CSM LP 2015 - 2016 PDF

June 1 5, 2015
Day 1
I. Objectives:
1. Introduce oneself;
2. Explain the requirements in the subject; and
3. Define School Rules and Regulations
II. CONTENT:
A. Topic: School Rules and Regulations
Subject Requirements
B. Reference: Students Handbook
III. Learning Tasks
A. Daily Routine
Checking of attendance
B. Activity:
Welcome students to class/ Getting acquainted with each other

Explain classroom rules and daily procedures
Find-out what students already know (KWL)
Discuss course topic for the first grading period
C. Analysis
Why should we follow classroom rules and daily procedures?
D. Abstraction
SCNHS School Rules and Regulations
E. Application
How can you make yourself a good student?
IV. Extended activity/Agreement
Assignment: in a crosswise, explain why do we need to study science and technology?
CSM Lesson Plan SY 2015 - 2016
Day 2
I. Objectives
1. Give examples of science and technology activities or products that make life more enjoyable and
comfortable; and
2. Show interest in science and technology.
II. CONTENT
A. Topic: Why Study Science and Technology
B. Reference: Integrated Science 1
III. Learning Tasks
A. Daily Routine
Recall and motivation
B. Activity
Group activity : Make a poster that shows why do we need to study Science and Technology
Group Presentation
C. Analysis
What are the inventions that have made your life enjoyable and comfortable?
Which of these products can you live without? Not live without? Explain your answer.
D. Abstraction
Appreciate the influence of Science and Technology in our lives.
E. Application
Have the students submit a one-page essay about the importance of Science & Technology
and how it affect their lives.
Day 3
Pre-Test (50 items)
Day 4
Checking of Pre-Test and recording
Overview of the topics to be discussed for the first quarter
Note: Acacia (Vacant: every Monday); Apitong (Vacant : every Thursday) & Kamagong (Vacant : every Friday)
June 8 11, 2015

Note: June 12, 2015 (Holiday: Independence Day)
Day 1 & 2
I. Objectives:
1. Explain Scientific Methods; and
2. Describe Scientific Methods of doing investigations
II. CONTENT
A. Topic: Scientific Method of Solving Problems
B. References: Integrated Science 1
www.sciencebuddies.org
III. Learning Tasks
A. Daily Routine
Priming/Motivation (Spelling test)
B. Activity: The story of Thomas Alva Edison
Read the article and answer the self-test given after reading the article.
The Story of Thomas Alva Edison
Thomas Alva Edison once noticed that when electricity flowed through a piece of iron wire, the
iron wire became red hot. The wire glowed brightly, but not bright enough to light a room. When he
used a thinner piece of iron wire and allowed electricity to pass through, the wire glowed. But he
wanted greater brightness. He tried other metals. Finally he discovered that a thin piece of tungsten
wire could actually glow so bright that it could light up a room.
But he also saw the glow did not last long. After a few minutes, the wire had burned to ashes.
He wondered why. He knew that oxygen is needed in burning. Using a machine he pumped out all the
air inside the bulb. He enclosed the tungsten wire in what he thought was already an oxygen-free bulb.
He tested the bulb. The bulb glowed longer than before. What he wanted was a bulb to glow longer and
give light steadily, so he continued with his experiment.
He pumped out all the air or gases inside the tube and test the bulb. He repeated these steps
over and over again getting several bulbs busted in the process. He did not lose hope. He continued with
the experiment until finally the tungsten wire glowed steadily and brighter. He knew that he succeeded.
He invented the incandescent light bulb.
Source: Science and Technology I, SEDP Series, DECS pp. 3-4.
C. Analysis
Answer the following questions:
1. What was the problem of Thomas Alva Edison in his experiment?
a. Where does electricity come from?
b. What makes an iron glow?
c. How to make a wire glow brighter?
d. How to make a light enough to lit a room using a wire?
2. What was his hypothesis in making the wire glow brighter?
a. The thinner the wire, the brighter will be the bulb.
b. Tungsten wire can produce more brightness than ordinary wire.
c. Tungsten wire can light longer in oxygen-free bulbs.
d. The more oxygen in the bulb, the less glow is produced
3. What was the basis of the hypothesis?
a. What is produced when electricity is allowed to pass through a piece of iron wire?
b. What reaction tungsten wire has compared to the piece of iron wire?
c. What would it be like when there is no electricity?
d. Which type of metal glow brighter?
4. Which of the following methods of solving a problem is applied to Edisons case?
a. popular method
c. trial and error method
b. serendipity
d. scientific method
5. What personal trait helped Thomas Edison invent the incandescent bulb?
a. persistence
c. patience
b. resourcefulness
d. All of these
D. Abstraction
What are the different steps or scientific methods of solving a problem?
E. Application
Your house is located in a congested residential area in Manila. The place is so congested. You
have a 4eighbour who owns a piggery. Knowing the characteristics of this business, and being
one of the members of the community, what should you do? Will you complain against the
owner? Why or why not?
State the problem.
Give ways on how to solve the problem without resorting to quarrel.
IV. Extended Activity
Using a medicine dropper and water, a student determines the number of water drops that
different sizes of coins can hold. He gathers the data and records them in the table below
.
Number of Water Drops
No. of Trials
1
2
3
Average
10-peso
45
47
48
47
5 peso
53
52
54
53
1-peso
34
30
32
32
25-centavo
15
17
17
16
1. What is the problem of the student in this experiment?

a. size of the coins
b. total amount of coins
c. type of medicine dropper
d. amount of water drops that different sizes of coin can hold
2. By looking at the data, which coin holds the greatest number of water drops?
a. a 10-peso coin
b. a 5-peso coin
c. a 1-peso coin
d. a 25 centavo coin
3. Which factor do you think has something to do with the differences in the number of water
drops a coin can hold?
a. distance of medicine dropper from the coin
b. sizes of the coins
c. diameter of the dropper
d. all of the above
4. If you want to verify whether the size of the coins affects the number of water drops that a coin
can hold, which of the following hypothesis will you test?
a. The farther the distance of the dropper, the more water drops the coin can hold.
b. The bigger the diameter of the dropper, the more water drops the coin can hold
c. The bigger the size of the coin, the more water drops it can hold.
d. The bigger the water drops, the more each coin can hold.
5. Proving the hypothesis the bigger the size of the coin, the more water drops it can hold,
which of the following variables will remain unchanged?
a. amount of pressure on the rubber of the medicine dropper
b. distance of the dropper from the coin
c. size of the medicine dropper used
d. size of the coins
6. Which of the following can you identify as the responding variable?
a. number of water drops
b. size of the coin
c. diameter of the dropper
d. kind of medicine dropper
7. Where should you base your conclusion or generalization?
a. gathered data
b. results of the series of experiment performed
c. direct observations
d. all of the above
Day 2
Extended Activity:
Science Process Skills
Answer the following in your notebook:

1. Identify one object in your classroom and give one qualitative observation using each of your senses
except the sense of taste (8pts.)
2. Rice is the staple food of Filipinos, describe the taste of rice (1pt.)
3. What is the height of the tallest and shortest in your section?
Note:
Observing : is using our 5 senses such as sight, smell, touch, taste and hearing
Qualitative observation : is when you use only your senses to obtain information
Quantitative observation : is when you include a reference to some standard unit of measure.
Day 3 & 4
I. Objectives
1. Recognize the Scientific attitudes needed to become successful in whatever one is doing; and
2. Take pride in the achievements of scientists and inventors
II. CONTENT
A. Topic: What Makes a Scientist
III. Learning Tasks
A. Daily Routine
B. Activity:
Read and study scientific attitudes on pages 6 7, Science & Technology Integrated Science 1.
C. Analysis
What are the characteristics of a man with proper scientific attitude?
D. Abstraction
Scientific Attitudes
1. Open-mindedness
2. Critical-mindedness
3. Objectivity
4. Curiosity
5. Careful judgement
6. Rationality
7. Intellectual honesty
8. Humility
9. Creativity
E. Application
Which of the scientific attitude do you possess? Do you think you can develop these attitudes
as you progress in our science class?
IV. Evaluation
Scientists and their Scientific Attitudes
A. Find out the traits scientists demonstrate from the given information about them. Write it
under the second column.
Scientist
1) Galileo Galilei was curious about the
heavenly bodies when he saw them the
first time using a telescope. He was the
first person to study the moon, the sun, the
planets and the stars. What scientific trait
did he possess?
2) Johannes Kepler discovered that the
planets follow an elliptical orbit and that
their motion could be used to predict the
planets motion in the future. His discovery
did not agree with the previous description
of the planetary motion. He rejected the
old idea because evidences supported his
new findings. What scientific trait did he
possess?
3) Isaac Newton formulated the three laws of
motion. He built his laws on the previous
work of Galileo and others. But then he did
not claim Galileos work as his own. What
scientific trait did he possess?
4) Dr. Luz Oliveros-Belardo is a national
scientist whose systematic studies of
various local plants have led to the
production of various new substances
called essential oils which our now used in
perfumes, medicine, and food. What
scientific trait did she possess?
5) Dr. Ricardo M. Lantican is a highly
respected scientist. He is an expert in plant
breeding. He is successful in his research
on
cytoplasmic
inheritance
of
hypersensitivity to a disease in maize. He is
a man who accepts statement as a fact
only if it is supported by convincing proofs.
What scientific trait did he possess?
6)
Trait
1)
2)
3)
4)
5)
Dr. William Padolina is best known for his

role in the development of biotechnology.
He was cited for his pioneering researches
in the field of chemistry and biotechnology.
He considers the evidences carefully before
formulating a conclusion. What scientific 6)
attitude did he possess?
June 15 19, 2015

