NLC Science 7 Consolidation NT v.1

7
Science
Consolidation Learning Camp
Notes to Teachers
Consolidation Learning Camp
Notes to Teachers
Science Grade 7
Weeks 1 to 3
Contents
Notes to Teachers ........................................................................................................................................................ 1
Part A: Introduction to Science in the 2024 Learning Camp ................................................................................ 1
Part B: Commentary on Lesson Components in All Lessons................................................................................ 4
Part C: Curriculum References and Teachers Notes for Grade 7 Lessons ........................................................... 9
Grade 7 Lesson 1: Scientific investigations – The Importance of Fair Testing .................................................. 9
Grade 7 Lesson 2: What’s in the Bucket? ....................................................................................................... 10
Grade 7 Lesson 3: A Seawater Fish Tank........................................................................................................ 11
Grade 7 Lesson 4: Why Cells?......................................................................................................................... 12
Grade 7 Lesson 5: From Cells to the Biosphere .............................................................................................. 13
Grade 7 Lesson 6 Consolidation: Scientific investigation – How much Watering? ............................................ 14
Grade 7 Lesson 7: Biotic and Abiotic .............................................................................................................. 15
Grade 7 Lesson 8: Scientific investigation – Using Water from the Sea? ...................................................... 17
Grade 7 Lesson 9: The Atmosphere of Earth. ................................................................................................. 18
Grade 7 Lesson 10: The layers of the atmosphere right above the Philippines. ............................................ 19
Grade 7 Lesson 11: The Sun Interacts with our Atmosphere ......................................................................... 20
Grade 7 Lesson 12 Consolidation: Are humans upsetting Earth’s delicate energy balance? ............................ 21
Grade 7 Lesson 13: Exploring the scientific concept of movement. ............................................................... 22
Grade 7 Lesson 14: The Difference between Distance and Displacement. .................................................... 24
Grade 7 Lesson 15: Let’s scientifically analyze Motion. ................................................................................. 25
Grade 7 Lesson 16: It is Time to Accelerate! .................................................................................................. 26
Grade 7 Lesson 17: Acceleration can catch you out! ..................................................................................... 27
Grade 7 Lesson 18 Consolidation: Thunder and Lightning – very very frightening! .......................................... 28
Dear Reader
Every care has been taken to ensure the accuracy of the information provided in this Booklet. Nevertheless, if you
identify a mistake, error or issue, or wish to provide a comment we would appreciate you informing the Office of
the Director of the Bureau of Learning Delivery via telephone numbers (02) 8637-4346 and 8637-4347 or by
email at bld.od@deped.gov.ph
Thank you for your support.
i
Notes to Teachers
Part A: Introduction to Science in the 2024 Learning Camp
The Science section of the 2024 Learning Camp for students who have recently completed Grade 7,
consists of 25 ‘main’ lessons each focused on a single Key Idea (KI), and 5 ‘consolidation’. All 30
lessons are designed for a lesson duration of 45 minutes.
The set of 30 lessons is comprised of single lessons addressing Key Ideas developed for the Grade 7
curriculum content. The Key Ideas are largely based on selected Most Essential Learning
Competencies (MELCs) for the four Quarters of the Grade 7 content.
The consolidation lessons, Lessons 6, 12 and 18 are each delivered at the end of Week 1, 2, and 3 of
the 2024 Learning Camp. These lessons are designed to reinforce learning from the main lessons of the
week.
Science as a subject provides excellent situations and scenarios for learners to explore the natural
and technological world and to develop their 21st century skills, which includes:
 interpreting and analysing information and data,
 thinking critically to solve real world problem, and
 communicating deep understanding.
The science lesson plan sequences are designed to progressively build on what learners know and
what they can do across science content that they have previously encountered. The lessons all
begin with a range of questions that help the teachers identify the levels of learning that each
learner in the class has acquired. The Science lessons establish developmental frameworks for
learners so that they can develop deeper understanding of content by recognising the ways science
language builds concepts and by applying their understanding to familiar and authentic situations.
It is important that teachers guide their learners to read and comprehend the scientific texts and
information presented, and then support their learners with the conventions of science
communication through the use of images, diagrams, flow chart, data tables, graphs, symbols and
equations.
Main lesson questions are designed to engage learners gradually in the higher order thinking to help
them successfully answer these types of questions which they may encounter in the daily lessons or
during national and international tests. The questions include:
 Literal questions that require learners to find the answer from specific part in the text.
 Inferential questions that based on learners to derive an answer from implied meanings in
the text, or to draw conclusions about the information in the text.
 Applied questions that encourage learners to create responses by linking information
provided or by drawing on their personal knowledge and experience.
 Evaluative questions that encourage learners to draw conclusion from the information
provided or discusses impacts on people and or the environment.
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In other words, the questions can support learners to utilise a variety of strategies to provide better
answers across different levels:
 Identifying answers that are provided directly in the stimulus.
 Identifying answers that are provided indirectly in the stimulus.
 Using information provided to prompt for answers.
 Using simple recall from their own knowledge.
 Relating two or more pieces of information provided in the stimulus.
 Calculating answers given based on the information provided in the stimulus.
 Using their own knowledge and understanding to address issues presented in the stimulus.
Lessons are designed to give learners time to explore science ideas deeply and from a number of
perspectives. Often, activities and questions deliberately ask for the same information but from
different perspectives. There will be times when activities and questions are straightforward using a
more traditional approach, but at other times, activities and questions will be giving answers and
require learners to work backwards, or to interpolate or extrapolate to make predictions.
An important note about Sample answers

Sample answers provide a range of possible responses that might be expected from learners.
These are generally provided to show possible learner responses covering different levels like
the following concepts:
 single words, phrases or statements (SIMPLE level responses),
 lists or a number of correct ideas identified, but not clearly related (MEDIUM level
responses),
 more complete and meaningful answers showing correct relational understanding
(HIGH level responses).
There are often multiple sample responses provided in the lesson plans. These are intended to
support teachers to recognise the level of response provided by the learner. It is not expected
that teachers will use all the sample responses in giving learners feedback. Teachers may
record authentic answers.
HIGHER ORDER THINKING IN SCIENCE
The science lessons are designed to promote deeper and higher order thinking through the use of
the following approaches:
 Explicit questions to determine prior learning. The goal is to provide the opportunity for
teachers to watch and listen to learners as they provide answers in written form and or through
drawings and visual representations.
 Explicit and systematic use of appropriate language for the grade level of learners. This
includes explicit and systematic support for learners to use technical scientific language to make
meaning of more complex and abstract concepts. It is important to support learners to develop
understandings of everyday language (non-technical) especially scientific (technical) language.
This in turn helps learners to develop their thinking and understanding so that they can deal with
more symbolic and abstract ideas.
 Use of real-world stimulus. Information boxes include Titles to preview the context of the
information provided and the written text or the text itself. The written text is often supported
with related images, diagrams, flow chart, tables of data, graphs. These examples demonstrate
the use of visual representations in real-world science communication.
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 Use of visual representations. Visual learning helps learners understand concepts easily due to
the fact it stimulates images and affects their cognitive capabilities. In fact, research shows that
people can process visuals much faster than text. It has been reported that the human brain
processes visuals around 60,000 times faster than text by quickly deciphering illustrative
elements simultaneously. [Ref: using-images effectively (williams.edu)].
Note that it is important to explicitly support learners to develop understanding of the
conventions of science including helping them with things like how arrows are used to connect
ideas. e.g. an arrow between two terms can indicate different relationships.
Here, , the arrow indicates that a cause produces an effect.
With a food chain, , the arrow shows energy flows from plant to
animal, and the arrow can be appropriately interpreted as “is eaten by”, rather than “eats”.
 Incorporation of Science crosscutting concepts. Crosscutting concepts are valuable because

