Learning Competency

- Explain how models are used to represent scientific ideas, objects, and processes (S7LT-IIIa-1).

Engage

Objective: Spark interest and activate prior knowledge.

Activity: "Discover the Model"

Instructions:

1. Look at the image provided below.

2. Reflect on the following questions in your learning journal:

   - What do you see in the picture?

   - What do you think is the purpose of this object?

   - Can you list other examples of models you’ve seen before?

Explore

Objective: Investigate scientific models through hands-on or creative tasks.

Activity: "Create Your Own Model"

Materials Needed:

- Everyday items like paper, clay, sticks, markers, or any available materials.

Instructions:

1. Choose one of the following types of models to create:

   - A physical model of an atom or molecule.

   - A concept map illustrating the water cycle.

   - A topographic model representing a landform.

2. Use available materials to create your model. Take 30-45 minutes for this activity.

3. Once done, answer the following questions in your journal:

   - What does your model represent?

   - What are the strengths of your model in explaining the concept?

   - What are its limitations?

Expected Output: A completed model with written reflections in your journal.

Explain

Objective: Understand the purpose and limitations of models.

Open and study the PowerPoint Presentation or PDF of this lesson.

Elaborate

Objective: Apply knowledge of scientific models to practical scenarios.

Activity: "Models in Real Life"

Scenario: Scientists use computer models to predict the path of typhoons in the Philippines. These models help inform disaster preparedness efforts.

Task:

1. Create a simple model (e.g., a drawing or flowchart) that represents the formation of a typhoon.

2. Write a paragraph explaining how your model can help others understand typhoon formation and its role in disaster preparedness.

Expected Output: A model (drawing or flowchart) and a written explanation.

Evaluate

Objective: Assess understanding of scientific models.

Answer the quiz of this lesson in the assessment section.

References:

- DepEd Curriculum Guide for Science 7

- Online educational resources: Khan Academy, PHIVOLCS website

Learning Competency

• Explain the states of matter based on the particle model (S7MT-IIIb-1).

Engage

Objective: Stimulate curiosity and assess prior knowledge.

Activity: "What’s in the Box?"

Instructions:

1. Imagine three different substances in a box: a gas, a liquid, and a solid. Without opening the box, describe how these substances might behave based on what you know.

2. Answer the following in your journal:

   • How do you think the particles are arranged in each state of matter?

   • What do you think happens to the particles when the state changes (e.g., ice melts into water)?

Expected Output: A description of the behavior of particles in different states and hypotheses about changes in states.

Explore

Objective: Observe the behavior of particles in different states.

Activity: "Simulating Particles"

Materials Needed:

• A transparent plastic container, marbles, and water (or use an online simulation).

Instructions:

1. Place marbles in a container to represent solid particles. Shake gently to observe minimal movement.

2. Add water to observe how marbles move more freely, simulating liquid particles.

3. Imagine how gas particles would move if marbles had no container—bouncing around in all directions.

4. Record observations in your journal:

   • Describe how the marbles represent particle movement in each state of matter.

   • Note the differences in energy and movement between states.

Expected Output: Journal entries describing particle behavior in solids, liquids, and gases.

Explain

Objective: Understand the particle model and its explanation of matter states.

Open and study the PowerPoint Presentation or PDF of this lesson.

Elaborate

Objective: Apply the particle model to real-world situations.

Activity: "Changing States"

Scenario: Water can exist as ice, liquid water, or steam.
Task:

1. Illustrate the transition of water particles through the processes of melting, boiling, and condensation. Use arrows to show energy flow.

2. Write a paragraph explaining how energy affects particle behavior during these changes.

Expected Output: An illustrated diagram and a written explanation of phase changes.

Evaluate

Objective: Assess understanding of the particle model and states of matter.

Answer the quiz of this lesson in the assessment section.

References:

• DepEd Curriculum Guide for Science 7

• Online simulations and educational resources.

Learning Competency: 

Explain physical and chemical changes in matter (S7MT-Ic-d-3).

Objectives

By the end of this module, you should be able to:

1. Differentiate between physical and chemical changes.

2. Identify observable evidence of physical and chemical changes.

3. Explain the importance of understanding changes in matter in daily life.

Engage

Activity: Is it Still the Same?

1. Observe the following scenarios:

   • Scenario A: Ice melts into water.

   • Scenario B: Paper is burned into ash.

2. Answer the following questions in your science notebook:

   • What changes do you notice in each scenario?

   • Do you think the material is still the same after the change? Why or why not?

Reflection Question:
What do you already know about how matter changes? Write your thoughts in your notebook.

