Casa del Niño Schools System Incorporated

Region 02
CASA DEL NIÑO MONTESSORI SCHOOL OF ILAGAN
Guinatan, City of Ilagan, Isabela

UNIT LEARNING PLAN FOR ONLINE/ OFFLINE LEARNING

S.Y. 2020-2021

SUBJECT: SCIENCE QUARTER: FIRST QUARTER DURATION: 5 days

TEACHER: NIÑA P. LAÑO GRADE: GRADE 7 SECTION: Emerald

LEARNING COMPETENCIES (MELC):

 Describe the components of a scientific investigation.
TARGET MODULE COMPETENCIES:
 Identify the components of a scientific investigation: researching a problem, formulating a hypothesis, testing the hypothesis, stating a conclusion.
 Describe what fair test is and what it means.
 Understand that the design of an investigation should manifest fair testing.
 Choose an interesting topic for investigation.

PARTS OF THE MODULE ASSESSMENT & ACTIVITIES SOURCE/ LR DEVELOPER/ LINK

UNIT 1: CENTRAL SCIENCE INVESTIGATION
1. EXPLORE:
Lesson 1. Introduction to Science and Technology
 Brief introduction of the subject, content
coverage and course requirement.

Reflection Guide  What is the effect of science and technology on

the quality of life on earth?
 What values are necessary for humans to have a
better understanding of this world and have a
more productive life?
Pre-assessment activities
Activity 1  Quick Survey: How Superstitious are you?
Let the students answer quick self-assessment on
how superstitious they are. They have to answer
the questions Yes or No.
Activity 2  False Assumptions: Challenge the students to
 think like a detective and solve a number of
mysterious problems. They can ask yes-and-no
questions addressed to the teacher.

Lesson 2: Branches of Science and Attributes of a

Scientist
Reflection Guide  What are the attributes of being a scientist?
Pre-assessment Activities
Activity 1  Let’s play: Invite the students to play by
answering the word puzzle.
 Ask the students to figure out the names of the
following scientist by rearranging the letters:
- SITRATELO
- REUSPAT
- ILEGALO
Lesson 3. The Scientific Method

Refection Guide  How does the scientific method help us in

acquiring knowledge and solving problems?
 How does the application of scientific method
affect our lives and future generation?
Pre-assessment activities
Activity 1  Ask the students if they are familiar with the
shows SOCO and IMBESTIGADOR. How do
investigators in those shows solve problems?

Activity 2  Write in each spoke of the wheel, what they know

about the scientific method.

Lesson 4: Experimental Variable and the Fair Test

Reflection Guide  How do we conduct a fair test?
Pre-assessment activities
Activity 1  Read and analyze the situation.
 A family always buys four brands of microwaveable
popcorns alternately every week.
They observed that these four brands left different
amounts of unpopped popcorns.
Now, they want to find out which popcorn brand can
provide the greatest number of
popped popcorns that they can eat. What should they do?
2. FIRM UP:
Lesson Presentation/ webinar/ discussions/ lectures
Lesson 1: Introduction to Science and Technology
Lead the students to the issues on the new
developments in science and technology.
Activity 1  Give 10 examples of the most recent
development/innovation.
 List samples of the dictionary definition of
science.
Activity 2  Write a reflective essay about the importance of
science in our daily lives.
Lesson 2: Branches of Science and Attributes of a
Scientist
 Discuss the branches of science.
 Let the students share what they know about the
contributions of the three scientists (Aristotle,
Pasteur, and Galileo).
Activity 1
Assessment Activities

Answer the following:

1. Which of the following is true about science?
A. a process
B. a field of study
C. a body of knowledge
D. all of these

2. What branch of science deals with the specific study

about the composition and properties of and changes in
matter?
 A. anatomy
B. biology
C. chemistry
D. physics

3. Which of the following pairs represents the major

divisions of the field of science?
A. chemical sciences and physical sciences
B. biological sciences and physical sciences
C. nuclear sciences and environmental sciences
D. all of these

