occur
Activity No. 7
Modeling Solar Eclipse
I. OBJECTIVES
1. Create a model of a solar eclipse;

2. Explain how solar eclipses occur.
II. A. MATERIALS
Cardboard, clay, nail, string, and projector beam (optional)
B. REFERENCES
Science 7 Learners Module pp. 351-357
http://www.nasa.gov/centers/jpl/education/moonphases-20100913.html
www.aapt.org
www.EasyTeacherWorksheets.com
https://youtu.be/cxrLRbkOwKs
www.bagong.pagasa.dost.gov.ph
III. PROCEDURE
1. Prepare the materials needed.

2. Follow the procedures below in conducting the activity.
2.1 Build a scale model of the Earth-Moon system using a piece of letter-sized piece
of cardboard with two pins or nails inserted at opposite corners of the cardboard.
(Insert the nails from the bottom, so that the sharp ends are pointed upward.)
2.2 Place small balls of clay on top of the pins or nails to represent the Earth and the
moon. Determine the scale of your system by determining the distance between the
two pins or nails. (The average distance between Earth and the moon is 384,400
km). Make the earth
and the moon sizes proportional using the ff. information, earth’s radius= 6,731 km
and moon’s radius= 1,737.1 km.
2.3 Connect the earth and the moon with a piece of string. Ensure that the string always
remain attached right at the base of the clay. The cardboard will represent the
169
orbital plane of thr earth as it goes around the sun, while the string will represent
the orbital plane of the moon as it goes around earth.
2.4 Begin with the string parallel to the cardboard. Using a diffuse, bright light such as
the sun or a projector beam, place the model so that the moon is closest to the light,
and the earth is farthest away.. The sun, earth and moon should be perfectly aligned
so that they all fall in the same line. Observe the shadow that falls onto a piece of
paper held vertically just beyond earth.
IV. ANALYSIS
Q1. Where does earth shadow appear? What does it look like?
________________________________________________________________________
Q2. Where does the moon’s shadow appear? What does it look like?
________________________________________________________________________
Q3. Identify any similarities and differences between the earth’s and the moon’s shadows.
________________________________________________________________________
Q4. Create a sketch below showing what this set up looks like from a top view of the Sun,
Earth, and Moon system. Include a sketch of how the shadows are produced and where they
fall. Label each object.
Q5. What is the phase of the moon during a solar eclipse? Explain your answer.
________________________________________________________________________
V. GENERALIZATION
How solar eclipses occur?
VI. APPLICATION
The ancient Greeks believed that a solar eclipse was a sign of angry gods and that it
was the beginning of disasters and destruction. According to records, a solar eclipse
170
occurred last August 11, 2018 which consequently the landing of Tropical storm “Karding”
in the Philippines which brought heavy rains that resulted in severe flooding in many areas
in Region I, CALABARZON and NCR. With that, is the belief true or just a mere
coincidence? Explain your answer.
Create the 3 types of solar eclipse by matching the pictures in each column and label
each correctly.
1. _______
Type of Solar
Eclipse:
2. _______
Type of Solar
Eclipse:
3. _______
Type of Solar
Eclipse:
171
Rubric in Grading the Solar Eclipse Model
CATEGORY 4 3 2 1
Labels All important items Almost important Several Labels are too
on the model are items on the important items small to view OR
labelled clearly that model are on the model no important
can be read from at labelled clearly are clearly items were
least three ft. away. that can be read labeled that can labeled.
from at least be read from at
three ft. away. least three ft.
away.
Required The model includes All required Only one of the Several required
Elements all required elements are required elements were
elements as well as included on the elements is missing.
additional model. included on the
information. model.
Content - At least seven Five to six Three to four Less than three
Accuracy accurate facts are accurate facts are accurate facts accurate facts are
displayed on the displayed on the are displayed displayed on the
model. model. on the model. model.
Attractiveness The model is The model is The model is The model is
exceptionally attractive in acceptably distractingly
attractive in terms terms of design, attractive but a messy with very
of design, layout, layout and bit messy. poor design. It is
and neatness. neatness. not attractive.
https://richardrrr.blogspot.com/depedtambayan
172
GRADE 7 4th QUARTER/EARTH AND NO. S7ES-IVj-11
SPACE WEEK 6 DAY 5
TOPIC: Eclipses
1. Explain how lunar eclipses occur.
Activity No. 8
Modeling Lunar Eclipse
I. OBJECTIVES
1. Create a model of a lunar eclipse;
2. Explain how lunar eclipses occur.
II. A. MATERIALS
Adhesive tape, two cardboard tubes (e.g. empty kitchen paper roll or similar)
scissors aluminium foil, bendable wire (35-50 cm long), styrofoam ball, pingpong
ball/Styrofoam ball, cardboard (about 50-60 cm long and 15-20 cm wide), flashlight
B. REFERENCES
https://www.unawe.org/activity/eu-unawe1302/
http://space.rice.edu/eclipse/eclipse_animations.html
III. PROCEDURE
1. Prepare all the materials needed.
2. Follow the instructions below in doing your lunar eclipse model.
2.1 Take one cardboard tube and make a small (2 cm deep), even, vertical cuts around
the circumference of each end. Bend the cut pieces out at each end and then stand
the tube upright on the table. The cut edges should fan out like a flower.
2.2 Using adhesive tape, fasten one end of the cardboard tube to the cardboard strip to
create the base of the model. The tube should be close to one end of the cardboard
strip.
2.3 Using a tape or glue, attach the larger of your two styrofoam balls to the top of the
tube. This ball represents the earth.
2.4 Cover the smaller ball with aluminium foil, with the shiny side on the outside. This
will be the moon.
2.5 Insert one end of the wire into the top of earth so that the wire is vertical. Measure
approximately a finger’s length along the wire and bend the wire here at a right
angle, creating a horizontal arm.
173
2.6 About halfway between the earth and the far end of the cardboard strip, measure a
finger’s length along the wire and bend it again. This time bend it downwards at a
right angle, towards the cardboard base. (See the attached image gallery).
2.7 Insert the other end of the wire into the moon. The moon’s equator should be at the
same height as the earth’s equator.
2.8 As in steps 1&2, make small cuts in the other cardboard tube and tape it to your
cardboard strip at the opposite end of the earth.
2.9 Balance the flashlight on the second cardboard tube. Make sure that the height is
correct: the middle of the flashlight beam should hit earth’s equator. Ensure that
the beam directly hits the nearest half of the earth and the moon.
2.10 You have already created your lunar eclipse model. Now, stand facing the torch
and swing the wire so that the moon is behind the earth. No light should be hitting
the moon: the earth is between the sun and the moon, casting a shadow over the
entire moon.
2.11 Carry on moving your moon around the earth to see how light changes throughout
a full orbit.
Tape down the paper tube at Stick the larger ball on top of Wrap the small ball with foil. —-
the end of the cardboard. the tube. –This serves as This serves as the MOON.
The EARTH. Insert one end of the wire into the
Earth ball and make a right angle.
Place your torch on the tube. Your