Day 1 & 2
I. Objective:
1. Identify the different types of laboratory equipment used in science laboratory classes,
II. CONTENT
A. Topic: Common Laboratory Equipment used in Science Class
III. Learning Tasks
A. Daily Routine
B. Activity :
Some Common Laboratory apparatus and their uses
Study the different apparatus grouped in each box.
Erlenmeyer flask
Florescence flask
Test Tubes
Test tube
rack
Glass plate
Dropping bottle
Reagent bottle
Specimen bottles
Figure 1: Some apparatus used for storing liquids
Medicine dropper
Erlenmeyer
flask
Graduated cylinder
Volumetric Flask
Burette
10
11
12
C. Analysis
What are the common equipment used in Science Laboratory Class?
Classify laboratory equipment according to functions.
D. Abstraction
There are varieties of instruments available for use when performing scientific activities or
experiments.
E. Application
Given four laboratory apparatus: spring balance, graduated cylinder, microscope and test tube.
Which will you use to get the mass of water?
You are asked by your teacher to clean the test tube. What should you use?
What will you use to transfer liquid to another bottle without spilling?
IV. Evaluation
Matching Type: Shown in Column A are the drawings of some common laboratory apparatus listed. In
Column B are the uses of these apparatus. Draw a line that connects each apparatus
with its use.
COLUMN A
APPARATUS
1.
beaker
COLUMN B
USES
A. used to transfer small amount of liquid from

the reagent bottle to a test tube
B. used to clean test tubes or

2.
spring balance
alcohol lamp
glassware with narrow opening
C. used to measure the volume of liquid
13
4.
graduated cylinder
5.
evaporating dish
D. used in evaporating the liquid substances

when heating
E. used to measure the mass of an object
F. used to hold liquid / solution to be tested
6.
crucible tong
7.
8.
9.
test tube
test tube brush
mortar & pestle
G. used to hold hot materials
H. used to pulverize solid materials to make it

in powder form
I. used to contain liquids or solution in large

amount
J. used for heating substances

10.
medicine dropper
14
Day 3
I. Objectives
1. Define solution; and
2. Differentiate solvent from solute
II. CONTENT
A. Topic: Understanding Solution and the Dissolving Process
B. Reference(s): Science G7 Learners Material (Q1 & 2)
III. Learning Tasks
A. Daily Routine
B. Activity:
Read the selection about solutions on pages 1 to 2, Science G7 Learners Material (Q1 & 2)
Given the following table below, identify the components of each given samples:
Solutions
1. Ice cold tea
2. Hot chocolate
3. Toyomansi
4. Brewed coffee
5. Salt solution
6. Vinegar
Solute
Solvent
C. Analysis
Differentiate solute from solvent
Is water a universal solvent? Why?
Define Solution
D. Abstraction
Solute the one dissolved and present in lesser quantity
Solvent the dissolving medium and component of the solution in greater quantity
Solution single phase, homogeneous mixture whose component are distributed throughout.
IV. Evaluation
It was 3:00 p.m. when Zyreen woke up from her afternoon nap. Feeling hungry, she prepared an egg
sandwich and an orange juice. In preparing her orange juice , she used orange powder and ice cold
water then mix the solution well by stirring.
Identify the following:
a. Solute: _________________________________
b. Solvent: _________________________________
15
Day 4
I. Objectives:
1. Describe the observable characteristics or properties common of common solutions found at home
or in stores; and
2. Present the data gathered in table form to show the different properties of common solution.
II. CONTENT
A. Topic: What Solutions do You Find in Your Home
III. Learning Tasks
A. Daily Routine
B. Activity:
Do Activity 1 found on page 2, Science G7 Learners Material (Q1 & 2)
Make a table similar to the one below:
Products or Solutions Found at Home or in Stores
Characteristics
C. Analysis
What observable characteristics or properties common to products or solutions that you have
identified and listed?
Give examples of naturally occurring solutions.
Give examples of manufactured or processed solution
16
D. Abstraction
Solution is not always a liquid, it can be solid, liquid or gas.
Solutions can occur naturally or it can be manufactured or processed
IV. Evaluation
Identify the following solutions whether they are naturally occurring or manufactured solutions:
1. Gasoline
2. Seas
3. Air
4. Steel
5. Brass
6. Rain water
7. Blood
8. Vinegar
9. Wine
10. Brewed coffee
17
June 22 26, 2015

Day 1
I. Objectives:
1. Describe the properties of solutions based on observations; and
2. Explain how solutions are formed.
II. CONTENT
A. Topic: What are the Properties of Solutions
III. Learning Tasks
A. Daily Routine
B. Activity: Group Activity
Do Activity 2 found on page 4, Science G7 Learners Material (Q1 & 2)
See attached activity sheet
Group presentation of data gathered
C. Analysis
Based on the activity, what are the common properties of solution?
Differentiate homogeneous from heterogeneous solution
Which of the given samples are solution?
D. Abstraction
Explain how solutions are formed
Describe the common properties of solutions
E. Application/Valuing
What happens when we throw substances in rivers and streams and they do not dissolve?
What will happen if we throw substances in rivers and streams that can be dissolved, but are
toxic?
IV. Evaluation
Identify the following:
1. Milk
2. Antibiotic
3. Mud
4. Tea
Solution or Not Solution

5. Brewed Coffee
6. Gasoline
7. Chalk powder
8.Flour
9. Wine
10. Liquor
18
Day 2 & 3
I. Objectives:
1. Determine how much solid solute completely dissolves in a given volume of water; and
2. Compare and contrast saturated, unsaturated, and supersaturated solutions.
II. CONTENT
A. Topic: SOLUBILITY OF SOLUTIONS: Describing Saturated, Unsaturated and Super Saturated Solutions
III. Learning Task

A. Daily Routine
Checking of Attendance
Recall and Motivation
B. Activity
WHAT IS THE EVIDENCE THAT A SOLUTION IS SATURATED?
Objectives:
1. Determine how much solid solute completely dissolves in a given volume of water; and
2. Describe the appearance of a saturated solution.
Materials needed:
2 tablespoon of sugar (note: 1 tablespoons = 2 teaspoon)
5 mL water
Graduated cylinder
Stirrer/spoon
Glass/Disposable cup
Procedure:
1. Put 5 mL of water in a small clear transparent cup. Add teaspoon of sugar and stir (observe the
appearance of the solution).
2. To the sugar solution in step no. 1, add teaspoon sugar, a small portion at a time and stir the
solution to dissolve it. At this point, you have added 1 teaspoon sugar.
3. Add teaspoon of sugar to the solution in step no. 2 and stir the solution. At this point you have
added 1 teaspoon of sugar.
4. Use the teaspoon to dissolve as much of the sample as possible. Record in Table below if it will
dissolve completely, partially, or not at all.
5. Continue adding teaspoon of sugar to the same cup until the added sugar no longer dissolves.
19
Data Table for Activity 4

Sample
teaspoon
1 teaspoon
1 teaspoons
2 teaspoons
Sugar
Questions to Answer:
1. How many teaspoons of sugar have you added until the sugar no longer dissolves? ___.
(Note: in this step, you will observe that there is already excess sugar which did not dissolve)
2. How many teaspoons of sugar dissolved completely in 5mL of water? ______________.
(Note: This is now the maximum amount of sugar that will completely dissolve in 5mL of water)
C. Analysis
1. What happened to sugar when added to 5ml of water?
2. How many teaspoons of sugar have you added until it no longer dissolves?
3. How many teaspoons of sugar dissolved completely in 5 ml of water?
4. In the activity performed, which is unsaturated, saturated, and supersaturated solution?
D. Application
Why do doctors advise us to drink at least 8 to 10 glasses of water daily?
E. Evaluation
1. If a solution can hold more solute (it is not full yet) it is: ______________________
2. If a solution cannot hold anymore solute (it is full) it is: _______________________
3. If a solution holds more solute than it should be able ( it is over full) it is:
_____________________
Identify the solute and which is the solvent in the following solution:
4. Powdered Juice and water:
Solvent: ___________________
Solute: _____________________
5. Salt water
Solvent: ___________________
Solute: _____________________
IV. Assignment:
Study the topic about concentration of solution on pages 10 12, G7 Learners Material
20
Day 4
I. Objective:
1. Differentiate dilute solution from concentrated solution by the way they look; and
2. Explain the concept of concentration of solution.
II. CONTENT
A. Topic: Describing the concentration of solution by the way they look
III. Learning Task
A. Daily Routine
B. Activity
CAN YOU TELL THE DIFFERENCE BETWEEN SOLUTIONS BY THE WAY THEY LOOK?
Teacher Demonstration: Concentration of Solutions
Materials
food color (blue, yellow, or green)
medicine droppers water
4 clear, transparent bottles
Stirrer
Procedure (Part 1)
1. Label the clear, transparent bottles with numbers 1 to 4.
2. Place one drop of food color in bottle #1.
3. Add 50 mL water to the food color in bottle #1 and stir the solution.
4. Place 10 drops of food color in bottle #2.
6. Show the class bottles #1 and #2 and ask them to differentiate the two bottles.
Procedure (Part 2)
2. Add 20 mL water in bottle #3 and stir the solution.
5. Show the class bottles #3 and #4 and ask them to differentiate the two bottles.
21
After the demonstration, student should be aware that concentrated solutions can be prepared
either by adding more solute and keeping the amount of solvent the same or keeping the
amount of solute the same and reducing the amount of solvent.
C. Analysis
Based from the simple demonstration that you observed, describe the concentration of solutions:
1. Qualitatively (by simply observing their appearance)
2. Quantitatively (by comparing the number of drops per volume of water)
D. Abstraction
Differentiate dilute solution from concentrated solution
IV. Assignment:
Study the ways of expressing concentration of solution quantitatively.
22
June 29 July 3, 2015

Day 1 - 4
I. Objectives:
1. Explain the concept of concentration of solution; and
2. Be able to solve problems on concentration of solutions.
II. CONTENT
A. Topic: Calculating the Concentration of solution.
III. Learning Task
A. Daily Routine
B. Activity
COMPUTATION/PROBLEM SOLVING
1. How many ethyl alcohols are present in a 50 mL bottle of rubbing alcohol?
2. A one peso coin has a mass of 5.5 grams. How many grams of copper are in a one peso coin
containing 75% copper by mass?
C. Analysis
What is the significance of knowing how to get the percentage concentration of a solution?
D. Abstraction
What are the formulas used in computing the following percentage concentration of a solution?
% concentration by Volume
% concentration by Mass
Mass of Solute
Volume of Solution
E. Application
When you buy rubbing alcohol, which one would you choose, 30% ethyl alcohol at P 23.00 or 70%
alcohol at P 28.00? Why? (Assume equal volumes of rubbing alcohol)
IV. Evaluation
Calculate the percentage concentration of the following solutions:
a. 20mL ethanol in 60 mL solutions.
b.12g of salt in 72g solution.
23
July 6 - 10, 2015