Explore

Activity: Change Detectives

1. Gather materials available at home (e.g., water, sugar, vinegar, baking soda, a candle).

2. Perform the following tests and record your observations:

   • Dissolve sugar in water.

   • Mix vinegar and baking soda.

   • Melt a candle.

Explain

Open and study the PowerPoint Presentation or PDF of this lesson.

Elaborate

Activity: Changes Around Us

1. Look around your house or neighborhood. Identify 3 examples of physical changes and 3 examples of chemical changes.

2. Reflect on how understanding these changes can help you in real-life situations (e.g., cooking, recycling, waste management).

Evaluate

• Answer the quiz of this lesson in the assessment section.

References:

• DepEd Curriculum Guide for Science 7

• Online simulations and educational resources.

Learning Competency: 

Explain the steps of scientific investigations and apply them in real-life scenarios.

Learning Objectives

By the end of this module, students will:

1. Understand the steps of scientific investigations.

2. Conduct a simple scientific investigation independently.

3. Analyze and interpret results to draw meaningful conclusions.

Engage

Activity: Curiosity Sparks!

• Instructions: Think about a question you’ve always wondered about in your environment. Write it in your notebook. 

For example:

• • Why do plants grow faster in sunlight than in the shade?

• Reflection Question: Why is it important to ask questions about the world around you?

Expected Output: A question that can be explored through scientific investigation.

Explore

Activity: Learning from an Example

• Read the following scenario:
  
  A student observed that her fish became more active when the light in the aquarium was turned on. She wondered: “Does the intensity of light affect fish activity?”
  
  

• Answer these questions:

  1. What observation did the student make?

  2. What is the question she wants to investigate?

  3. What might be her next steps?

Expected Output: Answers to the guiding questions and recognition of the pattern of scientific investigation steps.

Explain

Open and study the PowerPoint Presentation or PDF of this lesson.

Elaborate

Activity: My Scientific Investigation

• Conduct your own simple scientific investigation based on the question you wrote during the Engage section.

• Follow these steps:

  1. Write your observation and question.

  2. Create a hypothesis.

  3. Plan and conduct an experiment using available materials.

  4. Record and analyze the results.

  5. Write a conclusion.

Expected Output: A complete investigation written in your notebook, including observations, hypothesis, data, and conclusions.

Evaluate

• Answer the quiz of this lesson in the assessment section.

References

- DepEd Curriculum Guide for Science 7

- Khan Academy

Learning Objectives:

By the end of this module, students will be able to:

1. Understand the importance of measuring physical quantities in scientific inquiry.

2. Identify the basic physical quantities (length, mass, time, temperature) and their standard units.

3. Use appropriate measuring tools (ruler, weighing scale, stopwatch, thermometer).

Materials Needed

• Ruler or measuring tape

• Weighing scale (digital or analog)

• Stopwatch or phone timer

• Thermometer (if available)

• Notebook and pen

Engage

Activity:

1. Reflect: Think about how measurements are used in daily life. Write down three examples where you observe measurements being taken (e.g., checking temperature, weighing produce).

2. Watch the short video below or read the following passage:
   
   "Imagine a world without measurements—how would you describe the length of a table, the weight of a fruit, or the duration of an event? Measurements give us a standardized way of understanding and communicating about the physical world."
   
   

Question: Why do you think accurate measurements are important in science?

Explore

Activity:

1. Gather the tools listed in the materials section.

2. Perform the following tasks independently:

   • Measure the length of your notebook and record the result in centimeters (cm).

   • Weigh a small object (e.g., a fruit or toy) using a weighing scale and record the result in grams (g).

   • Use a stopwatch to time how long it takes you to count from 1 to 30 at a normal pace. Record the time in seconds (s).

   • If a thermometer is available, measure the room temperature and record the result in degrees Celsius (°C).

Reflect: Were there any challenges in using the tools? How did you address them?

Explain

Open and study the PowerPoint Presentation or PDF of this lesson.

Elaborate

Activity:

1. Application: Use your measurements from the Explore activity to solve these simple problems:

   • Calculate the perimeter of your notebook (length × 2 + width × 2).

   • Compare the weight of the object you measured to a standard item (e.g., a 500g sugar pack). Is it heavier or lighter?

   • How long would it take to count from 1 to 100 based on your recorded time for counting to 30?

2. Reflect: How does understanding measurements help you in everyday tasks like cooking, shopping, or traveling?

Evaluate

• Answer the quiz of this lesson in the assessment section.

References

- DepEd Curriculum Guide for Science 7