Tape the other paper tube at
Insert the other end of the torch acts as the Sun.
the other end of your
wire into the Moon ball. Use your torch to shine light onto
cardboard base.
Attach the other tube to the the Earth and Moon.
other end of the cardboard.
174
When the Moon is between the Earth When the Moon is elsewhere In its
and the Sun, a shadow was cast on the orbit around the Earth, no shadow
Earth and we see Solar Eclipse crosses the Earth and no Eclipse
happens.
IV. ANALYSIS
Q1. When does lunar eclipse occur?
________________________________________________________________________
Q2. What is the phase of the moon during lunar eclipse?
________________________________________________________________________
Q3. What do you mean by “Blood Moon”? What accounts for this red color?
_______________________________________________________________________
Q4. Based on your observation, differentiate lunar from solar eclipse.
________________________________________________________________________
V. GENERALIZATION
How lunar eclipses occur?
VI. APPLICATION
People in Togo and Bennin Africa viewed lunar eclipse as a conflict between Sun
and Moon – a conflict that the people must encourage them to resolve. It is therefore a time
175
for old feuds to be laid to rest and still practiced up to this day. If there will be a lunar
eclipse tomorrow, to whom would you reconcile and why?
Color the Sun (Yellow), Earth (Green & Blue) and Moon (White) and label it.
Color the Umbra with black crayon and label it.
Color the penumbra with gray and label it.
176
Rubric in Grading the Lunar Eclipse Model
CATEGORY 4 3 2 1
Labels All important items Almost important Several Labels are too
on the model are items on the important items small to view OR
labelled clearly that model are on the model no important
can be read from at labelled clearly are clearly items were
least three ft. away. that can be read labeled that can labeled.
from at least be read from at
three ft. away. least three ft.
away.
Required The model includes All required Only one of the Several required
Elements all required elements are required elements were
elements as well as included on the elements is missing.
additional model. included on the
information. model.
Content - At least seven Five to six Three to four Less than three
Accuracy accurate facts are accurate facts are accurate facts accurate facts are
displayed on the displayed on the are displayed displayed on the
model. model. on the model. model.
Attractiveness The model is The model is The model is The model is
exceptionally attractive in acceptably distractingly
attractive in terms terms of design, attractive but a messy with very
of design, layout, layout and bit messy. poor design. It is
and neatness. neatness. not attractive.
http://richardrrr.blogspot.com/depedtambayan
177
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7