4. All except one are sub-branches of natural science.

A. botany
B. physics
C. psychology
D. volcanology

5. Which of the following is true about technology?

A. can lead to the advancement of science
B. provides both benefit and risk to mankind
C. can lead to further technology innovations
D. all of these
Activity 2 Concept Questions:
1. How do the physical sciences differ from the
biological sciences?
2. Give one-character trait that is critical of a scientist.
Enumerate the possible influences and effects of this trait
on the results of an experiment conducted by a scientist.
Lesson 3. The Scientific Method
 Discuss the different steps in a scientific
investigation.

Activity 1 Do sciexercise page 8

Lesson 4: Experimental Variable and the Fair Test
 Discuss fair testing
- dependent variables
- independent variables
- control variables
Activity 1  Identifying variables
1. The number of flowers in different varieties of roses
found in a botanical garden is recorded every two weeks
for the three months.
Independent Variable:
Dependent Variable:
Control Variable:
2. To determine the effect of pure water and different salt
concentrations on gumamela plants for, the height of
plants is recorded for one month.
Independent Variable:
Dependent Variable:
Control Variable:
3. One tank of goldish is fed with the normal amount of
fish food once a day. A second tank of goldfish is fed
twice a day. A third tank of goldfish is fed four times a
day during an eight-week study. The mass of these fishes
is recorded every three days.
Independent Variable:
Dependent Variable:
Control Variable:
4. You decided to clean the kitchen sink. You noticed
that the sink counter is covered in a strange green slime.
You tried to get rid of this slime by adding vinegar. You
sprayed of the sink with vinegar and sprayed the other
half of the counter with water. You observed what
happens after five days.
Independent Variable:
Dependent Variable:
Control Variable:
5. You want to know the effects of different types of soil
to the growth of your newly-bought pechay plants. You
planted three pechay plants on different types of soil. Eh
plant was given the same amount of water, and exposed
to sunlight. The height of each plant is recorded daily for
 one month.
Independent Variable:
Dependent Variable:
Control Variable:

3. DEEPEN:
Follow-up lectures/ webinar/ discussions
Provide some examples of experiment scenarios that
adhere to fair and non-fair tests.
(This is especially true for any form of bias, which
happens when we prefer a particular
brand or type over another. We tend to be more lenient
with things that we have biases
for.)

Activity 1  Give what is asked for:

a. One local scientist and two foreign
scientists and their contribution to science
and technology
b. Two modern-day inventions and their
impact to our society
c. The scientific process

4. GENERALIZATION & VALUES “One small step for man, one giant leap for mankind” is
INTEGRATION ACTIVITIES a famous quote from Neil Armstrong, the first man to
land on the moon. Give your own interpretation.
5. TRANSFER:
Performance Task:
You are one of the student-volunteers assigned to assist the science teacher in a remote rural school where there is very limited science laboratory apparatus, equipment and glass
wares. You are as assigned to a Grade 7 Science class and the topic is Measurement in Science Laboratory. Your task is to improvise laboratory apparatuses that can be used in a
Grade 7 Science class.
REFLECTION:
Write your observation as to how science and technology may improve or degrade our way of life. In doing so, state your observations with examples to verify and
support your statement.

Casa del Niño Schools System Incorporated

Region 02
 CASA DEL NIÑO MONTESSORI SCHOOL OF ILAGAN
Guinatan, City of Ilagan, Isabela

UNIT LEARNING PLAN FOR ONLINE/ OFFLINE LEARNING

S.Y. 2020-2021

SUBJECT: SCIENCE QUARTER: FIRST QUARTER DURATION: 10 days

TEACHER: NIÑA P. LAÑO GRADE: GRADE 7 SECTION: Emerald

LEARNING COMPETENCIES (MELC):

 Recognize that substances are classified into elements and compounds.
 Distinguish mixtures from substances based on a set of properties.
TARGET MODULE COMPETENCIES:
 Describe pure substances.
 Identify and differentiate mixtures and pure substances.
 Classify pure substances into elements and compounds.
 Recognize that compounds consist of specific types elements.
 Gather information from the periodic table about common elements such as names and symbols.
 Differentiate metals from nonmetals
 Enumerate the different properties of metals and nonmetals such as luster, malleability, ductility, and conductivity.