Note: July 9 Class suspended due to heavy rains
Day 1 & 2
I. Objectives
1. describe the factors affecting solubility- the nature of the solute and the solvent, temperature, stirring
and particle size; and
2. compare the rate of solubility of some substances.
II. Topic: Factors Affecting Solubility
III. Learning Tasks
B. Daily Routine
B. Activity: Demonstrations
Demonstrate the effect of temperature, effect of stirring and the size of particles on the rate of
dissolution.
1. Particle size
Place equal amounts of refined (iodized salt) and rock salt in two separate test tubes.
Add 5 mL of water into each of the test tube.
Take note of the time it takes for the salt to dissolve.
2. Effect of temperature
In one test tube put 10Ml of hot water and put another 10mL of cold water into another test
tube.
Add about 1 teaspoon of salt or sugar to each test tube.
Take note of the time it takes for the salt or sugar to dissolve
3. Stirring
Put equal amount of salt or sugar at the bottom of two beakers.
Slowly add 50 mL of water to each beaker
Stir the content s of one beaker and let the other stand undisturbed.
Take not of the time for the salt or sugar to dissolve
C. Analysis
1. Compare the dissolution in each of the following conditions:
a. water + refined salt
water + rock salt
b. hot water + salt (sugar)
ice cold water + salt (sugar)
c. Water + stirred sugar
water + undisturbed sugar
24
2. How does the surface area of solute particles affect solubility?

Which has greater surface area, iodized salt or rock salt? Why?
3. What is the effect of temperature on the solubility of solid in liquid.
D. Abstraction
Summarize the factors affecting solubility
E. Application
Why is it possible to adulterate vinegar with water?
IV. Evaluation
Enumerate the different factors that affect solubility.
25
Day 3
I. Objectives
1. Describe what a mixture is;
2. Differentiate homogeneous (solution) from heterogeneous (colloids, and suspensions) mixtures.
3. Give example of each kind of mixtures.
II. Topic: MIXTURES
III. Learning Tasks
A. Daily Routine
B. Activity:
Let the students perform an activity about mixtures (see attached activity sheet)
C. Analysis
1. Compare the colors of the three systems;
2. Which of the 3 mixtures is/are homogeneous?
3. Which is clear and transparent, meaning no particles are observable?
4. Which has fine particles that do not settle? Are these particles visible to the naked eye?
5. Which mixture has a big particles that tends to settle at the bottom of the container?
6. Which exhibits tyndal effect?
7. What is mixture?
D. Abstraction
Describe and give examples of the different kinds of mixtures:
suspension
colloids
solution
E. Application
List 5 to 10 mixtures that are found in the kitchen or at home and classify them whether they are:
suspension
colloids
solution
IV. Evaluation
1 10 Quiz
26
July 13 17, 2015

Day 1 & 2
I. Objectives:
know some information about the elements that may be found in the periodic table;
identify the group number an element it belongs to; and
appreciate the importance of knowing the symbols and names of elements.
II. CONTENT
A. Topic: The Periodic Table: Its Element-ary!
III. Learning Tasks
A. Daily Routine
B. Activity:
Activity 6. The Periodic Table. See attached activity sheet.
C. Analysis
What is the convention in writing or giving symbols of element?
What are the origins of the names of the elements?
D. Abstraction
All matter in the universe is composed of elements.
Each element is represented by symbols.
The symbol for most elements consists of the first one or two letters of the name of the element.
The first letter of the element is always capitalized. If a second letter is used it must be lowercase.
Chemical symbols are a shorthand way to write chemical formulas of compounds.
E. Application
Use a modern periodic table:
On the basis of the names of the elements, list down elements, which you think are named after
each of the following. (Have at least 3 elements in each lisct)
1. Place/town/country
2. Ancient name /Person
IV. Evaluation
Short quiz: Identification & naming of symbols (10 items)
27
Day 3 & 4
I. Objectives
1. be familiar with the layout of the periodic table;
2. know some information about the elements that may found in the periodic table;
3. use the periodic table to predict the chemical behaviour of an element.
II. Topic: The Periodic Table
III. Learning Tasks
A. Daily Routine
B. Activity:
Using a periodic table, let the students study its parts and how it was arrange. Let them identify the
metals, non-metals and metalloids.
C. Analysis
1. How many elements are there in a periodic table?
2. How were the elements arranged or grouped in the periodic table?
D. Abstraction
Each element in the periodic table is represented by a chemical symbol.
Elements are grouped as follows:
E. Application
IV. Evaluation
1 10 Quiz
28
July 20 - 24, 2015

Note: July 22 Hermano Pules 200th Birth Anniversary
Day 1 to 4
I. Objectives
At the end of the activities, the students should be able to:
1. State the operational definition of acids and bases;
2. testing for acids and bases in commonly-used materials; and
3. discuss the significance of knowing the characteristics of acids and bases in relation to the
environment.
II. CONTENT
A. Topic: Acids and Bases in Matter
B. Reference(s): Any Integrated Science or Physical Science Textbook
C. Materials: refer to the Student Activity Sheet
III. Learning Tasks
A. Daily Routine
Bring out Kalamansi, green mango, and unripe sampalok. Call out 3 volunteers to come near
the teachers table. Give a piece of kalamansi to the first, a slice of green mango to the second,
and a piece of unripe sampalok to the third. Ask them to chew their respective fruit then ask
the rest of the class to describe their facial expressions. What seems to be the problem of the
three? What could be the reason for their unusual expressions? Ask further questions until
students relate acids to sour taste.
Ask the students, if acidic foods taste sour, how about basic foods? Tell them that there are
materials, other than foods. that are either acidic or basic but they cannot be identified
through tasting . Another way is through the use of acid-base indicator. In this activity they will
further differentiate acids and bases using pH or litmus paper.
B. Activity: Testing the Indicators with Acids and Bases
1. Label 5 test tubes A to E and line in a test tube rack.
2. Fill each test tube with 5 mL of the liquids as shown in the figure below.
A
muriatic
acid
B
C
D
E
calamansi
distilled
soap
sodium hydroxide
extract
water
solution
solution
29
3. Get 5 pieces of the dry paper indicator. Spread out in a petri dish as in the figure below.
4. Place 1-2 drops of the corresponding solution onto the paper indicator. Note down the
changes in color of the paper indicators. For better results, place a white bond paper under
the petri dish. Tabulate your observations. Remember these colors because they will be your
basis of comparison in identifying other materials.
5. Keep the remaining indicator paper in tightly covered vials. This can last for several months.
Do the same to the liquid indicator. You will use these in the Activity 8-4b.
Data
Table 1
Solution
Muriatic acid
Calamansi
Distilled water
Soap solution
Sodium hydroxide
Nature of Solution
Strongly acidic
Weakly acidic
Neutral
Weakly basic
Strongly basic
Color change on Indicator Paper
C. Analysis
1. Which of the materials is/are strongly acidic? Weakly acidic?
2. Which of the materials is/are strongly basic? Weakly basic?
3. Which of the materials is/are neutral?
4. Why do we study acids and bases? Explain
5. In what way is pH related to soil characteristics?
6. Research on the application of acids and bases in agriculture.
D. Abstraction
The word acid and alkaline (older term for base) are derived form direct sensory experience. Acid
comes from the Latin word acere meaning sour. All acids taste sour. Vinegar, fruit extract and
juices tastes sour. Aspirin tastes sour if you let it stay awhile in your mouth. Its chemical name is
acetylsalicylic acid.
The word base, unlike acid, is not related to taste. All bases taste bitter. Mustard and ampalaya
taste bitter. Cough syrup and many medicines taste bitter. Manufacturers add sugar and other
flavorings to medicines to hide the bitter taste of the active ingredients. Bases feel slippery,
sometimes people say soapy. This because they dissolve the oils from your skin and this reduces
friction between your thumb and another finger as you rub them together. In essence the base is
making soap out of you.
30
Acids and bases destroy each other s properties to produce a new substance, generally called salt.
This type of reaction is called neutralization.
Chemists use the pH scale to express how acidic (like an acid) or basic (like a base) a substance is.
A pH value below 7 means that a substance is acidic, and the smaller the number, the more acidic
it is. A pH value above 7 means that a substance is basic, and the larger the number, the more
basic it is. The closer the pH of a substance to zero, the more acidic it is. Conversely, the closer the
pH of a substance to 14, the more basic it is.
Points to remember:
Indicators show the presence of an acid or base in a substance by changing colors at different
values or pH ranges.
The pH scale is used to measure the degree of acidity and basicity.
Acids and bases are found everywhere: in the homes, in schools, in the streets.
Acids and bases have wide applications in the arts, industry, and agriculture.
Acids and bases affect the environment.
E. Application
Why do we study acids and bases?
1. Acids and bases are studied because many substances that we use daily contain acids and bases.
They are found in food (citrus fruits, ) , in cleaning materials (soap, toothpastes, cleansers).
2. Acids have applications in arts (etching), in industry (fertilizers, vegetables explosives, dyes),
transportation (batteries) and the home (baking, preserving, cooking).
3. Bases have applications in industry (leather tanning), and agriculture (liming soils and lakes).
4. Acids and bases affect the human body (ulcers, excess use of antacids, stomach upset)
5. Acids affect the environment (acid rain and corrosion, acid lakes and rivers)
IV. Evaluation
Applying what they have learned, ask the students to find within and outside the building various
acid and base products. Let them work in groups. The group that can identify the highest number of
acids and bases will get additional grade points.
V. Agreement/Assignment
1. Research Project: Have students, research in groups and report on the importance of pH levels
in a public swimming pool, in soils, and a landfill site.
2. List some acids and bases and state their uses.
31
July 27 31, 2015