they help learners make connections and apply their understanding across different areas of
science.
1. Patterns. Observed patterns of forms and events guide in organization and classification, and
they prompt questions about relationships and the factors that influence them.
2. Cause and effect: Events have causes, sometimes simple, sometimes multifaceted. A major
activity of science is investigating and explaining causal relationships and the mechanisms by
which they are mediated. Such mechanisms can then be tested across given contexts and
used to predict and explain events in new contexts.
3. Scale, proportion, and quantity. In considering phenomena, it is critical to recognize what is
relevant at different measures of size, time, and energy and to recognize how changes in
scale, proportion, or quantity affect a system’s structure or performance.
4. Systems and system models. Defining the system under study—specifying its boundaries and
making explicit model of that system—providing tools for understanding and testing ideas
that are applicable throughout science and engineering.
5. Energy and matter: Flows, cycles, and conservation. Tracking changes of energy and matter
into, out of, and within systems helps one understand the systems’ possibilities and
limitations.
6. Structure and function. The way in which an object or living thing is shaped, and its
substructure, determine many of its properties and functions.
7. Stability and change. For natural and built systems alike, conditions of stability and
determinants of rates of change or evolution of a system are critical elements of study. [Ref:
Cross Cutting Concepts; Next Generation Science Standards, 2013].
TEACHERS REFLECTIONS ON LEARNERS’ RESPONSES TO LESSONS
After each lesson, it is strongly recommended that the teacher collects the student worksheets to
review what learners have recorded. Having the learners write down their answers gives valuable
diagnostic evidence/data that the teacher can examine after the lesson. The worksheets can then
be handed back to learners at the next lesson or at the beginning of the next week. The teacher
then has the opportunity to read some of the learners’ responses to the questions asked during the
lesson on their worksheets.
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Part B: Commentary on Lesson Components in All Lessons
Overview
The NLC lessons emphasizes consolidating and extending student knowledge in previously
covered topics. Lesson sets are designed to strengthen students’ current foundational
knowledge ready for future learning. The review lessons encourage interaction among
teachers, students, and peers.
At the same time, the expectation is that teachers will enhance their own pedagogical
practices and subject knowledge as well as refine further their teaching methods. The
thinking behind the Camp lessons is grounded in the ‘Science of Learning’ framework,
creating a dynamic learning environment, employing the findings of cognitive research and
evidence-informed approaches.
Lesson Component 1 (Lesson Short Review)

Component 1 offers teachers the chance to:
 settle the class quickly;
 review or preview previously encountered information;
 address previous content in the form of a few targeted questions that are relevant to the
current lesson;
 note what students already know;
 elicit answers from the class to reinforce the important content needed for the lesson;
and
 address issues that may arise.
Overall, Component 1 acts as a partial advance organizer designed to remind students of

previous work that has relevance to activities to be undertaken in the current lesson. When
done carefully, this replay of previous information directed at what is to come in the lesson
helps students prepare for future memory recall and decision-making.
Reminding students of relevant information at the beginning of a lesson, prior to

encountering the main lesson learning focus, can enhance the brain’s ability to:
 access information to be used in problems/questions/information to come;

 prepare, and have some oversight, for the direction of future learning; and
 further consolidate ideas in long-term memory.
The teacher should note any issues that may arise in student answers. This may be
addressed later in the lesson or in later lessons, if relevant.
Lesson Component 2 (Lesson Intention)

Component 2 offers teachers the opportunity to explain to the class the intention or
purpose of the lesson. The explanation should link with student prior knowledge or
experience. This may mean connecting the purpose to the responses and levels of
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understandings in Component 1. The words and phrases used by the teacher should be
familiar to, and understand by, students. Information could include ideas personal to
students that could facilitate student engagement in the lesson such as:
 providing of a relevant context;

 asking a question that sounds interesting to that age group; and/or
 addressing an aspect that has a special interest to the class.
In addition, this component is an appropriate time to address what students might

expect/aim to achieve, i.e., the lesson goal(s). Teachers should clarify the learning intention.
(Note: Evaluation of the degree of success or partial success of student learning intention
should occur as part of Component 5.)
Lesson Component 2 is about activating the ideas already relevant to the students. The
purpose is to help students contextualize their new learning experiences and to help them
make sense of any new information.
Design considerations in statements of the lesson intention are about promoting student
engagement and enthusiasm. This is best done by stating things in ways that make sense to
as many students as possible in the class. In terms of timing, this component is relatively
brief. Its presence, as one of the five components, lies in its importance to the student brain
and learning. Finally, it is important not to overwhelm students with excessive and
unnecessary detail that could disengage them at this early part in the lesson.
Lesson Component 3 (Lesson Language Practice)

Component 3 concerns language use – speaking, hearing, listening, and comprehending. The
focus is on words or phrases that are important to this lesson. It maybe language that has
the potential to cause difficulties for the students through speech, interpretation, or
understanding, or simply a reminder that these words are important to, or will be used in,
this lesson. Typically, the language identified is restricted to about 6 words/phrases so that
there is enough time for students to use them in practice.
Deliberate practice concerns repeating aspects of learning that the teacher has deliberately
identified/selected because it is where students are making an error that needs to be
corrected, or because of its important role in learning. In the case of unfamiliar or unknown
textual or symbolic language, deliberate practice can help students reduce cognitive load
(reduce working memory) by making some aspect more familiar, enabling students to re-
allocate resources to solve problems, comprehending a passage, answering a question,
explaining a concept, or describing some event or story, etc.
Overall, Component 3 can help achieve language familiarity by saying the word/phrase,
spelling it right, or using it in a specific context. This may also involve helping students to
understand or unpack a visual text, diagram or graph, In a graph for example the teacher
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may need to point out such things as the graph heading, the axes, units, data points, or
trend lines.
Lesson Component 4 (Lesson Activity)