PARTS OF THE MODULE ASSESSMENT & ACTIVITIES SOURCE/ LR DEVELOPER/ LINK

UNIT 2: PURE SUBSTANCES: A TEST OF PURITY
1. EXPLORE:
Lesson 1. Pure Substance
Reflection Guide  What are the properties of pure substances?
 How can we identify pure substances and
mixtures?
Pre-assessment activities
Activity 1  Write or draw your ideas on mixtures and pure
substances.
Activity 2  Differentiate mixture from substance.

Lesson 2: The Elements and Compounds

Reflection Guide  What are the differences between elements and
compounds?
Pre-assessment activities  The puzzle contains names of common chemical Science In Today’s World 7 (Dr. Eden Vela-Evangelsita,
elements. Search through the puzzle and find out Dr. Gloria Lajara Follosco, Rd. Adora Soriano-Pili, Dr.
how many elements you can find. Rosario Laurel-Sotto)
 Identify the following elements with their Mixploring Science 7 (Datukan, Garcia, Morales,
corresponding symbols. Ocampo, Leticia Catris)
Lesson 3: Metals, Non-Metals and Metalloids
Reflection:  What are the differences among metals,
nonmetals, and metalloids?
Pre-assessment activities:  Determine if the following elements is a metal or
a nonmetal.
2. FIRM UP:
Lesson 1: Pure Substances
 Discuss pure substance.
 Properties of a pure substance.
 Differentiate substance from mixture.
Activity 1  Identify whether the following materials are Mixploring Science 7 (Datukan, Garcia, Morales,
mixtures or pure substance Ocampo, Leticia Catris)
1. gasoline
2. sandy beach
3. air
4. diamond
5. copper wire
6. pure pineapple juice
7. chocolate bar
8. soft drinks
9. ice in the freezer
10. fish ball sauce
11. white sugar
12. blood
13. pizza
14. perfume
15. helium gas
Lesson 2: Elements and Compounds
 Discussion on the differences between an element
and compound.
 Elements on the Earth’s atmosphere.
 Elements in the body
 Practice writing chemical formulas of compounds
 using the guidelines.
 Discussion the seven diatomic molecules: H2,
N2, O2, F2, Cl2, Br2, and I2.

Activity 1  For each common name of compound, identify

the chemical name, chemical formula and
component elements.
1. muriatic acid
2. salt
3. water
4. butane
5. Baking Soda
Activity 2  What are the elements present in the human Science In Today’s World 7 (Dr. Eden Vela-Evangelsita,
body? Dr. Gloria Lajara Follosco, Rd. Adora Soriano-Pili, Dr.
 How abundant are these elements? Rosario Laurel-Sotto)
 Express the abundance in percent (%)
Activity 3  Answer sciExercise A and B Page 21-22 of your
worktext
Lesson 3: Metals, Non-Metals and Metalloids
 Discuss the properties of metals, non-metals and
metalloids.
Activity 1  Choose the best answer.
1. What kind of elements are on the right-side zigzag line
from boron to polonium?
A. metals C. metalloids
B. nonmetals D. synthetic elements

2. Which of the following is NOT a characteristic of a

metal?
A. Metals appear shiny.
B. Metals do not conduct electricity.
C. Metals can be drawn into thin wires.
D. Metals can be hammered into thin sheets.

3. Which of the following nonmetals is solid in its

natural state?
A. carbon C. nitrogen
B. fluorine D. oxygen
 4. What makes metal a good choice for making objects
that are used in cooking?
A. Metals are shiny.
B. Metals are light weighted.
C. Metals can conduct heat.
D. Metals do not allow oil to stick to them.

