VMC ASIAN COLLEGE FOUNDATION, INC.

Purok 2, Kauran, Ampatuan, Maguindanao

Tel No. 064-200-6466/ Fax No. 064-477-0354
officialvmcacfi@gmail.com

Unit Learning Plan

SUBJECT: SCIENCE GRADE LEVEL: GRADE 7
UNIT TOPIC: MATTER QUARTER: 1 ST QUARTER
Explore
This unit is about: Matter. Matter is another word for the stuff things are made of. Everything around us is made of matter, from
the air we breathe to the water we drink—even our own bodies. Planet Earth is made of matter, and so are all the stars,
planets, and moons in the universe.
Consider this question:
 Why is it important to identify matter?
Watch the video from YouTube using this link:
https://youtu.be/QQsybALJoew
 Map of Conceptual Change: Background Knowledge

Right now, this is my idea Question After the class.

 Why is it important to identify matter?

-----

Learning Competencies Firm Up

LC1: LC1 TOPIC: SCIENTIFIC INVESTIGATION

Describe the components of a Activity 1: Arrange numbers

scientific investigation
Below are steps in scientific investigation, arrange the following steps in the proper order. Write numbers 1-7 (1 being the first
step and 7 as the last step).
Learning Targets:
 Understands the steps Activity 2: Matching
of scientific method that
are used to investigate Match the vocabulary words in the box to their definition below.
a natural occurrence.

LC2: LC2 TOPIC: ELEMENTS OR COMPOUNDS

Recognize that substances are
classified into elements and
compounds. Activity 1: Identification

Learning Targets: Know some information about the elements that may be found in the periodic table, and identify the group number an element it
 Understands the belongs to.
classifications of the
substances.
 Learning Competencies Deepen
LC3: LC3 TOPIC: PURE SUBSTANCE VS. MIXTURES

Distinguish mixtures from

substances based Activity 1: Identification (Check)
on a set of properties
In this check for understanding you will identify the condition of a given statement either physical change or chemical change.

Learning Targets:
 Understands
differences of
substances based on a
set of properties.

LC4 TOPIC: SATURATED AND UNSATURATED SOLUTION

LC4:
Investigate properties of
ACTIVITY 1: Classification
unsaturated or saturated
solutions.
Look at the given substances below and guess where each of the substances belongs. Answer the table below by putting a
check inside the table 1 if it is homogeneous or heterogeneous mixture.
 Learning Targets:
Understands the
properties of
unsaturated or
saturated solutions

Learning Competency Transfer

LC5:
Express concentrations of
quantitatively by preparing
different concentrations of
mixtures according to uses and
availability of materials.
Learning Targets:
 Understands how to
express concentrations
of quantitatively by
preparing different
concentrations of
mixtures according to
uses and availability of
materials.
Transfer Goal: Students on their own and in the long run will be able to conduct a sustainable livelihood training-program with
the emphasis of the proper waste disposal in order to raise the awareness on environmental protection and promote capacity
building for the women sector in the community.
Performance Task:
GOAL To minimize its disposal and at the same time increase livelihood of the community.
ROLE Nutritionist
AUDIENCE Housewives and interested women in the community
SITUATION Your place is one of the biggest banana producing barangay in the region. Every year, the
harvest of banana is very abundant that some spoiled banana fruits were just thrown into the
garbage. As a nutritionist, you are requested by the chairman to make a power point
presentation to be used in a seminar which will be participated by housewives and interested
women in the community.
PERFORMANCE Make a power point presentation about making products like delicacies, soap, etc. which we
can use in our daily life activity out of banana
STANDARD It will be evaluated based on content, practicality and use of visual materials.
Self- assessment:
Checklist, Rubric
Values Integration: Academic Excellence

Prepared by: Checked by: Noted by: Approved by:

KIMBERLY L. FAELDIN KIMBERLY L. FAELDIN EDWIN V. SERVALIS, LPT MARY GRACE I. SANTIAGO, LPT
Subject Teacher Science Dep’t Head BED Academic Coordinator Principal

VMC ASIAN COLLEGE FOUNDATION, INC.