Day 1 and 2
I. Objectives
1. Differentiate acids from bases; and
2. Identify acids and bases in household and environment.
II. Topic: Acids and Bases
III. Learning Tasks
A. Daily Routine
B. Activity:
Test different substances if they are acids or bases using litmus paper.
Make a table as follows:
Substances
1. Vinegar
2. Baking soda
3. Soap
4. Shampoo
5. Distilled water
7. Coffeee
Color
Acid/Base
C. Analysis
1. Based on the activity, which of the following samples or substances that are acidic? Basic?
2. Differentiate acids from bases.
3. What are acids and bases around us?
D. Abstraction
Acids are compounds that tend to give up hydrogen ion. They are usually sour. They react with
bases to form salt and water. Bases are compounds that tend to receive a hydrogen ion. They are
usually bitter. They react with acids to form salt and water.
E. Application
Create a simple poster about acid and bases in our environment.
IV. Evaluation
1 10 Quiz. Identification of acid, basic and neutral substances.
32
Day 3 and 4
I. Objectives
1. Demonstrate awareness on elements and compounds found on food labels;
2. Cite elements essential to life, their source, function, and conditions that may result from their
deficiency.
II. Topic:
Some Elements Essential to Life
III. Learning Tasks

A. Daily Routine
B. Activity:
Let the students read and study elements essential to life on page 40 of G7 Science Learners
Material
C. Analysis
1. Give example of elements that are essential to our life.
2. What are the conditions that may arise from their deficiency?
3. Name an element essential to life and cite its source and function.
D. Abstraction
Elements are said to be the building blocks of matter and they are part of almost anything around
us. Meat fruits and vegetables contain elements that are essential to our health.
E. Application
Make a list of what you have eaten this week. Based from what you have learned, find out which
essential elements have you taken and the corresponding food source that you have eaten.
IV. Evaluation
1 10 Quiz. Enumerate or give examples of minerals essential to our life and explain what will happen if
you have a deficiency of these elements.
33
August 3 7, 2015
Day 1 and 2
I. Objectives
1. Identify the importance of knowing pH; and
2. Determine the pH value of some common mixtures.
II. Topic:
The pH Scale!
III. Learning Tasks

A. Daily Routine
B. Activity:
Let the students read the information sheet found on pages 54 to 57 found on their Science Manual.
C. Analysis
1. What is the importance of pH level in our body?
2. What is the use of pH level in food processing and food preservation?
3. What is the importance of pH in the following:
a. soil
b. metal
c. personal care products
d. rainwater
D. Abstraction
pH plays a very important role not only on our environment but also it affects the processes of our
body, as well as, in some products that we often use.
E. Application
IV. Evaluation
Give or enumerate the importance of pH on people, on plants and animals, as well as, on our
environment.
34
Day 3
I. Objectives
1. Differentiate metals from no metals;
2. Identify elements that are metals and non-metals.
II. Topic:
Metals and Non-metals
III. Learning Tasks

A. Daily Routine
B. Activity:
Let the students read the information sheet found on pages 61 62.
Show different samples of metals and non-metals to students and let them describe its
appearance and color. Let them identify whether it is a metal or non-metal.
C. Analysis
1. Which of the samples look like metals? How about non-metals?
2. Differentiate metals from non-metals using a Venn diagram.
D. Abstraction
How are metals different from non-metals and how are they similar.
IV. Evaluation
1 10 Quiz. Enumeration. Give the general properties of metals and non-metals.
35
Day 4
I. Objective:
1. Identify elements that are metals and non-metals based from the periodic table.
II. Topic:
Metals and Non-metals
III. Learning Tasks

A. Daily Routine
B. Activity:
Identify the elements that are metals and non-metals based from the periodic table of elements.
C. Analysis
1. Which of the elements found on the periodic table are metal? How about non-metal?
2. What are metalloids
3. Which are electrically conductive, metal or non-metal?
D. Abstraction
Elements that are metal and non-metals.
IV. Evaluation
1 10 Quiz. Identify the following elements whether it is a metal or non-metal:
1. N
2. C
3. O
4. H
5. Ca
6. Fe
7. Sn
8. Au
August 10, 2015
9. Fe
10. Ag
Monthly Test (see attached test paper)
Objective:
Evaluate students knowledge on past lessons.
Learning Tasks
Giving Instructions
Test Proper
August 11 13, 2015

Checking of Monthly Test Paper
Objective:
Identify the part where students find difficulties in the test and needs remediation.
36
MOTHLY TEST
Name: _________________________________
Section: _________________
I. Unscramble the clue letters to get the correct answer.

QUESTIONS
1. An element that exhibits brittleness, dull, and with poor heat and
electrical conductivity is considered as ____________.
2. Silicon is an example of ________________ element.
3. An element that exhibits hardness, luster, ductility and malleability
is known as _______________.
4. It can be used to identify whether a compound is acidic or basic.
5. Refers to a scientific guess
6. An impure form of matter
7. A laboratory apparatus used to measure temperature.
8. The most abundant element in our body
9. A process in science that involves the use of five senses.
10. It is the simplest form of matter composed of only one atom.
11. A substance which has a pH level of more than 7 is said to be ____.
12. A homogeneous mixture composed of solute and solvent
13. It has a pH level of 6.9 and below
14. __________ can be formed in the presence of acids.
15. A substance that is composed of two or more elements that is
chemically combined is known as ____________________
Date: _____________
CLUE LETTERS
ANSWER
EAMLNTNO
ETIDALMLO
AELTM
LUSITM ERPAP
ISHOSTHEYP
MIUREXT
ETTERHMOERM
CONARB
CPAOMRING
ELNEMET
BICAS
OLUTISON
ICDACI
SUTR
DCOPOUNM
16-20. The following are familiar elements around you. Classify them whether it is METAL or NON-METAL
_____________16. Iron
_____________17. Helium
__________18. Nitrogen
__________19. Gold
__________20. Iodine
21 -30. Arrange the following steps of the scientific method in correct order by writing numbers 1 to 5.
_______ Drawing a conclusion
_______ Gathering of relevant data
_______ Testing the hypothesis or Experimenting
_______ Identifying problem

_______ Formulating a hypothesis
II. Understanding. Based on the given situation below, choose the best answer of each of the following questions:
Every night, before going to bed, Shaun loves to drink hot chocolate. To prepare his drink, he prepares 3
tablespoon of Lactum choco powder and half teaspoon of sugar in hot water.
31. What is the solvent from the solution Shaun has prepared?
a. Lactum choco powder
b. Hot water
c. Hot chocolate
32. What kind of matter is hot chocolate?
a. compound b. element
c. solution
d. Sugar
d. suspension
One day while Zyreen was unhappily waiting in their home for the rain to stop so that she could play outside.
She noticed a beaker and a blue litmus paper on her mothers desk and wondered where her mother, a
science teacher, uses the beaker and the paper for. Out of curiosity, she got a piece of litmus paper and
examined it near their widow sill. Then using her mothers beaker, she collected a sample of rain water and
dipped the litmus paper on it. Surprisingly, the blue litmus paper turned into red.
37
33. What kind of scientific attitude did Zyreen showed?

a. objectivity
b. rational
c. curiosity
d. honesty
34. What kind of compound is rain water?
a. acidic
b. basic
d. neutral
d. organic
35. What laboratory apparatus did zyreen used to collect rain water samples?
a. litmus paper
b. container
c. beaker
d. window sill
36. If you are to conduct an experiment, what would you use to determine the kind of compound is the rain
water?
a. base
b. acid
c. indicator
d. organic
37. What scientific process did Zyreen do in the paragraph?
a. measuring
b. inferring
c. observing
d. predicting
28 - 30. Identify the following components or constituent elements present in the following compounds:
Compounds
Carbohydrates or C6H12O6
Table salt or NaCl
Water or H2O
Components/constituent elements
28.
29.
30.
31 40. COMPUTATION (5 points each).

Given the following formula:
% concentration by mass = mass of solute
mass of solution
100
Volume of solute = % concentration by volume x volume of solution
1. What is the percentage concentration by mass of 200grams of sugar in 900 grams syrup solution?
2. How many mL of acetic acid are present in 50 mL vinegar containing 75% by volume of acetic acid?
38
August 14, 2015

Teachers Convention @ Lucena City
August 17, 2015

Checking and Recording of Test Paper (First Periodical Exam)
Note: Aug. 19 Quezon Day

Aug. 21 Ninoy Aquino Day
39
Second
Quarter
40
August 18 and 20, 2015

Note: Aug. 19 Quezon Day
Aug. 21 Ninoy Aquino Day
I. Objectives
1. Identify the parts that make up the organism;
2. Describe the function of each part; and
3. Describe how these parts work together in an organism.
II. Topic: What Makes Up an Organism
Reference/s: G7 Science Learners Material
Quarter 1 & 2 pp. 78 80
III. Learning Tasks
A. Daily Routine
B. Activity:
Let the students read the selection on pages 78 to 80 found on their Science Manual and let them
answer the questions that follow.
C. Analysis
Answer guide questions on pages 79 to 80. Q1 to Q 10.
What are organisms? What makes them up?
D. Abstraction
Cell the basic unit of life
Tissues clusters of cells performing one specific function
Organs made of tissues that perform a specific function
Organ Systems groups of organs that performs specific purpose in the human body
Organism a living thing which can be unicellular or multicellular; can be composed of
different organ systems
BIOLOGICAL LEVEL OF ORGANIZATION
cell
tissue
organs
Organ systems
organism
IV. Evaluation
Make your own illustration showing what makes up an organism.
41
August 24 - 28, 2015