Component 4 focuses on addressing key ideas in the lesson. It involves students applying
known content to solve non-routine problems or interpreting new texts. This requires
students to interpret/understand the meaning of the stem of the problem correctly and
then answer a few questions of varying degrees of complexity related to the stem. The stem
holds the needed information that will be the basis for the questions. Following the stem is
a small number of questions that can be answered by utilizing students’ background content
knowledge and understanding information in the stem.
The lessons are intended to help students consolidate their understanding at different levels
of difficulty, e.g., the early questions are at an elementary level allowing the students to get
started, then the next level is directed at the majority of students and usually requires a
number of steps to reach a conclusion, and, finally, the third question attempts to offer all
students the opportunity to be challenged and experience enhancements of their learning
through seeing how ideas are connected or applied.
(Note: The level of difficulty of the questions should not stop any student from being given
the opportunity to experience questions at higher levels, including the more challenging
questions, and to hear about, and be involved in, discussions about the answers.
Most students should be able to make some progress and be acknowledged for that. The
point of question levels is to at least have students experience these more demanding
questions and their answers as the start of the process in their learning journey. It is also
designed to offer teachers a more realistic view of potential expectations of students in
their class.)
Component 4 has three aspects, 4A, 4B, and 4C. Students are first presented in 4A with the
stem. The stem can be a stimulus or passage/text or diagram. The students are given the
time/opportunity to understand the stem.
Then, in 4B and 4C, two separate set of questions related to the same stem are presented.
This process involves a set of three questions based on the same stem, which is then
repeated, resulting in one set of questions in each of 4B and another set of questions in 4C.
Note: The early components, Components 1, 2 and 3, can be seen as bringing together the
pre-requisite information that will place the student in the best possible position to be
successful in Component 4.
4A Reading and Understanding the Stem

4A involves understanding the language of the stem. The purposes here are for the teacher
 to model fluent reading of the stem (first);

 to identify any unfamiliar language the student (possibly addressed in Component 3);
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 to read the passage or describe the figure; etc
 to hear and experience fluency in reading the stem.
Other activities here could include students:
 reading to each other;

 reading silently to themselves; and
 exploring the meaning of the vocabulary.
4B Solving the First Set of Questions

4B involves students answering questions associated with the stem. The students will
recognize that they have a stem (previously met in 4A) and that this is followed by a small
set of questions. Students find their own way to respond to for each question in the set. The
students write down their responses or attempts at each question. It is important that every
student in the class come up with a response. To achieve this desired result, it is important
that teachers to ensure all students start on time at the same time.
When the students are finished, or sufficient time has been allocated, students provide
answers to the questions and the teacher marks the questions. Discussion takes place about
 the quality of the answers;

 the implications of errors; and
 what this information tells the class about the content, takes place.
The time allocated for 4B provides teachers with an opportunity to observe the quality and
levels of student response, which they can build on as a base of what the student knows.
Note: It is important that students start the questions promptly. This involves student self-
regulation concerning focus and attitude work, and may need to be consistently encouraged
or reinforced by the teacher.
Teachers can seek out different responses or approaches or thinking. Errors made by
students should be acknowledged and valued for their contribution to the class discussion
and student learning. Those who achieve correct answers on different questions should also
be acknowledged. Note: The questions are usually arranged in increasing difficulty from
basic to more challenging.
4C Solving the Second Set of Questions

4C uses the same Stem as 4A and repeats the same process as in 4B but offers students a
second (different) batch of questions, again in order of increasing level of difficulty. When
all questions are completed, as was the case in 4B, students provide answers to all
questions, i.e., the students write down responses to, or attempts at, each question. When
they are finished, the questions are marked (either using teacher or student answers) and
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discussion takes place about the quality of correct answers and the implications of errors
and what this tells the class about the content.
Note: 4C offers a new start for students regardless of how they performed in 4B. It allows all
students to see 4C as a new starting point and the class focus should now be around the
content and answers in 4C.
For teachers this approach serves two purposes. First, it is a practical way to ensure all
students share experiences and contribute their perspectives to all the questions asked.
Second, the teacher will have the opportunity to practice further problem-solving questions
using different sets of questions can be used with a familiar Stem. This approach is efficient
as students obtain more problem-solving practice on the same underlying content.
Reducing cognitive load (working memory demands) is important in writing a stem. Stems in
the lessons are designed to facilitate students reading and interpretation. This is achieved
by restricting materials to several sentences and a few paragraphs with no more than one
diagram for each item. The teacher could have students read the stems together or
individually to assist the development of their fluency with the language used.
In Component 4 students are expected to provide answers using:

 factual knowledge
 application of skills and procedures (fluency)
 understanding
 communication skills
 reasoning and justification.
Clear feedback to students is very important. Teachers should assist students at a level that
they can understand in addressing issues, misconceptions or errors that may arise during
the conduct of the lesson
Lesson Component 5
Component 5 offers a student-focused summary of the lesson intention. Students reflect on
their progress, achievement, or partial achievement of goals (lesson intention) and their
performance and understandings. It takes up comments from Component 2 about teacher
expectations. Here teachers can confirm student progress.
Component 5 has a high metacognitive aspect for students – thinking about their own
thinking – which can be further enhanced by teacher modelling.
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Part C: Curriculum References and Teachers Notes for Grade 7 Lessons
Grade 7 Lesson 1: Scientific investigations – The Importance of Fair Testing
Key Idea: Scientific investigations use fair tests and are written up in a standard way, with sub-
heading for the key parts.
CURRICULUM REFERENCES
Curriculum: K to 12 Science Curriculum Guide (Grade 3 to Grade 10) August 2016
Domain: Matter; Grade – Quarter: Grade 7 – Quarter First
Content section: Doing scientific investigations:
Most Essential Learning Competency (MELCs) Week 1: LC1. Describe the components of a scientific
investigation (S7MT-Ia-1)
LESSON STRUCTURE AND PURPOSE

Component 1. Short Review
The purpose of the questions in the short review is to determine the level of prior knowledge and
understanding about the components of a scientific investigation. The questions are focused on the
possible terms used for the key parts of an investigation and the critical steps in an investigation that
are required for fair testing. This is anchored on student participation in guided investigations in
their previous grades.
Component 2 – Lesson Purpose and Intention.

This component enables the teacher to explicitly outline the science concepts and skill that students
will develop during this lesson. The skills involved in this lesson include reading and writing (and
measuring) and how important this is for learning and when answering questions. The concept
involved in this lesson is the concept of what makes a fair test. The concept of accurate and reliable
measurements, and how well the variables have been controlled.
Component 3 – Lesson Language Practice

This activity is designed to highlight the importance for students to be able to recognise and
comprehend technical language both for their learning and for answering questions. It is to see if
they can match a standard heading to its role in the steps of a scientific investigation. In this lesson
specific headings are highlighted as they are relevant to the questions in component 4.
Component 4 – Lesson Activity

The main lesson stimulus includes a picture and text related to a student wishing to carry out an
experiment. This will assist students to consider possible steps required by presenting the problem
in an everyday situation. The questions in 4B are directed at how to ensure that it is a fair test.
Questions in 4C are directed at how a scientific investigation should be recorded. For those students
for whom this is an introduction to fair testing many misconceptions can arise. Students often
misunderstand the purpose of the conclusion and mistakenly think of it as being part of the results.
Component 5 - Lesson Reflection

This activity is designed to support students to take an active role in thinking about their learning. It
is important to let students know that good learners reflect on their learning. The questions aim to
inform the teacher whether the discussion in 4B have enhanced the student’s understanding of what
constitutes a fair test and whether the questions and answers in 4C helped them remember the
components of a scientific investigation.
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After the lesson: At the completion of each lesson, it is recommended that the teacher collects the
student worksheets to review what students have recorded. Having the students write down their
answers gives valuable diagnostic evidence/data that the teacher can examine after the lesson. The
worksheets can then be handed back to students at the next lesson. The teacher then has the
opportunity to read some of the students’ responses to the questions asked during the lesson on
their worksheets.
Grade 7 Lesson 2: What’s in the Bucket?

