Maryknoll College of Panabo, Inc.

National Highway, Brgy. Sto. Nio, Panabo City

High School Unit

Periodic Outline in Grade 7

SCIENCE
A.Y. 2016-2017

Submitted by:

Checked by:

Noted by:

Ms. Cyrel Jen C. Portes

Ms. Lizlhee Mae M. Hibaya

Mrs. Antonita C. Paris MAEd

Math and Science Coordinator

Academic Coordinator

Science Teacher

VISION
Community of dynamic competent individuals imbued with Christian Values and sense of service with dignity and integrity
MISSION
We commit to:
1. Provide quality instruction through development programs anchored on Christian values.
2. Promote a culture of compassion, justice and service.
3. Develop boys and girls who think, act and serve in accord with Christian ideals.
4. Mold vibrant leaders who serve with love, humility and respect for the dignity of others.
CORE VALUES
We Value:
1. Faith
2. Excellence
3. Compassion
4. Humility
5. Justice
6. Service

WEEK

MEETING

MATERIAL

First Quarter
1
(June 13-17)

SESSION 1
-Subject orientation

SESSION 2

SESSION 3

SESSION 4

Introduction of the topic:

-WHAT IS SCIENCE
-BRANCHES OF SCIENCE

-THE SCIENTIFIC METHOD

-SCIENCE AND
TECHNOLOGY

- Doing Scientific
Investigations

Activities:

Activities:

-Lecture-discussion
-Group
-scrambled letters
-

-puzzle
-context clause
-graphic organizer

*discuss the concept of science

*differentiates branches of
science from each other (MCPI)

*Describe and apply the

scientific method (MCPI)
*compare and contrast science
and technology
(MCPI)

1. Ways of acquiring
knowledge and solving
problems
1.1 SCIENCE PROCESS
SKILLS
Activities:
-Lecture-discussion
-scrambled letters
--graphic organizer

*describes what is meant by fair

test
*describes the components of an
investigation such as research
problem, hypothesis, method for
testing hypothesis and
conclusions based on evidence

- manila paper
-marker
-handouts
-strips of paper laboratory equipments
-textbook
pp. 16-34

2
(June 20-26)

- Doing Scientific
Investigations

- Doing Scientific
Investigations

- Doing Scientific
Investigations

1. Ways of acquiring
knowledge and solving
problems

1. Ways of acquiring
knowledge and solving
problems

1. Ways of acquiring
knowledge and solving
problems

Summative Assessment for

Ways of acquiring
knowledge and solving
problems

Activities:
Activities:
-Lecture-discussion
-Group
investigatory activity
-interviews
describes what is meant
by fair test
describes the components
of an investigation such as
research problem,
hypothesis, method for
testing hypothesis and
conclusions based on
evidence
3
(June 27-July
1)

Diversity of Materials in the

Matter:
Four phases of matter
(MCPI)
1.1 solid
1.2 liquid
1.3 gas

Activities:
-puzzle
-context clause
-graphic organizer

describes what is meant by

fair test
describes the components of
an investigation such as
research problem, hypothesis,
method for testing hypothesis
and conclusions based on
evidence

INTRODUCTION:
Changes in matter
1.1 physical
1.2 chemical
Classification of matter
1.1 pure substances
1.1.1 elements
*metals
* non-metals

-word association
-concept mapping

describes what is meant by

fair test
describes the components
of an investigation such as
research problem, hypothesis,
method for testing hypothesis
and conclusions based on
evidence

Pretest
Employees Formation and
life Celebration (Admin)

2. Diversity of Materials in the

Environment
2.1 Solutions

*investigate properties of
unsaturated

-laboratory manual
-- manila paper
-marker
-handouts
- laboratory equipment`s
-textbook

1.4 plasma
Properties of matter
1.1 physical
1.2 chemical
1.3 intensive
1.4 extensive

4
(July 4-8)

2. Diversity of Materials in
the Environment
2.1 Solutions
*types of solution
*solute vs. solvent
(MCPI)

*metalloids
compounds
*acids
*basis
1.2 mixtures
1.2.1 homogeneous mixture
*solution
1.2.2 heterogeneous mixture
*suspension
*colloids
*coarse mixture

or saturated solutions;

pp. 58-70

1.1.2

2. Diversity of Materials in the

Environment

Continuation of the previous

laboratory activity:

2. Diversity of Materials in the

Environment

2.1 Solutions
*Factors affecting Solubility
*Nature of solute and the
solvent

2. Diversity of Materials in the

Environment

2.1 Solutions
*Methods of expressing
concentration

Activities:

Activity:
-laboratory activity

. express concentrations of
solutions quantitatively by
preparing different
concentrations of mixtures
according to uses and
availability of materials

investigates properties of
unsaturated or saturated
solutions
investigates how fast solids
dissolve in water

2.1 Solutions
*Factors affecting Solubility
*Nature of solute and the
solvent
Activity:
-laboratory activity
investigates properties of
unsaturated or saturated
solutions
investigates how fast solids
dissolve in water

Activities:
-problem solving in getting the
concentration of a substance.
-graphic organizer
-word association
*identifies methods of expressing
concentration

-laboratory manual
-- manila paper
-marker
-handouts
- laboratory equipment`s
-textbook
pp. 58-70

5
(July 11-15)

2. Diversity of Materials in
the Environment

Summative assessment for

solution

Substances and Mixtures

Activities:
-worksheets for classifying
substance into pure
substance or mixtures
-word association
-concept mapping

2.1 Solutions
* electrolytes vs.
nonelectrolytes
Activities:
-compare and contrast
matrix
--Socialized
discussion/brainstorming

Review for 1st Monthly

Examination

recognizes that a substance

has a unique set of properties

*differentiates electrolytes
from nonelectrolytes
6
(July 18-22)

Continuation of the lesson:

Summative Assessment for

- Elements and Compounds

Substances and Mixtures

Substances and Mixtures

Substances and Mixtures

*Periodic Table Of Elements

Activities:
-worksheets for classifying
substance into pure
substance or mixtures
-word association
-concept mapping

*pure substances
-elements
^metals
^non-metals
^metalloids
*compounds
*acids
*basis

recognizes that a
substance has a unique set of

Activities:
- worksheets for classifying
substances into homogeneous
or heterogeneous mixtures

Activities:
-worksheets
-word association
-concept mapping

recognizes that
substances are classified
into elements and
compounds

laboratory manual
- laboratory equipments
-- manila paper
-marker
-handouts
-textbook
pp. 41-43

properties

7
(July 25-29)

-essay writing
recognizes that a substance
has a unique set of properties
- Elements and Compounds

- Elements and Compounds

*Periodic Table Of Elements

*Periodic Table Of Elements

recognizes that substances

are classified into elements and
compounds

recognizes that substances

are classified into elements
and compounds

Summative Assessment

- Elements and Compounds

*Periodic Table Of Elements

recognizes that substances

are classified into elements
and compounds

8
(August 1-5)

Acids and Bases

- Acids and Bases

Activities:
- Small group discussion
-Use of
diagrams/illustrations
-Concept mapping
-context clause

9
(August 8-12)

investigates properties of
acidic and basic mixtures
using natural indicators
ST. DOMINICS FEAST
DAY c/o Adviser of St.
Dominic
HOLY MASS (IBED)

Acids and Bases

Acids and Bases

Activities:
-Laboratory experiments
-work sheets
-context clause
investigates properties of
acidic and basic mixtures using
natural indicators

Summative Assessment
For acids and bases

laboratory manual
- laboratory equipment`s
-video clips
-- manila paper
-marker
-handouts
-internet sources
-work sheets
-textbook
pp.44-49

Activities:
- Small group discussion
-Laboratory experiments
-work sheets
-context clause
investigates properties of
acidic and basic mixtures
using natural indicators

Activities:
- Small group discussion
-Concept mapping
-Laboratory experiments
-work sheets
investigates properties of
acidic and basic mixtures using
natural indicators

2.5 Metals and Non-metals

2.5 Metals and Non-metals

Activities:

Activities:

-laboratory manual
- laboratory equipment`s
-video clips
- manila paper
-marker
-handouts
-internet sources
-work sheets
-textbook
pp.72-78

-power point presentation

-laboratory manual
- laboratory equipments

-Small group discussion

-Brain storming
-Concept mapping
describes some properties
of metals and nonmetals such
as luster, malleability, ductility,
and conductivity

10
(August 1519)

2.5 Metals and Non-metals

2.5 Metals and Non-metals

Summative Assessment for

Metals and Non-metals

Activities:

-Small group discussion

-Concept mapping
-work sheets
-collaborative activity

describes some properties of

metals and nonmetals such as
luster, malleability, ductility, and
conductivity
Review for the 1ST
QUARTERLY
EXAMINATION

Activities:
-Small group discussion
-Brain storming
-Concept mapping
- -collaborative activity
-context clause