Writer: Mary Claire C. Payawal

Name : ___________________________________ Year & Section: ___________________

TOPIC: Scientific Investigation

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

Recorder pen and paper

1. Form groups of five.

What can be some of

Identified Problem Existing in the Community

Table 1 : Guidelines in Selecting a Research Problem

How are you going to select a good research problem?

Sources Possible Topics for Investigation

Name : ____________________________________ Year & Section: ___________________

TOPIC: Types of Variables

3 10-cm long candles matches

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

1. Prepare three 10-cm long candles and three bottles of

Q1. What is the independent variable in this activity?

Q2. What is the dependent variable?

Q3. What factors were kept the same?

1. What is a fair test?

Which bread had more molds? Why?

What are the three variables in this experiment?

VII. ENRICHMENT ACTIVITY:

VARIABLES EXPERIMENTAL SETUP

Name : ___________________________________ Year & Section: ___________________

TOPIC: Scientific Investigation

1. Identify and analyze the steps of scientific investigation.

pen and paper

The scientist goes to the laboratory and does the following:

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?

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?

What are the steps of a scientific investigation?

VII. ENRICHMENT ACTIVITY:

Statement of the Problem :

Variables in the Study:

Outline of the Procedure:

Name : __________________________________ Year & Section: ___________________

TOPIC: Elements in the Periodic Table

1. Get familiar with the layout of the periodic table;

Periodic Table of Elements

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

Element Name Symbol Atomic Number Group Number Period Number

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

Which element is used inside illuminated signs like

To which group in the periodic table do these elements

Name : __________________________________ Year & Section: ___________________

TOPIC: Methods of Separating Mixtures

1. Design a procedure that will separate the different components of mixtures;

Different Examples of Mixtures Different Apparatus/Equipments

Asuncion, A., et al. (2017). Science 7 Learner’s Material. Philippines: Department of

Mixture of sand and water Mixture of gravel and sand

VII. ENRICHMENT ACTIVITY:

Name : _________________ Year & Section: _

Name : __________________ Year & Section: _

Name : _________________ Year & Section: _

Name : ________________ Year & Section: _

Name : ________________ Year & Section: _

Name : _________________ Year & Section: _

Name : _________________ Year & Section: _

Name : _________________ Year & Section: _

Name : __________________ Year & Section: _

Name : _________________ Year & Section: _