Key Idea: Scientists use flow charts to summarize the processes in separating substances.
Domain: Matter; Grade – Quarter: Grade 7 – Quarter First
Content section: 2. Separating mixtures:
Most Essential Learning Competency (MELCs) Week 1: LC 2. enumerate techniques in separating
mixtures such as decantation, evaporation, filtering, sieving and using magnet (S6MTId-f-2).

understanding about the techniques in separating mixtures. The questions are focused on the
selection of techniques appropriate to the mixture. This is anchored on student previous
experience in recognising mixtures as being either homogenous or heterogenous.

This allows the teacher to make explicit not only the science concepts but also the skills that the
students will be working on during this lesson. This lesson emphasizes the importance of drawing
and using flow diagram, both for learning and for answering questions. The concept involved in this
lesson is the concept that the components of a mixture can be separated but that the characteristics
of the components remain the same.

This activity is designed to highlight the importance for students to be able to read diagrammatic
representations both for their learning and for answering questions. It involves students filling in the
missing headings for a science experiment report, specifically the steps in a flowchart for the
separation process outlined in component 4.

The main lesson stimulus includes a scenario of a group of high school students on a beach with a
bucket full of different materials that they wish to separate. Students are asked to help them solve
this problem by completing the steps in the flowchart. This will assist students to consider possible
steps required by presenting the problem in an everyday situation. The questions in 4B and 4C are
directed at what types of separation technique is required in each step. Students often forget that if
they separate out salt or sugar by dissolving them in water that they still have to retrieve them by
evaporation.

is important to let students know that good learners reflect on their learning. The questions are
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designed to let the teacher know whether the questions and answers 4B helped the student to
better understand the use of flow charts and whether the questions and answers in 4C helped them
remember different types of separation techniques.
their worksheets.
Grade 7 Lesson 3: A Seawater Fish Tank

Key Idea: Scientists use scientific processes to determine the concentration of a solution.
Domain: Matter; Grade – Quarter: Grade 7 – First Quarter
Content section: 2.1. Solutions
Most Essential Learning Competency (MELCs) Week 7: LC 3. express concentrations of solutions
quantitatively by preparing different concentrations of mixtures according to uses and availability
of materials (7MT-Id-3).
understanding that solutions are homogenous mixtures. The questions are focused on the
recognition of some common solutions. This is anchored on students’ previous experience in
recognising mixtures as being either homogenous or heterogenous and their previous experience in
separating mixtures.

students will be working on during this lesson. The skills involved in this lesson include reading and
using technical words both essential requirements for learning science. The concept involved in this
lesson is the concept that the concentrations of solutions can be expressed quantitatively.

This activity is designed to highlight the importance for students to be able to read, comprehend and
interpret science texts, both for their learning and for answering questions. In this lesson specific
words such as mixture, solution and uniform are highlighted as relevant to the text used in
component 4 and so students are given the opportunity to show what they think these words mean
in everyday settings and what they mean specifically in science. It is very important to recognise that
some everyday words in the English language have different meanings when used in a science
context.

The main lesson stimulus includes the story of Chesa and his fish tank. His problem is that he wishes
to prepare the salt water for his tank but needs to know what concentration of salt is needed. The
questions in 4B and 4C are directed at how he should go about solving this problem scientifically so
that his results are accurate and reliable. This will assist students to consider steps required to
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ensure fair testing by presenting the problem in an everyday situation. A common misconception
regarding concentrations of solutions is that students may think that the amount of solute (in this
case the salt) is the concentration. In fact, the concept of concentration is about how much solute is
in a given volume of solvent.

designed to let the teacher know whether the students found Chesa’s experiment interesting and
whether the questions in 4C were more difficult than those in 4B.
their worksheets.
Grade 7 Lesson 4: Why Cells?

Key Idea: Cells are the basic structure of all living things.
Domain: Living things; Grade – Quarter: Grade 7 – Second Quarter
Content section: 3. Animal and plant cells.
Most Essential Learning Competency (MELCs) Week 4:
LC 5. explain why the cell is considered the basic structural and functional unit of all organisms.
(7LT-IIe-5).
LC 3. differentiate plant and animal cells according to presence or absence of certain organelles
(7LT-IIe-3).
understanding about cells in living things, their structure and function. The questions are focused on
the recognition of the significance of cells and their differences. This is anchored on students’
previous experience in using a microscope.
students will be working on during this lesson. The skills involved in this lesson include reading
diagrams and using technical language, both essential requirements for learning science. The
concept involved in this lesson is the concept that all living things are made of cells and that this is
the basic unit of life. The cell is the smallest unit of life. Organisms may consist of one cell or many
millions of cells.

words such as cells, organs and tissues are highlighted as relevant to the text used in component 4
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and so students are given the opportunity to show what they think these words mean in everyday
settings and what they mean specifically in science. It is very important to recognise that some
everyday words in the English language have different meanings when used in
a science context.

The main lesson stimulus includes a short recount by a student of her lesson on cells and her
struggle to understand it. This will assist students who may not be confident answering some of the
questions. The questions in 4B ask students to distinguish between a plant and animal cell based on
the presence of a cell wall and the parts of a cell as nucleus and cytoplasm. Questions in 4C are
directed at the students recalling the functions of the cell and structures inside the nucleus. A
common misconception is that all cells in the human body are the same whereas in fact there are at
least 200 different types of cells in our body with different structure, size, shape and function.

designed to let the teacher know whether the questions in 4B that were based on the text and
diagram were easier than the others in 4C.
their worksheets.
Grade 7 Lesson 5: From Cells to the Biosphere

Key Idea: Scientists use diagrams to describe the levels of biological organisation.
Content section: Levels of biological organisation:
Most Essential Learning Competency (MELCs) Week 3: LC 3. describe the different levels of
biological organization from cell to biosphere 7LT-IIc-3
The purpose of the questions in the short review is to determine the level of prior knowledge in
recognising levels of biological organisation and understanding the differences between them. The
questions are focused on the recognition of each of the levels in the biological organisation chart.
This is anchored on students’ previous experience in hierarchical taxonomic systems

diagrams and using technical language both essential requirements for learning science. The concept
involved in this lesson is the concept that there is a hierarchical progression of all living things
starting with the fundamental living thing the cell and each level after that is more complex.
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words such as cells, organs and tissues are highlighted as relevant to the text used in component 4
and so students are given the opportunity to show what they think these words mean in everyday
settings and what they mean specifically in science. It is very important to recognise that some
everyday words in the English language have different meanings when used in a science context.

The main lesson stimulus includes a short story of Jasmine who has been shown the Biological
Organisation Chart by her teacher and is having trouble working out where her favourite animals fit
in. The questions in 4B are directed more at an organism level. Questions in 4C are directed at the
identification of a second diagram of a cell as well as toward the higher levels of the diagram that
include larger numbers of organisms such as are in ecosystems. A common misconception about
cells is that they are about the same size as atoms whereas of course cells are much larger than
atoms as they are in fact made up of atoms.

designed to let the teacher know whether the lesson has assisted students to better understand and
be more comfortable with complex diagrams and whether the lesson has helped them to
understand the levels within it.
their worksheets.
Grade 7 Lesson 6 Consolidation: Scientific investigation – How much Watering?