Second
Quarter
11
(August 22-

describes some properties

of metals and nonmetals such
as luster, malleability,
ductility, and conductivity
Parts and Functions
Microscopy
Activities:
-class discussion

-Small group discussion

-Brain storming
-Concept mapping
-essay writing

-work sheets
-textbook
pp.50-51

-power point presentation

-laboratory manual
- laboratory equipments
-work sheets
-textbook
pp.50-51

describes some
properties of metals and
nonmetals such as luster,
malleability, ductility, and
conductivity
Parts and Functions
Levels of Organization
Microscopy
*types of microscope

Parts and Functions

Levels of Organization
Microscopy
*parts and function s of the
microscope

Parts and Functions

Levels of Organization
Microscopy
*storing microscope
* focus specimens using the

- manila paper
-marker
-handouts
-internet sources

26)

-demonstration
-laboratory activities
-manipulative activities
-gallery walk
-worksheets
1. Identify parts of the
microscope
and their functions;
2. focus specimens using the
compound microscope;

12
(August 29September 2)

13
(September 59)

National Heroes Day

( regular Holiday )

Activities:
-class discussion
-gallery walk
1. Identify parts of the
microscope
and their functions;
2. focus specimens using the
compound microscope;

Summative assessment for

microscopy

Activities:
-class discussion
-manipulative activity
1. Identify parts of the
microscope
and their functions;
2. focus specimens using the
compound microscope;

Activities:
-class discussion
-manipulative activity
-laboratory activity

-laboratory manual
- laboratory equipments
-microscope
-Worksheets
-textbook
pp.99-102

1. Identify parts of the

microscope
and their functions;
2. focus specimens using the
compound microscope

Levels of Organization
Levels of Organization
Activities:
-class discussion
-graphic organizer
-word association

Summative assessment for

levels of organization

compound microscope

3. describe the different levels

of
biological organization from
cell
to biosphere;
Animal and Plant Cells
Animal and Plant Cells

Activities:
-class discussion
-graphic organizer
-filling up the missing pieces

3. describe the different levels of

biological organization from cell
to biosphere

-pictures
-video clips
-- manila paper
-marker
-handouts
-internet sources
-work sheets
-textbook
pp. 84-92

Animal and Plant Cells

Activities:

Activities:
-Lecture-discussion
-Use of diagrams (Venn

Activities:
-Lecture-discussion
-Use of diagrams (Venn

-Lecture-discussion

-work sheets
- manila paper
-marker

diagram)/illustrations
-Concept mapping
4. differentiate plant and animal
cells according to presence or
absence of certain organelles;
5. explain why the cell is
considered
the basic structural and
functional unit of all organism

14
(September
12-16)

Summative assessment
The five kingdoms of
classification of living
organism(MCPI)
Fungi, protists, and bacteria
Activities:
- crossword puzzle
-brainstorming
--classifying organisms

Differentiates
characteristics of the
five kingdoms of
classification of living
organism(MCPI)
identify beneficial and
harmful
microorganisms;

diagram)/illustrations
-crossword puzzle

4. differentiate plant and

animal
cells according to presence or
absence of certain organelles;
5. explain why the cell is
considered
the basic structural and
functional unit of all organism
The five kingdoms of
classification of living
organism(MCPI)
Fungi, protists, and bacteria

Activities:
-brainstorming
-concept mapping
-classifying organisms

identify beneficial and

harmful
microorganisms;

-Use of diagrams (Venn

diagram)/illustrations
-Concept mapping
-laboratory experiments

4. differentiate plant and animal

cells according to presence or
absence of certain organelles;
5. explain why the cell is
considered
the basic structural and
functional unit of all organism
Review for the 2ND MONTHLY
EXAMINATION

-handouts
pictures/illustrations
-laboratory manuals
-laboratory materials
-textbook
pp. 93-99
pictures/illustrations

video clips
-work sheets
-laboratory manuals
-manila paper
-marker
-handouts
-laboratory materials
-textbook
pp. 106-111

15
(September
19-23)

The five kingdoms of

classification of living
organism(MCPI)
Fungi, protists, and
bacteria
Activities:
- -brainstorming
-concept mapping
-classifying organisms

The five kingdoms of

classification of living
organism(MCPI)
Fungi, protists, and bacteria

Activities:
-brainstorming
-concept mapping
-classifying organisms

Differentiates
characteristics of the
five kingdoms of
classification of
living
organism(MCPI)
identify beneficial
and harmful
microorganisms;