5. Which of the following metals is liquid in its natural

form?
A. aluminum C. mercury
B. gold D. silver
Activity 2  Sciexercise B on page 26
Activity 3  Identify if the following elements and properties
are metal, nonmetal or metalloid.
1. Malleable and ductile
2. Insulators
3. Calcium
4. Arsenic
5. Semiconductors of heat and electricity
6. Mercury
7. Do not exhibit luster.
8. Brittle and easily breaks.
9. Neon
10. Germanium
DEEPEN:
Follow up lesson/discussion/webinars
Activity 1  How can matter be described, classified and
changed? How do interactions of matter affect
your life? How does understanding of the
changes in properties of matter become
beneficial?

Activity 2  This activity will help you to assess your learning

on how far you understand the topic. You will
classify each of the following substances as; an
element (E), a compound (C), a homogenous
mixture (hom), or heterogenous mixture (het).
 How does the understanding of the changes in
properties of matter become beneficial?

Activity 3  Pursuit of the properties of metals and

nonmetals
How does the understanding of the changes in properties
of matter become beneficial to people and the
environment?
Your goal in this section is to take a closer look at some
aspects of the topic.
GENERALIZATION/VALUES INTEGRATION
 Supposed you have discovered a chemical
compound that doubles a person’s intelligence.
However, the compound will cause the person to
be permanently sterile. Will you recommend the
use of this compound? Why or why not?
 Every day, you can observe situations wherein
chemical changes happen. There are changes
which are beneficial to mankind, while there are
those which are harmful. Cite at least three
examples for each of these chemical changes.

TRANSFER:
Performance Task:
You will show understanding of the elements and compounds used at home and community, their advantages, and harmful effects to humans and the environment by promoting
a good waste management program.
Reflection:
 What is the importance of knowing elements and compounds in our body and environment?

Casa del Niño Schools System Incorporated

Region 02
CASA DEL NIÑO MONTESSORI SCHOOL OF ILAGAN
 Guinatan, City of Ilagan, Isabela

UNIT LEARNING PLAN FOR ONLINE/ OFFLINE LEARNING

S.Y. 2020-2021

SUBJECT: SCIENCE QUARTER: FIRST QUARTER DURATION: 10 days

TEACHER: NIÑA P. LAÑO GRADE: GRADE 7 SECTION: Emerald

LEARNING COMPETENCIES (MELC):

 Investigate properties of unsaturated or saturated solutions.
 Express concentrations of solutions quantitatively by preparing different concentrations of mixtures according to uses and availability of materials
TARGET MODULE COMPETENCIES:
 Investigate the different types of solutions: unsaturated, saturated, and supersaturated
 Describe the composition of a solution using percent by mass and percent by volume
 Identify and explain the factors that affect solubility
 Differentiate acids and bases
 Recognize some common acids and bases
 Enumerate safety measures in handling acids and bases
 Understand the use of pH scale in identifying acids and bases
 Investigate properties of acids and bases using natural indicators from local plant stores.

PARTS OF THE MODULE ASSESSMENT & ACTIVITIES SOURCE/ LR DEVELOPER/ LINK

UNIT 3: MAKE SURE IT IS A MIXTURE
1. EXPLORE:
Lesson 1: Solution
Reflection Guide  What are the properties of a solution that
separates it from other forms of mixtures?
 How do you qualitatively and quantitatively
describe a solution?
 What are the differences among a saturated,
unsaturated, and supersaturated solution?
Pre-assessment activities
Activity 1  Picture puzzle
Arrange the rumbled picture to reveal the actual
picture. After revealing the picture, identify if it is
homogenous or heterogenous mixture.
Lesson 2: Knowing the ABC (Acid Base Chemistry)
The Ph Scale
Reflection Guide  What are the properties of acids and bases?
 What is pH?
Pre-assessment activities
Activity 1  Picture puzzle
Arrange the rumbled picture to reveal the actual
picture. After revealing the picture, identify if it is
acid or base.
2. FIRM UP:
Lesson 1: Solution
 Review homogenous and heterogenous mixture.
 Discuss solution and its components (solute and
solvent)
 Discuss saturated, unsaturated and supersaturated
solution.
 Composition of a solution using Percentage by
Mass and Percent by Volume
 Factors affecting solubility
Activity 1  Answer the following questions:
1. What are the two components of solution?
Differentiate one from the other.
2. Are all solutions in liquid form? Is it possible to have a
solution in solid or gaseous form?
3. How do you make solutions? How are the solutions
formed?
4. What happens during the formation of solution?
5. What is solubility?
Activity 2  Match the word to complete statements below to
check some key points.
NEGATIVE POSITIVE POLAR
SOLVENT SOLUTE SODIUM CHLORIDE