Note: Agust 26 NCAE
August 28 - Pagdiriwang ng Buwan ng Wika
I. Objectives
1. Enumerate the different organ systems that make up an organisms or human beings;
2. Describe the function of each part of the human organ system.
II. Topic: What Makes up an Organisms
III. Learning Tasks
A. Daily Routine
B. Activity: Read the following information sheet and answer the questions below:
Human Body Organ Systems
The human body is made up of 11 organ systems that work with one another (interdependently).
These systems include the integumentary system, skeletal system, muscular system, lymphatic
system, respiratory system, digestive system, nervous system, endocrine system, cardiovascular
system, urinary system, and reproductive systems.
1. Integumentary system (skin, hair, nails) Forms the external body covering and protects deeper
tissues from injury. Houses cutaneous receptors, sweat glands, oil glands, and
synthesizes vitamin D.
2. Skeletal system (bones, joints) Supports and protects the bodys organs. Provides a framework
muscles use (movement). Bones also store minerals and create blood cells.
3. Muscular system (skeletal muscles) Maintains posture and produces movement (locomotion).
Produces heat.
4. Lymphatic system (red bone marrow, thymus, lymphatic vessels, thoracic duct, spleen, lymph
nodes) Houses white blood cells (lymphocytes) involved in immunity. Returns leaked
fluid from blood vessels to the blood and disposes debris within the lymphatic
stream.
5. Respiratory system (nasal cavity, pharynx, larynx, trachea, bronchus, lung) Removes carbon
dioxide and continually supplies blood with oxygen. Gaseous exchanges occur in the
respiratory system (lungs).
6. Digestive system (oral cavity, oesophagus, liver, stomach, small intestine, large intestine,
rectum, anus) Breaks down food to be absorbed and eliminates indigestible waste.
7. Nervous system (brain, spinal cord, nerves) Control system of the body, responds to internal
and external changes, activates muscles and glands.
8. Endocrine system (pineal gland, pituitary gland, thyroid gland, thymus, adrenal gland,
pancreas, ovary, testis) Glands from the endocrine system secrete hormones that
regulate many processes like growth, metabolism, and reproduction.
9. Cardiovascular system (heart, blood vessels) The heart pumps blood and blood vessels
transport it. Blood carries oxygen, carbon dioxide, nutrients, waste and more
throughout the body.
10. Urinary system (kidney, ureter, urinary bladder, urethra) Eliminates nitrogenous wastes from
the body. Regulates acid-base, electrolyte and WATER balance of blood.
42
11. Reproductive systems the main function of the reproductive system is to produce offspring.
MALE (prostate gland, penis, testis, scrotum, ductus deferens)
FEMALE (Mammary glands, ovary, uterus, vagina, uterine tube
C. Analysis
Classify the following organs to which organ system does it belong. Write your answer on the
blank.
__________1. Skull
__________6. Stomach
__________2. Muscle
__________7. Heart
__________3. Brain
__________8.Ovary
__________4. Skin
__________9. Lungs
__________5. kidney
__________10. Liver
D. Abstraction
Describe the function of the different organ systems.
IV. Evaluation
Recitation. Sample question: The heart pumps blood that carries oxygen and nutrients to the
different parts of the body. To which organ system does the heart belong?
43
August 31, 2015 Holiday (National Heroes Day)

September 1, 2015
Long Quiz
Direction: Organize the following words by putting in their proper columns on the table below.
Stomach
kidney
femur
trachea
adrenal gland
tricep
tendon
testes
thyroid gland
spinal cord
bronchi
Pituitary gland
lymph
pancreas
heart
lungs
nails
rectum
alveoli
oesophagus
vein
skull
uterus
thymus
ureter
ulna
sternum
brain
hair
intestine
bladder
patella
deltoid
arteries
spleen
Muscular
Reproductive
Respiratory
Skeletal
Nervous
Circulatory
Immune
Urinary
Digestive
Endocrine
Integumentary
Identify what body system does not function well in each of the following situations.
_______________1. After playing hard in basketball game Nigel fractured his legs.
_______________2. The baby always regurgitates (throw up) the milk he drinks.
_______________3. Lennon cannot easily urinate.
_______________4. Rangel has an asthma.
_______________5. Due to hardened artery, Mike has high blood pressure.
_______________6. Cramps
_______________7. Amnesia
_______________8. Having pimples
_______________9. Being acidic
_______________10. Sarah cant bear a child.
44
September 2 - 4, 2015
I. Objectives:
1. Identify the different parts of a cell;
2. Differentiate plant cells from animal cells.
II. Topic: Comparing Plants and Animal Cells
III. Learning Tasks
A. Daily Routine
B. Activity:
Study closely Figures 1 and 2 below. These are diagrammatic presentations of plant and animal
cells and their parts
Figure 1
Figure 2
C. Analysis
1. Which cell parts are found in both cells?
2. Which are present only in animal cells?
3. Which are present only in plant cells?
45
D. Abstraction
Enumerate the different parts of a cell
Compare and contrast the structures of plant and animal cells.
Similarities and differences of plant and animal cells
Organelles
Centrioles
Animal Cell
Round (irregular shape)
Absent
One or more small vacuoles (much
smaller than plant cells).
Present in all animal cells
Chloroplast
Animal cells don't have chloroplasts.
Cytoplasm
Endoplasmic Reticulum
(Smooth and Rough)
Ribosomes
Mitochondria
Golgi Apparatus
Plasma Membrane
Lysosomes
Nucleus
Present
Plant Cell
Rectangular (fixed shape)
Present (formed of cellulose)
One, large central vacuole taking up
90% of cell volume.
Only present in lower plant forms.
Plant cells have chloroplasts because
they make their own food.
Present
Present
Present
Present
Present
Present
Only cell membrane
Lysosomes occur in cytoplasm.
Present
Present
Present
Present
Cell wall and a cell membrane
Lysosomes usually not evident.
Present
Shape
Cell wall
Vacuole
IV. Evaluation
Make a Venn diagram comparing plant and animal cells.
46
September 7 11, 2015

Day 1 & 2
I. Objectives
1. Observe plan and animal cells as seen under microscope.
2. Draw plant and animal cells as viewed under the microscope
II. Topic: Plant and Animal Cell as viewed in the Microscope
III. Learning Tasks
A. Daily Routine
B. Activity:
Viewing of plant and animal cells under the microscope
Let the students describe and draw what they have seen.
C. Analysis
1. How do plant cells look like? How about the animal cells that you have seen or observed under
the microscope?
2. What structures can you see in in plant cells? in animal cells?
D. Abstraction
Based on your observation, how would you differentiate a plant from animal cells?
IV. Evaluation.
Label the parts of an Animal Cell and Plant Cell.
47
Day 3 & 4
I. Objectives
1. Name the parts that make up an organisms;
2. Describe the function of each part; and
3. Describe how these parts work together in an organism.
II. Topic: The Cell
III. Learning Tasks
A. Daily Routine
B. Activity:
See attached activity sheet.
C. Analysis
1.
2.
3.
4.
5.
6.
7.
8.
9.
What are the two groups of organelles in the story that are quarrelling with one another?
Why are these organelles complaining?
Do you agree or disagree with the first group? Why?
How important are these organelles in the company? Give their duties.
a. Why do you think the chloroplast agrees with the mitochondria?
b. In what way are they similar?
c. In what way are they different?
What makes lysosome describe himself as clean-up crew?
If you were the nucleus, would you do the same thing?
Among the organelles, why does the nucleus head the company?
If you will be given a chance to be these organelles, who do you want to be? Why?
D. Abstraction
Enumerate the different parts of a cell and describe its functions.
IV. Evaluation
Let the students answer the following:
1. The cytoplasm contains the following organelles:
______________, ________________,
______________,______________,______________,______________,________________,
2. The chloroplast can be found in ______________________ cells.
3. _______________ and ____________ protect the cells by screening what goes in and out of the cells.
48
September 14- 18 2015

Day 1 & 2
I. Objectives
1. Label the different parts of the microscope and explain their functions.
2. Focus and view the specimen under the microscope.
II. Topic: The Compound Microscope
III. Learning Tasks
A. Daily Routine
B. Activity:
Let the students read their Science Manual on pages 95 to 100 and let them identify the different
parts of the microscope.
C. Analysis
What are the different parts of the microscope? Why do we need to study and be familiar with it?
D. Abstraction
Microscope is a basic biological tool. Familiarizing yourself with all its parts and understanding how to
manipulate it is necessary in order to use it properly.
IV. Evaluation
Practical test. Identification of parts of a compound microscope.
49
Day 3 & 4
I. Objectives
1. Focus the microscope properly
2. Prepare materials for microscope study
3. Compare the images of the object see by the unaided eye and under the microscope
4. Compute for magnification of objects observed under microscope
II. CONTENT:
A. Topic: How to use the Light Microscope
B. Material: LM, chalk board, visual aids
C. Reference: Learning Material
Quarter 1 & 2 pp. 95 102
III. Learning Tasks
A. Daily Routine
B. Activity:
let the students use a microscope
tell them to focus and observe a specimen under a microscope
C. Analysis
Describe the specimen as seen under the microscope
Compare the image of the specimen that you see using your unaided eye with what you see
through the microscope
Which two parts of the light microscope magnify the image of an object?
How much was the specimen that you observed under the microscope was magnified if the
eyepiece is 10x and the objective of the microscope you are using is 15x?
D. Abstraction
Microscope is a basic biological tool it enables one study objects too small to be seen and
observed by unaided eye.
It also give enlarge view of objects and organisms.
IV. Evaluation
If the cell being observed has been magnified 200x under high power objective (HPO), what
is the magnifying power of the eyepiece used.?
50
September 21- 25 2015

Note: Sept. 25 - Holiday
Day 1 & 2
I. Objectives
1. Develop students inquiry skills of observing, communicating, inferring and comparing;
2. Identify other living things aside from plants and animals.
II. Topic: Living Things Other than Plants and Animals
III. Learning Tasks
A. Daily Routine
B. Activity:
Show pictures of the following living things and give them enough time to observe and record or
write down their observations.
C. Analysis
Picture A (mushroom) and picture B (seaweeds or Ar-arusep)
1. Is it a plant?
2. What is its name?
3. What is your reason for your answer in question no. 1?
Compare picture A and B
Picture A
Picture B
4. How are they different?