Consolidation Lesson – consolidating the use of scientific investigations in a biology context. Plants
need certain abiotic conditions to grow.
Content section: Doing scientific investigations:
Most Essential Learning Competency (MELCs) Week 1: LC1. Describe the components of a
scientific investigation (S7MT-Ia-1).
The questions in the short review are to determine the level of prior knowledge and understanding
about the components of a scientific investigation. The questions are focused on the basic needs of
plants and the critical steps in an investigation that are required for fair testing. This is anchored on
student’s participation in guided investigations in previous grades.
14
students will be working on during this lesson. The skills involved in this lesson include reading and
writing (and measuring) and how important this is for learning and when answering questions. The
concept involved in this lesson is the concept that plants need certain amounts of abiotic factors to
live and grow. The concept of accurate and reliable measurements, and how well the variables have
been controlled to ensure fair testing.

This activity is designed to highlight the importance for students to be able to read, recognise and
comprehend technical language both for their learning and for answering questions. It is to see if
they can match specific words to their meaning. In this lesson specific words sprout, germinate and
valid are highlighted as they are relevant to the stimulus and the questions in component 4.

The main lesson stimulus includes a picture and text related to a student wishing to carry out an
experiment. This will assist students to consider possible steps required by presenting the problem
in an everyday situation. The questions in 4B and 4C are directed at the steps that need to be
followed or the method to ensure that Angela’s experiment is a fair test and that therefore her
results would be valid. For those students for whom this is an introduction to fair testing many
misconceptions can arise particularly in relation to the need for repeat trials to ensure reliability and
the need to keep all other factors constant to ensure that the results are valid.

designed to let the teacher know whether the questions and answers in 4B helped the student to
better understand what a fair test is and whether they found Angela’s experiment interesting.
their worksheets.
Grade 7 Lesson 7: Biotic and Abiotic

Key Idea: Science texts are often written with technical language that helps communicate complex
scientific ideas.
Content section: 1. Ecosystems, Components of an Ecosystem, Ecological relationships, Transfer of
energy through trophic levels
Most Essential Learning Competency (MELCs) Week 6: LC 9. differentiate biotic from abiotic
components of an ecosystem (7LT-IIh-9).
15
understanding of the terms biotic and abiotic. The questions are focused on the recognition of the
use of the terms biotic and abiotic in relation to the terms living and non-living. This is anchored on
students’ previous experience in grades 4 and 6.

diagrams and using technical language both essential requirements for learning science. The concept
involved in this lesson is that ecosystems are a geographic area where interactions between biotic
and abiotic factors occur.

words such as biotic, abiotic and ecosystems are highlighted as relevant to the text used in
component 4 and so students are given the opportunity to match the words with their meaning.

The main lesson stimulus includes a short tale about Jacob who wants to go down to the mangroves
to maybe catch some fish. The questions in 4B are directed at the diagram of a mangrove forest so
the students need to identify biotic and abiotic factors present. A common misconception some
students have is that things that are now dead are no longer considered as biotic factors. Until a
dead living thing has been completely decomposed by microorganisms it is considered as biotic. The
questions in 4C are directed at the effects some abiotic factors have on the ecosystem. Placing these
questions into a familiar setting will assist students to have confidence in their answers.

designed to let the teacher know whether the lesson has assisted students to better understand and
be more comfortable with technical language and whether the lesson has helped them to better
recall the meanings of the words used.
their worksheets.
16
Grade 7 Lesson 8: Scientific investigation – Using Water from the Sea?
Key Idea: Separating mixtures can result in providing basic needs.
Content section: 5.Ecosystems
Most Essential Learning Competency (MELCs):
Week 6: 7. identify the basic needs of humans, plants and animals such as air, food, water, and
shelter (S3LT-IIi-j-14)
Content section: 2. Separating mixtures.
Most Essential Learning Competency (MELCs): Week 4-6: 2.enumerate techniques in separating
mixtures such as decantation, evaporation, filtering, sieving and using a magnet (S6MT-Id-f-2)
Curriculum Learning Competency: 3. tell the benefits of separating mixtures from products in the
community (S6MT-Ig-j-3).
Component 1 – Short Review
understanding of the basic needs of living things and in identifying the appropriate techniques to
separate water from mixtures. The questions are focused on identifying the basic needs of living
things, specifically plants and in the selection of techniques to separate water from sea water. This
is anchored on students’ previous experience in grade 6.

students will be working on during this lesson. The skills involved in this lesson include interpreting
science texts, an essential requirement for learning science. Also the skills of carrying out separation
processes. The concept involved in this lesson is that everyday problems can be solved by scientific
investigations.

words such as seedling, separate and equipment are highlighted as relevant to the text used in
component 4.

The main lesson stimulus includes a short story about how Angela wanted to find out if her marigold
seedlings would grow just as well if she used water separated from sea water or water from the tap.
The questions in 4B refer to how Angela needs to set up her investigation to ensure it is a fair test.
The questions in 4C refer to physical processes involved in the separation techniques.
Component 5 – Lesson Reflection

designed to let the teacher know whether the students feel that the questions in 4C were more
difficult than those in 4B and whether the lesson has encouraged them to attempt simple
investigations at home.
17
worksheets can then be handed back to students at the next lesson.
Grade 7 Lesson 9: The Atmosphere of Earth.

Key Idea: There is air all around the Earth’s surface but the layer of air is very thin compared to the
size of the Earth.
CURRICULUM REFERENCE
Domain: Earth and Space; Grade – Quarter: Grade 7 – Fourth Quarter
Content Section: 2. Interactions in the Atmosphere; 2.1. Greenhouse effect and global warming
Most Essential Learning Competency (MELCs) Week 3; LC5. discuss how energy from the Sun
interacts with the layers of the atmosphere; (S7ES-IVd-5).
LESSON OVERVIEW:
The lesson consolidates learners’ understanding of how the atmosphere is a layer of air that covers
or blankets the planet Earth. The lesson requires learners to visualize the atmosphere and our planet
because these phenomena are too big to ‘see’ easily. Learners have the opportunity to interpret
data and evidence scientifically and identify the assumptions, evidence and reasoning in science-
related texts.
Component 1: Short Review The short review provides learners with the opportunity to
demonstrate their prior knowledge and understanding of the atmosphere in everyday terms. Asking
learners to consider good and bad things is useful for them to think about balance which will fit in
later in Lesson 12 where leaners are considering how to restore balance in the atmosphere.
Component 2: Lesson Purpose While introducing the lesson, consider the possibility of learners’
thinking about how the atmosphere influences the Earth and life on the planet.This allows the
teacher to make explicit not only the science concepts but also the skills that the learners will be
working on during this lesson. The lesson consolidates learners’ abilities to:
 extract relevant information from written texts,
 describe the location and extent of the Atmosphere,
 recognize the scale of the Atmosphere in relation to the size of the Earth,
 identify the origin and nature of technical language being developed to describe and explain
scientific phenomena,
 recognize the significance of the Atmosphere for life on Earth and the impacts that affect human
activities.
Component 3: Lesson Language Practice