Purok 2, Kauran, Ampatuan, Maguindanao
Tel No. 064-200-6466/ Fax No. 064-477-0354
officialvmcacfi@gmail.com
 Unit Learning Plan
Subject: Science Grade Level: Grade 10
Unit Topic: Earth and Space Quarter: 1 st Quarter
Explore
This unit is about: Earth and space. Earth and space science explores the interconnections between the land, ocean,
atmosphere, and life of our planet. These include the cycles of water, carbon, rock, and other materials that continuously shape,
influence, and sustain Earth and its inhabitants.

Consider this question: What made plate tectonics a dominant process only on Earth?
Watch the video from YouTube using this link:
https://youtu.be/S9ty-ta1wyI

Map of Conceptual Change: K-W-H-L

Learning Competencies Firm Up

LC1: LC1 TOPIC: DISTRIBUTION OF ACTIVE VOLCANOES, EARTHQUAKE EPICENTERS, AND MAJOR MOUNTAIN
BELTS
Describe and relate the
distribution of active Activity 1: Fill in the blanks
volcanoes, earthquake
epicenters, and major Recall the important words related to volcanoes and earthquakes that will be used in this module. Below is a vocabulary word list
mountain belts to Plate with missing letters. Read the definition on the left side to complete each word on the right side.
Tectonic Theory

Learning Targets:
 Understands the
distribution of active
volcanoes,
earthquake
epicenters, and major
mountain belts around
the world.

LC2 TOPIC: EVIDENCES OF PLATE MOVEMENT

LC2:
Activity 1: Crossword Puzzle
Describe the different
types of plate boundaries Find all the words related to plate movement. Using your own understanding describe each word.

Learning Targets:
 Understands what are
the different types of
plate boundaries.

LC3 TOPIC: CAUSES OF PLATE MOVEMENT

LC3:
Activity 1: Vocabulary
Describe the possible
causes of plate movement Arrange the scrambled letters below to form the word defined in each number.

Learning Targets:
 Understands the
possible causes of
plate movement
 LC4 TOPIC: EVIDENCES OF PLATE MOVEMENTS

LC4:
Activity 1: Essay
Enumerate the lines of
evidence that support plate Let's find out what you have learned from our lesson on Sea Floor Spreading and Magnetic Reversal. Answer the following
movement questions.

Learning Targets:
 Understands what are
the possible causes of
plate movement.

Learning Deepen
Competencies
LC5: Activity 1: Video Viewing

Explain the different Watch the video about Processes and Landforms along Plate Boundaries Share what you have learned in the video.
processes that occur along https://youtu.be/bbljjz0BoUo
the plate boundaries.
.
 Activity 2: Differentiation
Learning Targets:
 Understands how Differentiate the three types of plate boundaries in terms of the events or processes that take place along with them.
different processes
occur along the plate
boundaries

Learning Competency Transfer

LC6: Transfer Goal: Students on their own and in the long run will be able to launch a campaign on volcano, earthquake and tsunami
Demonstrate ways to ensure disaster preparedness and risk reduction in order to promote awareness and critical thinking.
disaster preparedness during
earthquakes, tsunamis, and Performance Task:
volcanic eruptions GOAL The primary aim is to generate an informative material that is focused on what really
Learning Targets: transpired during phenomena; volcanic eruption dating back to 1900s.
ROLE PHIVOLCS team member
 Understands the AUDIENCE The audience for this activity is composed of the high school students (From Freshmen to
disaster risk reduction senior level), administration, teaching staff that are on Social Media participatory in
and management. Facebook.
SITUATION In response to the government’s call to launch orientation on disaster preparedness, your
school has invited a number of expert from the PHIVOLCS who will talk about the said
program. As majority of the audience come from student population, the PHIVOLCS team is
encouraged to utilize a medium that would catch the interest and the comprehension level of
the students.
PERFORMANCE You are tasked to launch a campaign on volcano, earthquake and tsunami disaster
preparedness and risk reduction. In your performances, you will show a Puppet Show and it
is also expected that your team should enumerate the Dos and Don’ts.
STANDARD You will be assessed based on the following criteria of creativity/originality, appropriateness,
characterization, conventions and audience appeal.

Self- assessment: Checklist, Rubrics

Values Integration: Academic Excellence
 Prepared by: Checked by: Noted by: Approved by:

KIMBERLY L. FAELDIN KIMBERLY L. FAELDIN EDWIN V. SERVALIS, LPT MARY GRACE I. SANTIAGO, LPT
Subject Teacher Science Dep’t Head BED Academic Coordinator Principal