5. How are they alike?
Show a third specimen (Picture C - Lichen)
6. What do you think it is?
7. Is it a plant?
8. Give your answer in question no. 6.
Picture C
Show a picture of the following specimens:

1. A bacterial colony
3. Old bread with molds
2. Rotten Banana
4. Pond with moss
51
D. Abstraction
What you have seen and observed are also living things. There are living things or organisms that
cannot be readily identified by usual parts of plants we recognize like roots, stem, leaves, flower or
fruits though they may have green color and have some plant-like parts.
IV. Evaluation
1 10 Quiz. List down living things that you know of aside from plants and animals.
V. Assignment.
Ready study about sexual and asexual reproduction
52
Day 3 & 4
I. Objectives:
1.
2.
3.
4.
Describe how plants reproduce;

Explain what is vegetative reproduction;
Differentiate asexual from sexual reproduction.
Describe the advantages of growing plants using vegetative reproduction.
II. Topic: Modes of Reproduction (Asexual Reproduction)

Reference(s): G7 Learning Materials
III. Learning Tasks
A. Daily Routine
B. Activity:
Let the students read their Science Manual on pages 113 to 121. Then ask or tell them to give their
own understanding and explain how plants reproduce.
C. Analysis
1.
2.
3.
4.
5.
Define reproduction
What are the modes of reproduction?
What does vegetative reproduction mean?
How is asexual reproduction different from sexual reproduction?
Give the advantages of growing plants using vegetative reproduction.
D. Abstraction
Vegetative reproduction is a kind of asexual reproduction where new individual known as offspring
is produced from a single parent.
In asexual reproduction, a single organism is a sole parent and the offspring is genetically identical to
the parent. While sexual reproduction, two parents produce offspring that have unique combination
of genes. Offspring of sexual reproduction differ genetically from their siblings and both parents.
Propagation of plants through vegetative reproduction is done due to the following reasons:
1. Vegetative propagation reaches maturity faster than plants grown from seeds.
2. Same good agricultural traits such as taste, yield, and resistance to pests will be passed on from
generation to generation.
Union of gametes or sex cell, however, is another form of reproduction which is known as sexual
reproduction.
IV. Evaluation
1. What are the two modes of reproduction? Differentiate each.
2. Give two types of asexual reproduction.
53
September 28- October 2, 2015

September 30 Science Fair
Day 1 and 2
1. Objectives
1. Define asexual reproduction; and
2. Describe the methods of asexual reproduction in different organisms.
II. Topic: Asexual Reproduction in Plants and Animals
III. Learning Tasks
2. Daily Routine
Show an illustration (visual aid or audiovisual aid) of hydra (see attached), planaria budding off or
bees producing eggs without sex cells, and the asexual (sporophyte generation) of a fern or a
moss. Then teacher may ask: what do all these have in common?
3. Activity:
Show a picture of different types of asexual reproduction such as:
1.
2.
3.
4.
5.
6.
A bacteria budding off

Starfish with a missing arm or lizard with missing tail
Yeast
Bread with molds
Ferns/mushroom
Filamentous algae (Spirogyra)
4. Analysis
5. What form of asexual reproduction does each organism show/exhibit?
6. Describe the different forms of asexual forms of reproduction, e.g. binary fission, budding, spore
formation, regeneration, fragmentation, and parthenogenesis.
7. How do offspring produced asexually compare those with the parent and with one another?
8. What is the importance of asexual reproduction?
9. Abstraction
Asexual reproduction involves mitotic cell division of only one parent. The simplest form of
asexual reproduction is binary fission where parent cell divides into two daughter cells of
approximately equal size.
In budding, the parent organism divides into two individuals of unequal size. The new individual
is smaller than the parent and grows to full size after separation from the parent.
Spores are specialized reproductive cells that can be formed sexually or asexually. The asexual
formation of spores involves mitotic cell division when environmental conditions become
favorable. The spore develops into a new organism.
54
Regeneration is the ability to regrow lost body parts. It occurs in starfishes, sponges and
earthworms.
Autotomy is the process of reflex separation of a part from the body: It is the process of selfamputation of appendages. Crustaceans and salamanders exhibit autotomy.
Bees, aphids, some fishes, amphibians, lizards and the freshwater crustacean, Daphnia
reproduce by parthenogenesis.
Forms of asexual reproduction:
a. Bacteria spore formation
b. Yeast budding
c. Bread mold spore
d. Filamentous algae (Spirogyra) fragmentation
e. Starfish regeneration
f. Ferns spore
IV. Valuing/ Application
Oyster farmers used to chop starfish they find in their oyster farms. They used to place the chopped
pieces back in the water. Is this a good practice or not?
V. Evaluation
Use any three of these questions for the lesson assessment.
Use the following key to answer numbers 1 5:
A. Binary fission
B. Budding
1.
2.
3.
4.
5.
C. Spore formation
D. Regeneration
E. autotomy
F. mitosis
Daughter cell is an outgrowth of parent cell.

Specialized cells are formed asexually.
Regrowing of lost parts
Self amputation
Mitotic division of parent cell resulting to two daughter cells
Answers:
1. B
2. C
3. D
4. E
5. F
55
Day 3 and 4
I. Objectives
1. Define and describe ecosystem; and
2. Differentiate biotic from abiotic components of an ecosystem
II. Topic: Interactions between living and non-living things
III. Learning Tasks
A. Daily Routine
Ask the students to describe the places they have visited
B. Activity: see attached activity sheet
C. Analysis
Differentiate living things from non-living things.
Give examples of biotic and abiotic components of an ecosystem.
Find out which things are important and which things you cannot live without?
D. Abstraction
An ecosystem is an ecological unit where living and non-living things interacts. Biotic components are
living components in an ecosystem while the abiotic components are non-living thing.
IV. Valuing or Application
As a student, how would you take care of our ecosystems?
V. Evaluation
A. Define ecosystem
B. Classify the following whether it is abiotic or biotic component.
1. Air
2. Lion
3. Soil
4. Plants
5. Sun
56
Name: __________________________________
Section: ____________
Date: _______
Activity 1. ECOSYSTEM
ECOLOGY is the study of interactions of living things and their environment. The environment in which
these interactions occur is called an ECOSYSTEM. An ecosystem can be as small as a fallen log or as wide
as a rainforest. But no matter what size it is, many factors are always involved.
2 components of an Ecosystem:
1. Biotic refers to the living component;
It includes all the living organisms that live in the ecosystem
2. Abiotic the non-living things;
It includes the physical environment such as soil, temperature, water and light.
BASIC REQUIREMENTS OF AN ECOSYSTEM
To support itself, an ecosystem must have the following:
1. A source of Energy like sunlight
2. A way to store this energy in chemical bonds (like in photosynthesis as foods); and
3. A way to recycle essential substances, such as oxygen, carbon, water, and nitrogen between the
organisms and the environment.
Look at the picture of an ecosystem below and do the following:
1.
2.
3.
4.
Color the picture

Name or list down the biotic components of this ecosystem
Name the abiotic components found on the picture
Explain how do they (biotic and abiotic) relate to each other.
57
October 5 10, 2015

October 5 Worlds Teachers Day Celebration
Day 1 & 2
I. Objectives
1. Enumerate the different relationship among organisms in an ecosystem;
2. Cite examples of each kind of relationship; and
3. Describe the different kind of feeding relationship.
II. Topic: Relationship among organisms
References (s) : G7 LM / Science II Biology book
III. Learning Tasks
A. Daily Routine
B. Activity:
Show pictures of different kinds of feeding animals.
Introduce to the class the different ecological relationship

Discuss the different ecological relationship and give examples of each kind.
C. Analysis
1.
2.
3.
4.
What kind of relationship exists between man and mosquito?

Do you find similar relationship among students in our school?
Which relationships are healthy? Why? Which are not?
What other relationship can you identify based from the picture that you observed?
58
D. Abstraction
The different kinds of ecological relationships in an ecosystem are as follows:
Predation - The process by which one species captures and feeds upon another
- Heterotrophs can prey on autotrophs and other heterotrophs
Symbiosis - A close ecological relationship between two or more organisms of different species that
live in direct contact with one another
Mutualism - an interspecies interaction in which both species benefit
Flowers and pollinating insects
Humans and intestinal E. coli
Clown fish and anemones
Commensalism is a relationship between two organisms in which one receives an
ecological benefit from another, while the other neither benefits
or is harmed.
Parasitism - relationship in which one species benefits while the other is harmed.
IV. Evaluation
Identify the different kinds of ecological relationship that exists between the following organisnms.
1.
2.
3.
4.
5.
Carabao and Heron

Orchids and Tree
Dog and Flea
Cat eating rat
Butterfly and bee
59
Day 3 and 4
I. Objectives:
1. Explain the differences between food chain and the food web;
2. Distinguish between producers and consumers.
II. Topic: Food Chain and Food Web
III. Learning Tasks
A. Daily Routine
B. Activity:
See attached activity sheet on Food Web and Food Chain.
C. Analysis
Let the students answer guide questions in the attached activity sheet.
D. Abstraction
In an ecosystem, living and non-living things relate with each other and the environment by
alternately depending and competing with one another for their food and space. A food chain only
follows just one path as animals find food and an interconnected and more complex process of
eating and being eaten may form a food web.
IV. Evaluation
In a crosswise of paper, create a simple drawing or diagram of the following:
1. Food chain
2. Food web
60
Name: ___________________________________
Section: _____________
Date: ________
FOOD CHAIN AND FOOD WEB
Objectives: After performing this activity, you should be able to:

1. Distinguish between producers and consumers;
2. Analyze the transfer of energy from one organism to another
3. Explain the differences between food chain and food web.
ACTIVITY 1. WHO EATS WHAT?
Directions: Read the selection and answer the questions that follow. Write your answers on your
answer sheet.
Most animals spend a great deal of time looking for and consuming food, which is their source
of energy. Each type of animal prefers certain kinds of foods. And in most cases, each animal becomes
food for other animals.
Consider the links given below:
Green
Plants
Grasshoppers
Frog
Snake
Hawk
Arrows are used to show the flow to which food energy moves. It also shows how certain living
organisms depend on one another for food energy. Each one is a link in the chain. A food chain only
follows just one path as animals find food.
Questions:
1. Which links are the producers? _________________________________________________________
2. Which are the consumers?_____________________________________________________________
3. Can a grasshopper be called primary consumer? Why? ______________________________________
_________________________________________________________________________________
4. Why are animals called secondary consumers? _____________________________________________
5. Which organisms are secondary consumers?_______________________________________________
6. Which consumers are herbivores? _______________________________________________________
7. Which consumers are carnivorous? ______________________________________________________
61
October 12 16, 2015

Day 1
ACTIVITY 2. FOOD WEB
The food web below includes a third group of organisms. Besides the producers and the
consumers, the food web depicts the decomposers consisting of bacteria and fungi. Decomposers act on
dead organisms and change these to simple nutrients which plants can use again.
Directions: Consider the given diagram. Then answer the questions below the diagram.
Food Web
Questions:
1. Which is the producer in this food web? __________________________________________________
2. Which is the herbivore in this food web? Why? _____________________________-_______________
3. Which is the carnivore in this food web? Why? _____________________________________________
4. Identify the omnivore in this food web ___________________________________________________
5. What do you think will happen if the snake is removed in this food web? Why? __________________
___________________________________________________________________________________
___________________________________________________________________________________
62
Day 2 - 4
I. Objectives:
The students will:
1. Use the game to review important skills and content;
2. Learn the rules of the game; and
3. Recall concepts about cells, living things besides plants and animals, reproduction and ecological
relationship.
II. Subject Matter
A. Topic: Unit Review: Living Things and their Environment
B. Materials: Manila paper, whistle, scotch tape, lumber crayons and manila paper
III. Learning Tasks
A. Daily Routine
1. Ask the students about topic which was previously discussed; and
2. Ask them if they are ready for a test? review? compete? And how about playing a game?
B. Activity:
Small Group Activity
Title of the game is 7th Grade Feud!. It is a take-off from a game known as Family Feud. It is a fun
way to recall concepts which was previously discussed about Living Things and their Environment.
Test Questions:
PART I.
1. A cell that can be found in animals only?
2. It is the basic structural and functional unit of life.
3. Known as sex cells.
4. Other term for living things.
5. Ecological relationship where both organisms benefited.
6. Organelles present in plant cells only.
7. An example of asexual reproduction is regeneration, from the choices given give example of
sexual reproduction.
8. If a predator has a prey, a parasite has a ____________.
9. An ecological relationship where both organisms benefited.
10. An example of harmful bacteria is e. coli, which of the following is an example of useful bacteria?
PART II.
1. Draw a complete flower and label its parts.
2. Create a Venn diagram showing similarities and differences between plant and animal cells.
63
C. Analysis
What did you learn from the activity?
D. Abstraction
Ask students to recall concepts that they could remember about cells, living things besides plants
and animals, reproduction and ecological relationship.
IV. Evaluation
HAS THE FOLLOWING COMPONENTS:
ARE LIVING IN AN
ARE GROUPED INTO THE

FOLLOWING KINGDOMS:
A _____________________ AND
B________________________
E __________________
M _________________
P _________________
P _________________
A _________________
F _________________
IS WHERE WE CAN SEE 2 KINDS OF RELATIONSHIP

T _____________________ AND
CAN REPRODUCE
THROUGH:
N________________________
A________ R_________
S________ R_________
CAN
LIV ING THINGS
ARE ALSO CALLED
HAVE THE
FOLLOWING
CHARACTERISTICS
1. ___________________
CAN BE STUDIED USING AN

INSTRUMENT CALLED
C___________________
M___________________
ARE MADE
UP OF
GROUPED
TOGETHER
BECOMES
T_____________________
GROUPED
TOGETHER
BECOMES
O_____________________
GROUPED
TOGETHER
BECOMES
P_________ C________
ONLY THEM HAVE THE

FOLLOWING ORGANELLES:
1. G ____________________
2. D ____________________
3. R ____________________
4. UNDERGO C___________
P____________________
AND ABSORB
E____________________
5. R ____________________
6. A ____________________
7. ARE MADE UP OF C ______
EXAMPLE OF THESE ARE:
A_________ C________
Both of them
have the
following
organelles
C_______ W_________
C_______ V_________
C___________________
ONLY THEM HAVE THE

FOLLOWING ORGANELLES:
C___________________
E_____________________
B_____________________
A_____________________
O_____________________
S_____________________
S________ C__________
D_____________________
M_____________________
A_____________________
B_____________________
M___________________
N___________________
E________ R_________
O__________ S_________
C________ M_________
G________ A_________
L___________________
R___________________
C___________________
64
October 19, 2015

MONTHLY TEST
Name:_____________________________________
Section: ________________
Date: ___________
I. Match Column A with Column B. Write the letter of the correct answer.
Column A
1. What is a group of the same cells performing a specific function?
2. What is the other term for living things?
3. It is an organelle present in plant cells only.
4. It is an organelle that can be found in animal cells only.
5. It is the group of organism where mushroom belong.
6. You are eating these organisms when you are eating yoghurt.
7. They are also called sex cells.
8. It is an ecological relationship where both organisms involved are
benefited
Column B
A. Centriole
B. Gametes
C. Tissue
D. Chloroplast
E. Bacteria
F. Fungi
G. Organisms
H. Mutualism
II. ANALOGY. Fill in the blank with the best answer. Pick your answer from the given choices.
Protist
Giant mushroom
Autotrophs
Nervous system
Organ
Circulatory system
Powerhouse
Budding
fungi
E. coli
Mold
Pollination
Waste
Fission
Regeneration
Prey
Small vacuole
Host
Heterotrophs
E. coli
large vacuole
9.
10.
11.
12.
13.
14.
15.
16.
17.
18.
19.
20.
food
captain
Group of cell: _________________

Brain:
_________________
Digestion:
_________________
Nucleus :
_________________
Plant:
_________________
Mold:
_________________
Harmful bacteria:________________
Microscopic: _________________
Bacteria:
_________________
Asexual:
_________________
Parasite has: _________________
Plants are called:_________________
Tissue
group of tissue: ________________

heart : _______________________
excretion: _____________________
mitochondria: ________________
animals: ______________________
seaweed: _____________________
Useful bacteria: ________________
Macroscopic fungi: _____________
Ginger: ______________________
Sexual: ______________________
Predator has__________________
Animals are called: _____________
Fill in the conceptual map:

Fission
Can change
Chloroplast Budding
Can grow
Heart
Large vacuole
Organism
_______________
_______________
_______________
_______________
Lungs
Lion
Tiger
Organ
_______________
_______________
_______________
_______________
Can reproduce
Eagle
Brain
Parts of plant cell

_______________
_______________
_______________
_______________
Shark
Kidney
Vegetative
Made up of cells
Cell wall
Regeneration
Asexual reproductions
_______________
_______________
_______________
_______________
Predator
_______________
_______________
_______________
_______________
65
III.
UNDERSTANDING.
A. Organize the following words by putting them in their proper boxes in the concept map.
Amoeba
Streptococcus
Dog
Mangrove
Yeast
Protist
Plants
Animals
Fungi
Bacteria
26.
Can be grouped into
27.
28.
An example of this is:
32.
29.
An example of this
is:
33.
34.
30.
An example of this
is:
into
35.
31.
An example of this is:
into
36.
PRODUCT. Prepare a simple diagram(representation or drawing) of the following: (Dont forget to label
your work.)
A. Levels of Biological Organization(5 pts. )
B. Venn Diagram showing similarities and

differences between an animal cell and plant
cell. (5 pts.)
C. Draw a Gumamela flower and label its parts (5pts)
D. Parts of Microscope (10 pts)
66
October 20 21, 2015
Second Periodical Exam
October 22, 2015
United Nation Day Celebration
October 23, 2015
Checking and Recording of Test Paper
October 26 - 30, 2015
SCNHS IN SE RVICE TRAINING
67
Third
Quarter
68
November 2 6, 2015
Note: November 4 Holiday (Hermano Pule)
Day 1 and 2
I. Objectives:
At the end of the lesson, the students should be able to:
1. Identify the four primary and secondary directions; and
2. Describe the position or location of an object.
II. Topic: Where is it?
III. Learning Tasks
A. Daily Routine
B. Activity:
See attached activity sheet - Where is it?
C. Analysis
1. Answer guide questions in the activity sheet.
2. Based from the activity, how can you describe the position of an object?
D. Abstraction
Describing exact position entails two ideas:
1. Describing how far the object is from the point of reference; and
2. Describing its direction relative to the point of reference.
IV. Evaluation
Follow the direction:
1. Get a crosswise of paper.
2. Name two persons you like most in the classroom.
3. From where you are seated, as a reference point, describe and illustrate their location.
69
Name: _______________________________
Section: _________________
Date: _________
Activity 1. Where is it?

N
S
A. Write the object that can be found in the following directions:
1. North _____________________________
2. East ______________________________
3. West _____________________________
4. South _____________________________
5. Northeast _________________________
6. Northwest _________________________
7. Southeast _________________________
8. Southwest ________________________
B. 1. What are the four primary directions?

___________________ , ____________________ , ___________________ , ____________________
B. 2. What are the four secondary directions?
___________________ , ____________________ , ___________________ , ____________________
C. Follow the directions
1.
2.
3.
4.
5.
6.
7.
8.
Draw a ball east of a tower.

Draw a star south of the ambulance.
Draw a triangle North of the bus.
Draw a heart west of the cow.
Draw a tree Northeast.
Draw a cup Northwest.
Draw a guava Southeast.
Draw a leaf Southwest.
W
Motion is a change in position based on a point of reference.