The teacher might make a judgment on how long to practice. There may be value in helping learners
with forms of a term such as Atmosphere (a noun)  Atmospheric (an adjective). There can be value
in discussing with learners what might be the origin or original meaning of the scientific words –
atmos means ‘vapor, steam’ and sphere means a ‘globe’ or ‘ball’. Other terms are associated with
the size of the Earth and the composition of the atmosphere.
18
Component 4: Lesson Activity
The component uses a factual Information Box to introduce and explore scientific phenomena and
processes. At the simplest level, it is good if learners can identify relevant information for questions
from the information box.
The questions in Component 4C are likely to be harder for many learners than the questions in
Component 4B. Question 3 in Component 4C might be very challenging for many learners. There is
no need to ensure every student can do the calculations – the main concept to be explored is
learners recognizing that the Earth’s atmosphere is a very thin covering. If the learners can’t do
calculations, just help them to realize the very thin atmosphere that we have.
Component 5: Lesson Conclusion

This activity is designed to support learners to take an active role in thinking about their learning. It
is important to let learners know that good learners reflect on their learning. The questions are
designed to inform the teacher about what learners know and can do.
At the completion of each lesson, it is recommended that the teacher collects the student
worksheets to review what learners have recorded. Having the learners write down their answers
gives valuable diagnostic evidence/data that the teacher can examine after the lesson. The teacher
then has the opportunity to read some of the learners’ responses to the questions asked during the
lesson on their worksheets.
Grade 7 Lesson 10: The layers of the atmosphere right above the Philippines.
Key Idea: The atmosphere is composed of layers which interact with the Sun. There is less and less
air as altitude increases from the surface. This and the Sun’s energy affect the
temperature of the layers in different ways.
Most Essential Learning Competency (MELCs) Week 3: LC5. discuss how energy from the Sun
LESSON OVERVIEW:
The lesson consolidates learners’ understanding of the layers of the Atmosphere which have varying
thicknesses. Learners will be reminded of the features of the layers such as their composition and
the changes in temperature and pressure as you go out into space. The lesson models for the
learners how scientific phenomena are described, including through the use of technical scientific
terms.
Component 1: Short Review

The questions are designed to engage learners in wondering about the atmosphere in relation to the
Earth and Space.
Component 2: Lesson Purpose

This component allows the teacher to make explicit not only the science concepts, but also the skills
that the learners will be working on during this lesson. The lesson consolidates:
 How to extract relevant information from written texts,
 The location and extent of the Atmosphere,
 The scale of the Atmosphere in relation to the size of the Earth,
19
 The origin and nature of technical language being developed to describe and explain scientific
phenomena,
 The significance of the Atmosphere for life on Earth and the impacts that affect human activities.

This component is designed to highlight the importance for learners to be able to interpret word
meanings from their origins, from other similar words or parts of words.
[For teacher background: Tropo- means ‘changing’ and refers to the layer with storms and
turbulence; Strato- means ‘layer’ and refers to different and steadily increasingly warmer
temperature layers it has; Meso- means ‘middle; Thermo- means ‘heat’; ‘Exo- means ‘outside’ or
‘outer. ‘]

The main lesson stimulus presents factual information and uses technical scientific terms to describe
scientific phenomena.
Component 4B. The teacher may need to help learners to:
 extract information from the Information box and
 find the correct table cells to place information in the table. Try helping with one of two
cells first.
 ‘see’ trends and patterns in the table once all figures are included.

The intention here is to get some quick feedback from the learners on the lesson and their interests
for future lessons. It may be valuable to compare their comments here with their answers to
questions in Component 1.
Grade 7 Lesson 11: The Sun Interacts with our Atmosphere

Key Idea: Energy from the Sun interacts with the Earth’s surface and the layers of the atmosphere
which helps to produce an environment on Earth that allows life to flourish. This is a good
greenhouse effect.
Most Essential Learning Competency (MELCs): Week 3: LC5. discuss how energy from the Sun
Related Curriculum Learning Competency: LC6. explain how some human activities affect the
atmosphere; (S7ES-IVe-6)]
LESSON OVERVIEW:
The lesson consolidates deeper understanding of how the atmosphere reacts to the energy received
from the Sun. It builds explanations of the gases and processes that create the greenhouse effect
that is important for life on Earth. The lesson is about establishing that the Earth has a delicate
energy balance. The lesson builds understanding of how the Sun affects our weather.
The lesson assesses and builds concepts and capabilities related to learners understanding:
20
 How to extract relevant information from written texts.
 The location and extent of the Atmosphere.
 The significance of the Atmosphere for life on Earth and the impacts that affect human
activities.
 How to present science processes in flow charts.
 Identify and describe scientific cause and effect relationships.

This identifies prior learning about concepts about the energy types that affect the Earth.

It is good to let learners know that this lesson is about how The Sun Interacts with our Atmosphere.

The teacher might make a judgment on how long to practice. There may be value in the teacher
helping learners to recognize that terms relate to energy can be found in the Information Box.

Component 4B. Component 4B requires learners to complete a flow chart – which is an effective
way to summarize scientific processes. However, some learners might need help to understand the
strategy.

Short questions here are designed to build metacognitive skills – helping them to learn HOW they
learn. In this case, time might be well spent discussion with learners about how to answer the harder
questions.
Grade 7 Lesson 12 Consolidation: Are humans upsetting Earth’s delicate energy balance?
Consolidation Lesson – applying ideas about the Earth’s energy balance to a new context.
Most Essential Learning Competency (MELCs) Week 3: LC5. discuss how energy from the Sun
Related Curriculum Learning Competency: LC6. explain how some human activities affect the
atmosphere; (S7ES-IVe-6)].
LESSON OVERVIEW:
This is a CONSOLIDATION lesson. The lesson provides an opportunity for learners to reinforce that
Earth has a delicate energy balance and to relate to global warming.
The lesson assesses and builds concepts and capabilities related to learners understanding:
 How to extract relevant information from written texts.
 The origin and nature of technical language being developed to describe and explain scientific
phenomena.
 The significance of the Atmosphere for life on Earth and the impacts that affect human
activities.
21
 Identify and explain mathematical relationships in data and relate to scientific phenomena.
 How to present science processes in flow charts.
 Identify and describe scientific cause and effect relationships.
 Explaining impact of human activities on the environment and the planet.
 Suggesting local and global solutions to worldwide problems.

Component 1 helps learners to locate the causes of atmospheric pollution over recent history.

Teachers should ensure that leaners understand the context for the main lesson activity.

Practice unfamiliar terms as needed. Ask learners to recognize and consider why science uses
complex terms. They might also discuss the meaning of Impact and Excess, as they have special
meanings in science contexts.
The activity consolidates both knowledge and understanding and science communication skills.
Remind learners that the Information box provides many answers or prompts to questions. It is
important that learners can see that there are both good and bad aspects to the Greenhouse Effect.
Grade 7 Lesson 13: Exploring the scientific concept of movement.

