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SCIENCE GRADE 7
FIRST QUARTER
CONTENT
1. Use of models
2. The Particle model
and changes of
state
3. Planning, following,
and recording
scientific
investigations
4. Solutions,
solubility, and
concentration
CONTENT STANDARDS
1. Scientists use models to
explain phenomena.
2. The particle model
explains the properties of
solids, liquids, and gases
and the processes
involved in changes of
state.
3. Diagrams and flowcharts
are very useful in
demonstrating and
explaining the motion and
arrangement of particles
during changes of state.
4. There are specific
processes for planning,
conducting, and recording
scientific investigations.
5. The properties of
solutions such as
solubility and reaction to
litmus determine their
use.
LEARNING COMPETENCY
1. recognize that scientists use models to explain phenomena that cannot be easily
seen or detected;
2. describe the Particle Model of Matter as “All matter is made up of tiny particles
with each pure substance having its own kind of particles.”;
3. describe that particles are constantly in motion, have spaces between them,
attract each other, and move faster as the temperature increases (or with the
addition of heat);
4. use diagrams and illustrations to describe the arrangement, spacing, and relative
motion of the particles in each of the three states (phases) of matter;
5. explain the changes of state in terms of particle arrangement and energy
changes:
a. solid → liquid → vapor, and
b. vapor → liquid → solid;
6. follow appropriate steps of a scientific investigation which includes:
a. Aim or problem,
b. Materials and equipment,
c. Method or procedures,d. Results including data, and
e. Conclusion.
7. make accurate measurements using standard units for physical quantities and
organize the collected data when carrying out a scientific investigation;
8. identify the role of the solute and solvent in a solution;
9. express quantitatively the amount of solute present in a given volume of solvent;
10.demonstrate how different factors affect the solubility of a solute in a given
solvent, such as heat;
11.identify solutions, which can be found at home and in school and that react with
litmus indicator, as acids, bases, and salts; and
12. demonstrate proper use and handling of science equipment.
SECOND QUARTER
CONTENT
1. Science equipment: the compound microscope
2. Plant and animal
cells
3. Cellular
reproduction
4. Levels of biological
organization
5. Trophic levels and
the transfer of
energy
CONTENT STANDARDS
1. Familiarity and proper use of a compound microscope are essential to observe cells.
2. The organelles of plant and animal cells can be identified using a compound microscope.
3. Cells are the basic unit of life and mitosis, and meiosis are the basic forms of cell division. 4. Fertilization occurs when a male reproductive cell fuses with a female reproductive cell. 5. Sexual reproduction is the basis of heredity. 6. The level of biological organization provides a simple way of connecting the simplest part of the living world to the most complex. 7. Identifying trophic levels helps understand the transfer of energy from one organism to another as shown in a food pyramid.
LEARNING COMPETENCY (Click Download Files: Slide, DLL, DLP, COT, Quiz/Activity etc.)
1. Identify the parts and functions, and demonstrate proper handling and storing of a compound microscope;
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2. Use proper techniques in observing and identifying the parts of a cell with a microscope such as the cell membrane, nucleus, cytoplasm, mitochondria, chloroplasts, and ribosomes;
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3. Recognize that some organisms consist of a single cell (unicellular) like in bacteria
and some consist of many cells (multicellular) like in a human;
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6. Explain that genetic information is passed on to offspring from both parents by the process of meiosis and fertilization;
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7. Differentiate sexual from asexual reproduction in terms of: a) number of parents
involved, and b) similarities of offspring to parents;
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THIRD QUARTER
CONTENT
1. Balanced and
unbalanced forces
2. Motion:
displacement and
velocity
3. Distance-Time
graphs
4. Identifying and
controlling
variables
5. Heat transfer
CONTENT STANDARDS
1. Scientists and engineers
analyze forces to predict
their effects on
movement.
2. Vectors differentiate the
concepts of speed and
velocity.
3. Graphing motion provides
more accurate predictions
about speed and velocity.
4. The particle model
explains natural systems
and processes.
5. Scientists and engineers
conduct innovative
research to find solutions
to the current global
energy crisis by seeking
renewable energy
solutions.
LEARNING COMPETENCY (Click Download Files: Slide, DLL, DLP, COT, Quiz/Activity etc.)
1. Identify that forces act between objects and can be measured.
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2. identify and describe everyday situations that demonstrate:
a. balanced forces such as a box resting on an inclined plane, a man
standing still, or an object moving with constant velocity;
b. unbalanced forces, such as freely falling fruit or an accelerating car;
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3. Draw a free-body diagram to represent the relative magnitude and direction of the
forces involving balanced and unbalanced forces;
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4. Identify that when forces are not balanced, they can cause changes in the
object’s speed or direction of motion;
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5. Explain the difference between distance and displacement in everyday situations
in relation to a reference point;
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6. Distinguish between speed and velocity using the concept of vectors;
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7. Describe uniform velocity and represent it using distance-time graphs;
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8. Explain the difference between heat and temperature;
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9. Identify advantageous and disadvantageous examples of conduction, convection,
and radiation;
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10. Explain in terms of the particle model the processes underlying convection and
conduction of heat energy; and
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11. Gather information from secondary sources to identify and describe examples of
innovative devices that can be used to transform heat energy into electrical
energy.
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FOURTH QUARTER
CONTENT
1. System models
2. Earthquakes
3. The Sun’s
influence on Earth
CONTENT STANDARDS
1. Rapid movements along normal, reverse or strikeslip faults cause earthquakes.
2. The damage or effects on communities depend on the magnitude of and distance from an earthquake. 3. Sunlight is the Earth’s external source of energy.
4. Solar energy influences the atmosphere and weather patterns.
5. The revolution, rotation,
and the tilt of the Earth
explain the patterns of
day and night and the
seasons.
LEARNING COMPETENCY (Click Download Files: Slide, DLL, DLP, COT, Quiz/Activity etc.)
1. Classify geological faults according to the angle of the fault plane and direction
of slip;
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2. Use models or illustrations to explain how movements along faults generate
earthquakes and identify and explain which types of faults are most likely to
occur in the Philippines and explain why;
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3.Describe how the effects of earthquakes on communities depend on their
magnitude;
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4. Use the PHIVOLCS Faultfinder or other reliable information source to identify
where the nearest fault system is located from their community and assess the
risk of earthquakes to their local community;
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5. Make models of fault scenarios to illustrate:
a. the epicenter of an earthquake from its focus,
b. the intensity of an earthquake from its magnitude, and
c. how underwater earthquakes may or may not generate tsunamis;
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6. Refer to the local disaster readiness plans to demonstrate what to do during and
after an earthquake;
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7. Explain how earthquakes result in tsunamis that devastate shoreline
communities;
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8. Describe procedures that the authorities have in place to alert communities of
pending tsunamis and what procedures can be implemented should a tsunami
impact a community;
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9. Explain how energy from the Sun interacts with the atmosphere;
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10.Make a physical model or use drawings to demonstrate how the tilt of the Earth
relative to its orbit around the Sun affects the intensity of sunlight absorbed by
different areas of Earth over a year;
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11.Explain, using models, how the tilt of the Earth affects the changes in the length
of daytime at different times of the year; and
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12. Explain how solar energy contributes to the occurrence of land and sea breezes,
monsoons, and the Intertropical Convergence Zone (ITCZ).
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