Direction is important in determining your position and direction.
S
70
Day 3
I. Objectives:
1. Describe the position of an object; and
2. Define or describe motion
II. Topic: Describing Position
III. Learning Tasks
A. Daily Routine
B. Activity:
See attached activity sheet - Describing Motion using Diagrams
C. Analysis
1. Answer guide questions in the activity sheet.
2. Based from the activity, how can you describe the position of an object?
D. Abstraction
The position of an object can be described in many ways. You can use words, and also you can use
visuals like diagram or graphs. But to be able to describe the motion of an object, you must be able
to tell exactly where its position is.
In science, motion is defined as the change in position for a particular time interval.
IV. Assignment
Study another way to describe motion using graph.
71
Name: _______________________________
Section: _________________
Date: _________
Activity 2. Describing Motion using Diagrams
The position of an object can be described in many ways. You can use words or you can use
visuals, like diagrams or graphs in describing the positions of an object.
Now try doing this activity and answer the following questions:
1. What is the position of the dog? ________________________________________________________

2. What is the position of the tree? ________________________________________________________
3. What is the position of the dog with respect to the house? ___________________________________
4. What is the position of the tree with respect to the dog?_____________________________________
In this diagram, the positions of the ball rolling are shown at equal intervals of time. You can use the
diagram to describe the position of the ball at any given time.
5. What is the initial position of the ball? What is its final position? ______________________________
6. What is the position of the ball at 10 seconds? _____________________________________________
7. At what time is the position of the ball equal to 5 meters? ___________________________________
72
November 9 13, 2015

Day 1 & 2
I. Objectives:
1. Differentiate distance from displacement; and
2. Demonstrate skills in plotting
II. Topic: How Far? (Distance vs. Displacement)
Reference (s): G7 Science Learners Material
III. Learning Tasks
A. Daily Routine
B. Activity:
Do Activity 3. Understanding Distance and Displacement through Graphical Method
C. Analysis
1. Differentiate distance from displacement.
2. When can displacement be equal to distance?
3. Can displacement be greater than distance? Why?
D. Abstraction
Displacement always follows a straight line, while distance does not follow a straight line.
Distance refers to the total length or the entire path that the object travelled. Displacement,
however, refers to the shortest distance between the objects two positions or in other words
shortcut.
Displacement can be equal to distance when path travelled is a straight line but it cannot be
greater than distance.
IV. Evaluation
Plot the following using 1 cm = 10m
To reach Zyreens home she needs to travel to the following directions:
1. 30m west
2. 50 m north
3. 20 m east
4. 10 m north
5. 40m west
A. Find the total distance travelled Zyreen to reach her home? __________________________________
B. What is the displacement? _____________________________________________________________
73
Name: _______________________________
Section: _________________
Date: _________
Activity 3. Understanding Distance and Displacement through Graphical Method
Motion is defined as the change in position for a particular time interval. You can then start
describing motion with the question, How far did the object travel? There are actually two ways to
answer this question. First is by getting the total length of the path travelled by the object. The other
way is by measuring the distance between the initial position and final position of the object.
The illustration below shows the difference between distance travelled (represented by broken line) by
an object and its displacement (represented by continuous line).
Illustrating distance and displacement:

On his way to school, Jed travelled 100 m North,
300 m East, 100 m North, 100 m East and
100 m North.
Scale: 1 cm = 1 m
74
Draw a diagram for the following situations and then find the distance and displacement each persons
moves or travel.
1. Marisa runs North for 40 m, then turns east and runs for another 10 meters, then stops.
(scale: 1cm = 10 m )
2. Alex walks east for 3km, stops for a break, and then runs for the same direction for 4 km before he
stops (scale 1cm = 1 km)
3. Using 1cm = 100 m scale, plot the distance and displacement travelled by Grace as she walks to the
pizza place for lunch, she walks:
a. 100m west
b. 500m north
c. 200m east
d. 300m south
e. 400m west
What is the total distance travelled? _____________

Displacement? ______________________________
S
75
Day 3 & 4
I. Objectives:
1. Differentiate distance from displacement; and
2. Measure distance and displacement from a travel map.
II. Topic: How Far? My Home to School Roadmap
III. Learning Tasks
A. Daily Routine
B. Activity:
Activity 4. My Home to School Roadmap
Objective
In this activity you should be able to make a roadmap that shows how you get to school from your house.
Procedure:
1. Get a 1 whole sheet of paper or a long bond paper, pencil and ruler.
2. Devise a way to easily measure distance. Let your teacher check your non-standard measurement for
precision.
2. Using your measuring device, gather the data that you will need for your roadmap. Make sure that you
take down notes of all names of the roads, landmarks, corners, posts, and establishments you pass by.
Record your data properly.
3. Using your gathered data, draw your house-school roadmap on a short bond paper. Decide on the
most convenient scale to use when you draw your roadmap. An example is shown below.
4. Label your roadmap properly, including names of the roads, establishments, etc. Specify also the
length of road.
5. Finally, let your teacher check again your work.
C. Analysis
1.
2.
3.
4.
5.
What is the total length of your travel from your house to your school?
What is the total displacement of your travel?
What have you noticed about distance and displacement?
When can displacement be equal to distance?
Can displacement be greater than distance? Why?
D. Abstraction
To easily plot as well as measure the distance and displacement of an object, using a most
convenient scale is necessary.
Displacement can be equal to distance when path travelled is a straight line but it cannot be
greater than the distance.
IV. Evaluation
Make an illustration or drawing that shows the distance travelled by an object and its displacement.
76
November 16 21, 2015

Day 1 and 2
I. Objectives:
1. Describe motion using graph; and
2. Demonstrate skills in plotting data and interpreting graphs.
II. Topic: Graphing Motion
III. Learning Tasks
A. Daily Routine
B. Activity:
PLOT OR CONSTRUCT DISTANCE TIME GRAPH
I. Plot the given values in Tables 1 and 2 below as points on the graph. Note that time is plotted on
the x axis while position is plotted on y-axis.
Table 1. Position of the 1st ball vs. time
Time (s)
Position of the ball (m)
0
0
5
5
10
10
15
15
Table 2. Position of the 2nd ball vs. time

Time (s)
0
5
5
5
10
5
15
5
II. Plot the distance- time graph using the data below:
Time (s)
0
5
10
15
20
Distance (m)
0
2.5
5.0
7.5
10.0
III. Plot the displacement time graph using the given tabulated data below:
Time (s)
0
2
4
6
Distance (m)
0
2
2
6
77
Name: ________________________________________ Section: ________________
Date: ________
Activity 5. Graphing Motion

Plot the given values in Tables 1 and 2 below as points on the graph. Note that time is plotted on the
x - axis while position is plotted on the Y- axis.
Y
Table 1. Position of the 1st ball vs. time

0
5
10
15
Note: The graph that you have drawn is called

position-time graph. This graph describe the
position of an object at any given time.
20
15
Position (m)
Time (s)
0
5
10
15
10
5
10
15
20
Time (s)
Y
Table 1. Position of the 2nd ball vs. time
20
Time (s)
0
5
10
15
Position (m)
15
10
Position of the bead (m)

5
5
5
5
5
X
0
10
15
20
Time (s)
Q1. Compare the two graphs. ____________________________________________________________
_____________________________________________________________________________________
Q2. What is position time graph? __________________________________________________________
_____________________________________________________________________________________
78
Graph the given tabulated data below:

Time (s)
0
5
10
15
20
Distance (m)
0
10
20
30
40
Time (s)
0
2
4
6
Displacement (m)
0
2
2
0
Note:
When a graph is plotted in terms of the distance travelled by the object and the time it took to
cover such distance, the graph can be called distance-time graph. If the graph is plotted in terms of
displacement and time, it is called displacement time graph.
a. Plot the Distance Time Graph
Y
20
Distance (m)
15
10
5
10
15
20
Time (s)
b. Plot the Displacement Time Graph
Displacement (m)
3
Time (s)
X
79
C. Analysis
1. Compare the position - time graph of the 1st ball from the 2nd ball.
2. What is position time graph?
3. Differentiate distance - time graph from displacement time grap.
D. Abstraction
Position - time graph describe the position of an object at any given time.
When graph is plotted in terms of the distance travelled by the object and the time it took to
cover such distance, the graph can be called distance - time graph.
If the graph is plotted in terms of displacement and time, it is called displacement time graph.
IV. Evaluation
Identify what kind of graph are the following:
2).
Distance (m)
Position (m)
1).
Time (s)
Time (s)
Displacement (m)
3).
Time (s)
80

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June 1 5, 2015

Welcome students to class/ Getting acquainted with each other

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Answer the following in your notebook:

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C. used to measure the volume of liquid

CSM Lesson Plan SY 2015 - 2016

D. used in evaporating the liquid substances

E. used to measure the mass of an object

F. used to hold liquid / solution to be tested

test tube brush

mortar & pestle

G. used to hold hot materials

H. used to pulverize solid materials to make it

I. used to contain liquids or solution in large

J. used for heating substances

CSM Lesson Plan SY 2015 - 2016

CSM Lesson Plan SY 2015 - 2016

June 22 26, 2015

Solution or Not Solution

CSM Lesson Plan SY 2015 - 2016

III. Learning Task

CSM Lesson Plan SY 2015 - 2016

Data Table for Activity 4

CSM Lesson Plan SY 2015 - 2016

CSM Lesson Plan SY 2015 - 2016

CSM Lesson Plan SY 2015 - 2016

June 29 July 3, 2015

July 6 - 10, 2015

2. How does the surface area of solute particles affect solubility?

CSM Lesson Plan SY 2015 - 2016

CSM Lesson Plan SY 2015 - 2016

July 13 17, 2015

CSM Lesson Plan SY 2015 - 2016

July 20 - 24, 2015

Color change on Indicator Paper

CSM Lesson Plan SY 2015 - 2016

July 27 31, 2015

CSM Lesson Plan SY 2015 - 2016

Some Elements Essential to Life

III. Learning Tasks

CSM Lesson Plan SY 2015 - 2016

III. Learning Tasks

CSM Lesson Plan SY 2015 - 2016

Metals and Non-metals

III. Learning Tasks