Key Idea: Describing the movement of an object in one dimension allows scientists to understand
and calculate its speed from the time it takes to travel a measured distance.
Domain: Force, Motion and Energy; Grade – Quarter: Grade 7 – Third Quarter
Content Section: Motion in One Dimension – 1. Descriptors of Motion
1.1 Distance or Displacement
1.2 Speed or Velocity
1.3 Acceleration
Most Essential Learning Competency (MELCs) Week 1-2: LC 1. Describe the motion of an object in
terms of distance or displacement, speed or velocity, and acceleration (S7FE- IIIa-1).
LESSON OVERVIEW:
The lesson consolidates learners’ understanding of movement in a science context.
[NOTE: Lessons 13 and 14 use the everyday terms move, moving, movement, before the more
technical term ‘Motion’ is deliberately used in and beyond Lesson 15.]
22
Concepts within Lesson 13:
 Exploring, describing and measuring movement in one dimension – everyday and qualitative
focus now. [building towards a more quantitative and scientific focus in later lessons.]
 Reinforcing the concept of ‘position’ – providing a ‘frame of reference’ scenario in this
lesson that can be built on later as learners build knowledge and understanding of motion.

The short review models how to describe the movement of an object to determine if learners can
describe other movements. The review seeks to identify if learners have concepts about:
 measuring movement?
 start and end points?
 time?
 distance?

While introducing the lesson, consider the possibility of learners’ thinking in 1 or 2 dimensions.

The teacher might make a judgment on how long to practice, and whether to use the language
prompt about present tense and past tense.

The component uses storytelling to introduce and explore scientific phenomena and processes.
Visualizing a problem that occurs in one dimension.
Specific information for Component 4C
Some ways that students might use to think out the problem:
 Speed = distance/time; Speed = 1000 m/70 s x 3600 s/1 hr = 51.4 km/hr.
 Speed of the bus = =?
Thus: = 51.4 km/hr.
 We need to convert ‘seconds’ to ‘hours’ by multiplying the equation above by
= 51.4 km/hr.
These approaches, correctly applied, will all lead to the conclusion that the bus was
NOT speeding.

Questions here are designed to alert learners to their metacognitive skills – helping them to learn
HOW they learn. In this case, there are many questions that learners can answer by directly finding
the correct relevant information in the provided text. It can be helpful to explain to learners that it is
a good learning technique for them to use in assessments to look for answers that might be given in
a text or stimulus. This also helps with understanding what is needed to answer questions.
23
Preamble to Grade 7 Lesson 14 and Lesson 15
Lessons 14 and 15 together utilize a situation or scenario for learners to explore in detail. The
scenario is about two students, Ana and Bea, walking to and from school. The approach utilized here
is introducing the use of a system model. As such, the scenario does not explore all movements that
the two students might make over a day. In Lesson 14, it just focuses on aspects of distance,
displacement and average speed on the walk to school in the morning. In Lesson 15, it focuses on
aspects of motion as considered over the walk to and from school over a day.
It is suggested that teachers might help learners to become aware that any model of a system
incorporates assumptions and approximations; the key is to be aware of what they are and how they
affect the model’s reliability and precision.
Grade 7 Lesson 14: The Difference between Distance and Displacement.

Key Idea: Scientists use displacement to find the final position and the net direction an object has
moved from its starting point.
1.3 Acceleration
terms of distance or displacement, speed or velocity, and acceleration (S7FE- IIIa-1)
LESSON OVERVIEW:
The lesson uses a familiar situation to explore scientific phenomena and processes. Science concepts
include:
 exploring, describing and measuring movement in two dimension – everyday focus now,
building towards a more quantitative and scientific focus in later lessons.
 identifying start and end points to support learners to consider a ‘frame of reference’ in
studying movement.
The lesson also consolidates science crosscutting concepts, such as:

 Thinking in everyday scale – i.e., macro scale.
 Thinking by using maps that show distances and directions.

The Short review is focused on using questions to help the teacher identify that learners have the
basic concepts needed to gain a deep understanding of displacement. The review also checks for the
teacher that learners can demonstrate a solid understanding of units and the concept of an average,
as these concepts will help them later in the next few lessons.

While introducing the lesson, consider if all learners understand the concept of movement of objects
over a distance, and how this can be measured.
24
The teacher might make a judgment on how long to practice using the terms provided. Some of
these are terms that relate to conceptual understanding that will take many learners some time to
acquire. Taking some time to discuss Start and Final positions can be helpful to learners.
The teacher should also make a judgement on how much support learners will need to engage in the
scientific and non-scientific terminology contained in the Stimulus box.

The questions in Component 4C are designed to assess student’s ability to transfer their learning
from their understanding of Ana’s movements to an understanding Bea’s movements. We would
expect engaged learners to be better able and quicker to respond to questions for Bea, if they have
previously demonstrated correct answers related to Ana’s movements.

Two short questions here are designed to build metacognitive skills – helping them to learn HOW
they learn. In this case, time might be well spent discussion with learners about how to answer the
harder questions.
Grade 7 Lesson 15: Let’s scientifically analyze Motion.

Key Idea: Representing motion in tables and graphs helps students to notice patterns and make
connections that develop their thinking about associations between variables.
1.3 Acceleration
LESSON OVERVIEW:
This lesson uses the strategy of visualizing a problem in two dimensions. Consider the following
reference:
Concept development:
‘Increasing use of quantification of observations and models of relationships highlight the

important role that mathematics takes in developing ideas in science through inquiry.
Mathematics helps students to go beyond description in words. Organizing data through
representation in graphs, charts and tables helps students to notice patterns and make
connections that develop their thinking about associations between variables, and to formulate
hypotheses about causes that ca be test Analyzing data statistically enables students to make
inferences about the probability of relationships and predictions. There is mutual benefit in
coordinating science and mathematics education; mathematical tools help understanding in
science and, at the same time, using data from science investigations helps in the developing
appreciation of the range and application of these tools.’
[REF: Working with Big Ideas of Science Education, The Inter Academy Partnership (IAP), March 2015]
25
Questions here are providing the teacher opportunities to tell if learners are connecting words to
concepts e.g., Moving  Movement  Motion. The questions also check to see if learners
understand graphs and to what level of recognition. Some learners may only be familiar with column
graphs. If so, the teacher may need to adjust the activity to build from using columns to using plot
points.

This component provides the teacher with options to discuss relationships and derived units (using
time, distance to recognize velocity).

This component provides an opportunity to revisit ideas in Component 1.

Questions in this component provide teachers with many ways to consolidate the levels of thinking
and understanding of their learners. Some learners will need to focus more on Questions 1 and 2;
Other learners may be ready for the harder questions (Q3).

Grade 7 Lesson 16: It is Time to Accelerate!

Key Idea: In the everyday life, very few things move with a set or uniform/constant velocity – nearly
all things are speeding up, slowing down, or changing direction – they are accelerating,
and scientists can measure that precisely and make predictions about how objects will
move.
1.3 Acceleration
LESSON OVERVIEW:
Strategy: Connecting descriptive to quantitative ways to analyze motion.
The main focus of the lesson is supporting learners to think more quantitatively.