Differentiates
characteristics of the
five kingdoms of
classification of living
organism(MCPI)
.identify beneficial and
harmful
microorganisms;

Summative assessment

Heredity: Inheritance and

Variation
Asexual reproduction
- Offspring that result from
asexual reproduction are
genetically identical to the parents
Sexual reproduction
- Union of egg cell and sperm cell
during fertilization
- Offspring that result from sexual
reproduction are similar to the
parents but not identical
Activities:
-Lecture-discussion
- Venn diagram
-word search
-context clause
-pictures analysis
-7. differentiate asexual from
sexual
reproduction in terms of:
7. 1 number of individuals
involved;
7. 2 similarities of offspring to
parents;
8. describe the process of
fertilization;

video clips
-work sheets
-laboratory manuals
-manila paper
-marker
-handouts
-laboratory materials
-textbook
pp. 106-111

16
(September
26-30)

Heredity: Inheritance and

Variation
Asexual reproduction
- Offspring that result from
asexual reproduction are
genetically identical to the
parents
Sexual reproduction
- Union of egg cell and
sperm cell during
fertilization
- Offspring that result from
sexual reproduction are
similar to the parents but not
identical

Heredity: Inheritance and

Variation
Asexual reproduction
- Offspring that result from
asexual reproduction are
genetically identical to the
parents
Sexual reproduction
- Union of egg cell and sperm
cell during fertilization
- Offspring that result from
sexual reproduction are similar
to the parents but not identical

Heredity: Inheritance and

Variation
Asexual reproduction
- Offspring that result from
asexual reproduction are
genetically identical to the
parents
Sexual reproduction
- Union of egg cell and sperm
cell during fertilization
- Offspring that result from
sexual reproduction are similar
to the parents but not identical
Activities:

Activities:
Activities:
-Lecture-discussion
-brain storming
-word search
-context clause
7. differentiate asexual from
sexual
reproduction in terms of:
7. 1 number of individuals
involved;

-Lecture-discussion
-brain storming
- Venn diagram
-word search

-Lecture-discussion
-- Venn diagram
-context clause
-pictures analysis
-brainstorming

7. 2 similarities of offspring to
parents;

8. describe the process of

fertilization;

8. describe the process of

fertilization;

Summative assessment
Heredity: Inheritance and
Variation

-work sheets
- manila paper
-marker
-handouts
-illustrations/pictures
-graphic organizer
-textbook
pp. 118-126

17
(October 3-7)

Ecosystems
Components of an
ecosystem: biotic and abiotic
Ecological relationships
- Producers and consumers
- Symbiotic relationships:
parasitism, mutualism
- Non-symbiotic
relationships: competition,
predation
- Transfer of energy through
trophic levels
Activities:
-Lecture-discussion
-outdoor activities

9. differentiate biotic from

abiotic components of an
ecosystem;
10. describe the different
ecological relationships
found in an
ecosystem;

Ecosystems
Components of an
ecosystem: biotic and abiotic
Ecological relationships
- Producers and consumers
- Symbiotic relationships:
parasitism, mutualism
- Non-symbiotic relationships:
competition, predation
- Transfer of energy through
trophic levels
Activities:
-Lecture-discussion
--collaborative activity-oral
report/creative presentation
-picture analysis

9. differentiate biotic from

abiotic components of an
ecosystem;
10. describe the different
ecological relationships found
in an
ecosystem;

WORLD TEACHERS DAY

Ecosystems
Components of an ecosystem:
biotic and abiotic
Ecological relationships
- Producers and consumers
- Symbiotic relationships:
parasitism, mutualism
- Non-symbiotic relationships:
competition, predation
- Transfer of energy through
trophic levels
Activities:
-Lecture-discussion
-outdoor activities
-collaborative activity-oral
report/creative presentation
-poster making
-picture analysis
-Crossword puzzle
-socialized recitation
-role playing/demonstration
9. differentiate biotic from abiotic
components of an ecosystem;
10. describe the different
ecological relationships found in
an
ecosystem;

-video clips
-work sheets
-pictures
- manila paper
-marker
-handouts
-activity manual
-textbook
pp. 130-136

18
(October 1014)

Ecosystems
Components of an
ecosystem: biotic and abiotic
Ecological relationships
- Producers and consumers
- Symbiotic relationships:
parasitism, mutualism
- Non-symbiotic
relationships: competition,
predation
- Transfer of energy through
trophic levels
Activities:
-Lecture-discussion
-socialized recitation
-concept mapping