1. Water is a ___________ molecule.

2. The positive part of water is attracted to the
_________ ion of Chlorine.
3. The negative part of water is attracted to the _______
ion of sodium.
4. The interaction between the __________ and
 __________ causes the formation of solution.
5. The chemical name f table salt is _____________.

Activity 3  Answer the following questions:

1. Can a saturated solution be made into supersaturated
solution? How?
2. Can an unsaturated solution be converted to saturated
one? How?
3. What common products that we use are examples of
saturated, unsaturated and supersaturated solution?
Activity 4  Solve the following problems. Write only the
final answer with its corresponding unit.
1. What is the percentage by mass of a solution with
30.0g salt dissolved in water to make 650.0g of solution.
(30/650) X 100% = 4.6 %
2. What mass of glucose is needed to make 200g of 15%
by mass solution?
(0.15 X 200) = 30g
3. What volume of HCl is needed by 300 ml of water to
produce 5% solution?
(0.05 x 300) = 15 ml
4. How do you prepare 2 L of dish washing liquid which
is 10 % concentration by volume?
Add 200 ml of dishwashing liquid to 1800 ml of water
5. How many grams of pure gold is in 5.9g 14K gold
bracelet? How many grams are the metal added?
14/24= 0.583333 X 100% = 58.33 %
5.9g X .5833= 3.44g of metal added
Lesson 2: Knowing the ABC (Acid-Base Chemistry)
The Ph Scale
 Discuss acids and bases.
 Common acids and bases
 Safety measures in handling acids and bases

Activity 1  List down common acids and bases that can be

found at your home.
DEEPEN:
Follow up lesson/discussion/webinars
 Activity 1  Video viewing
1. Are all substances soluble in water?
2. What makes them insoluble?
3. How can the knowledge of solubility of solutions help
us create products useful in everyday life?

Activity 2  Ph testing, the Organic Way

Things needed:
Eggplant skin
Violet-colored camote (sweet potato) leaves
Hot water
5 Container
Dropper
Vinegar
Baking soda
Soap
Toothpaste
Orang Juice
Directions:
1. Get extracts from natural indicators such as eggplant
and Violet-colored camote (sweet potato) leaves. Any
alternatives will do.
2. Put each acids and bases in each container.
3. Add a few drops of extracts on the acids and bases.
4. Observe what happen.
5. Record your activity on a report sheet.

Samples Natural Observation

Indicator

GENERALIZATIONS/ VALUE INTEGRATION

Activity 1  The Actions of Acids and Bases
 Directions: Identify some characteristics of acids and
bases that make them beneficial and harmful to human
beings. You may use reference materials such as books
and online materials to learn more about the effects of
various acids and bases particularly on health and
wellness of human beings.

Acid/Base Benefit to Harmful effects

Humans on Humans

TRANSFER
Performance Task:
Produce wine from household waste materials.
Reflection:
1. In your observation, which of the substances acted as a fermenting medium (substance that converts sugar content of the mixture into alcohol?
2. What is the purpose of using cheesecloth and not as cover for the bottle with mixture during the first five days.

PREPARED: CHECKED:
NIÑA P. LAÑO MELCHOR C. BAUIT
Science Teacher High School Administrator