This component is checking that learners have developed deeper understandings of speed and
velocity, before moving on to considering acceleration. Questions here are providing the teacher
opportunities to tell if learners are developing their understanding of speed and the units use to
measure it. Some learners might now recognize the difference between speed and velocity –
especially in relation to direction.
26
This component provides a good opportunity for teachers to help learners recognize acceleration in
everyday situations. The component suggests some everyday situations and ideas for a short
discussion with learners to link acceleration with ‘changing velocity’, or ‘changing direction’.
The teacher might make a judgment on how long to practice using the terms provided. Some of
these are terms that relate to conceptual understanding that will take many learners some time to
acquire. Taking some time to discuss differences between velocity and acceleration can be helpful to
learners.
The teacher should also make a judgement on how much support learners will need to engage in the
scientific and non-scientific terminology contained in the Stimulus box.

This component is focused on concepts of motion and the equations used to calculate speed,
velocity and acceleration. The Stimulus box for this lesson is much more technical and abstract than
those used in previous lessons.

Questions here are designed to alert learners to their metacognitive skills – helping them to learn
how they learn. In this case, there are many questions that learners can answer by directly finding
the correct relevant information in the provided text. It can be helpful to explain to learners that it is
a good learning technique for them to use in assessments to look for answers that might be given in
a text or stimulus. This also helps with understanding what is needed to answer questions.
Grade 7 Lesson 17: Acceleration can catch you out!

Key Idea: Acceleration is any change in motion and occurs when something speeds up, slows down
or changes direction. (Hazen and Trefil, 1991). The science understanding of acceleration
is often counter-intuitive to what people think from their everyday experiences.
1.3 Acceleration
LESSON OVERVIEW:
This lesson uses the strategy of using a scenario to help visualize motion and represent it in graphs.
The lesson establishes a scenario that allows learners to think about the differences between
velocity and acceleration in both everyday terms and scientific terms. The lesson is designed to help
learners develop a truly scientific understanding of acceleration rather than an everyday
understanding. The key is to help learners not to rely on intuitive thinking, but to think using the
definitions and information provided in Lesson 16.
27
This component provides opportunities to check if learners understand what the terms uniform or
constant mean. It also checks if learners notice that anything that changes direction is accelerating.
Check if learners know the difference between speed and velocity.

Check if learners understand what uniform (or constant) motion means.

The teachers should decide if the learners are able to use the term variable, or if they might be
better to discuss relationships between the individual aspects of motion (variables) like distance,
time, velocity and acceleration in this activity.

The teacher might make a judgment on how long to practice using the terms provided.

This component is designed to identify if learners can tell the difference between velocity and
acceleration in an everyday sense and in a scientific sense. It provides ways we can represent an
everyday situation involving motion in a distance-time graph. Explain to learners that scientists use
this type of graph, and others, to help explain motion, to represent trends and patterns in the
measurements recorded as objects move. They can be used to make predictions as well.
It is important to recognize that learners may have misconceptions about what graphs indicate. A
common misconception is that the shape of the graph indicates the actual path the object is moving.
[ref: Perceptions of Physics Teachers in Singapore About Curriculum Sequencing (usfca.edu) p.124
(Hallouin & Hestenes, 1985)

Two short questions here are designed to build metacognitive skills – helping them to learn HOW
they learn. In this case, time might be well spent discussion with learners about how to answer the
harder questions.
Grade 7 Lesson 18 Consolidation: Thunder and Lightning – very very frightening!

Consolidation Lesson – applying ideas about velocity to a new everyday context.
1.3 Acceleration
LESSON OVERVIEW:
This is a CONSOLIDATION lesson. The lesson is about providing a quite different everyday context
for learners to practice how to apply scientific ideas that they have consolidated this week about
motion.
28
The lesson provides an opportunity to build on learners’ knowledge and understanding about the
differences in speed of light and sound. The lesson consolidates and extends the notion of a frame of
reference of the observer. This is a concept that will be very important for learners as they study
motion and physics in the later grades.
The learning strategy of visualizing is utilized here as well, this time in two dimensions. This helps
learners to analyze and synthesize information to understand a problem, including the scales
involved and the big picture orientation needed to identify the magnitude and direction of vectors.

The questions here are helping the learners to understand the scenario.

Please point out that this lesson provides learners with an everyday situation to apply their science
knowledge, understanding and skills about motion. Give them confidence and encouragement so
that they can use their learning through the week to answer the questions.

This component is designed to help learners understand big numbers for Component 4.

It is important to give learners plenty of time and support to visualize the scenario. Help learners if
they are finding this difficult so they can answer some or all of the questions.

29

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An important note about Sample answers

HIGHER ORDER THINKING IN SCIENCE

Here, , the arrow indicates that a cause produces an effect.

 Incorporation of Science crosscutting concepts. Crosscutting concepts are valuable because

TEACHERS REFLECTIONS ON LEARNERS’ RESPONSES TO LESSONS

Lesson Component 1 (Lesson Short Review)

Overall, Component 1 acts as a partial advance organizer designed to remind students of

Reminding students of relevant information at the beginning of a lesson, prior to

 access information to be used in problems/questions/information to come;

Lesson Component 2 (Lesson Intention)

 providing of a relevant context;

In addition, this component is an appropriate time to address what students might

Lesson Component 3 (Lesson Language Practice)

Lesson Component 4 (Lesson Activity)

4A Reading and Understanding the Stem

 to model fluent reading of the stem (first);

Other activities here could include students:

 reading to each other;

4B Solving the First Set of Questions

 the quality of the answers;

4C Solving the Second Set of Questions

In Component 4 students are expected to provide answers using:

LESSON STRUCTURE AND PURPOSE

Component 2 – Lesson Purpose and Intention.

Component 3 – Lesson Language Practice

Component 4 – Lesson Activity

Component 5 - Lesson Reflection

Grade 7 Lesson 2: What’s in the Bucket?

LESSON STRUCTURE AND PURPOSE

Component 2 – Lesson Purpose and Intention.

Component 3 – Lesson Language Practice

Component 4 – Lesson Activity

Component 5 - Lesson Reflection

Grade 7 Lesson 3: A Seawater Fish Tank

Component 2 – Lesson Purpose and Intention.

Component 3 – Lesson Language Practice

Component 4 – Lesson Activity

Component 5 - Lesson Reflection

Grade 7 Lesson 4: Why Cells?

Component 3 – Lesson Language Practice

Component 4 – Lesson Activity

Component 5 - Lesson Reflection

Grade 7 Lesson 5: From Cells to the Biosphere

Component 2 – Lesson Purpose and Intention.

Component 4 – Lesson Activity

Component 5 - Lesson Reflection

Grade 7 Lesson 6 Consolidation: Scientific investigation – How much Watering?

Component 3 – Lesson Language Practice

Component 4 – Lesson Activity

Component 5 - Lesson Reflection

Grade 7 Lesson 7: Biotic and Abiotic

Component 2 – Lesson Purpose and Intention.

Component 3 – Lesson Language Practice

Component 4 – Lesson Activity

Component 5 - Lesson Reflection

Component 2 – Lesson Purpose and Intention.

Component 3 – Lesson Language Practice

Component 4 – Lesson Activity

Component 5 – Lesson Reflection

Grade 7 Lesson 9: The Atmosphere of Earth.

Component 3: Lesson Language Practice

Component 5: Lesson Conclusion