Third
Quarter

19
(October 1721)

Ecosystems
Components of an
ecosystem: biotic and abiotic
Ecological relationships
- Producers and consumers
- Symbiotic relationships:
parasitism, mutualism
- Non-symbiotic relationships:
competition, predation
- Transfer of energy through
trophic levels

Review for the 2nd

QUARTERLY EXAM

Motion in One Dimension

Motion in One Dimension

-video clips
-work sheets
-pictures
- manila paper
-marker
-handouts
-activity manual
-textbook
pp. 130-136

Activities:
-Lecture-discussion
-socialized recitation
-role playing/demonstration

11. predict the effect of

changes in one population on
other
populations in the ecosystem;
and

12. Predict the effect of changes

in abiotic factors on the
ecosystem.

Motion in One Dimension

Motion in One Dimension

*Vector and Scalar

Quantities
**Methods
***Analytical vs.
Graphical

Summative Assessment for

Ecosystem

*Vector and Scalar Quantities

**Methods
***Analytical vs.
Graphical

Motions

of Objects in
terms of displacement, speed
or velocity and acceleration

Motions

of Objects in terms
of displacement, speed or
velocity and acceleration

-video clips
-work sheets
-pictures, magazines
- manila paper
-marker
-handouts
-activity manual
-lecture notes

Activities:
Activities:
- solving problems
involving scalar and vector
quantities
- solve problems related to
scalar and vector quantities
using analytical and
graphical methods
*differentiate scalar
quantities from vector
quantities
*recognize the methods used
in solving problems
involving scalar and vector
quantities

20
(October 2428)
22
(November 14)

- solve problems related to

scalar and vector quantities
using analytical and graphical
methods
*solve problems related to
scalar and vector quantities
using analytical and graphical
methods
(DOTES)
2. differentiate quantities in
terms of magnitude and
direction;

-textbook
pp. 144-160
Activities:

Activities:

-lecture-discussion
-brain storming
-video analysis
-concept mapping

-lecture-discussion
-brain storming
-visual representation
-motion graphs and pictures

*describes the motion of an

object in terms of distance or
displacement, speed or
velocity, and acceleration

SEMESTRAL BREAK
(for students)

SEMESTRAL BREAK (for

students)

SEMESTRAL BREAK (for

students)

differentiates quantities (in

terms of magnitude and direction)
using the concepts of distance vs
displacement and speed vs
velocity
creates and interprets visual
representation of the motion of
objects such as tape charts and
motion graphs
SEMESTRAL BREAK (for
students)

ALL SAINTS DAY (Special

Non-Working Holiday)

ALL SOUL`S DAY

Motion in One Dimension

Motion in One Dimension

Motions

of Objects in
terms of displacement, speed
or velocity and acceleration

Motions

of Objects in terms
of displacement, speed or
velocity and acceleration

Activities:

Activities:

SEMESTRAL BREAK
(for students)

-video clips
-work sheets
-pictures, magazines
- manila paper
-marker
-handouts
-activity manual
-lecture notes

22
(November 711)

Motion in One Dimension

Motion in One Dimension

Motions

of Objects in
terms of displacement, speed
or velocity and acceleration

Motions

of Objects in terms
of displacement, speed or
velocity and acceleration

Activities:

Activities:

-lecture-discussion
-brain storming
-visual representation
-motion graphs and
pictures

-lecture-discussion
-brain storming
-video analysis
-motion graphs and pictures

creates and interprets

visual representation of the
motion of objects such as
tape charts and motion
graphs

creates and interprets visual

representation of the motion of
objects such as tape charts and
motion graphs

-lecture-discussion
-brain storming
-visual representation
-motion graphs and pictures

-lecture-discussion
-laboratory works
-Concept mapping
-motion graphs and pictures

creates and interprets visual

representation of the motion of
objects such as tape charts and
motion graphs
Motion in One Dimension

creates and interprets visual

representation of the motion of
objects such as tape charts and
motion graphs
Motion in One Dimension

Free fall

Free fall

Activities:

Activities:

lecture-discussion
-brain storming
-Concept mapping
-visual representation

*describe gravity as a force

that exists between any two
objects that have mass (credits:
PBS Learning Media).
*demonstrate that all objects,
regardless of their mass, fall to

lecture-discussion
-brain storming
-boardwork
-seatwork

*investigate the force of gravity

and how all objects, regardless of
their mass, fall to the ground at
the same rate (credits: PBS
Learning Media).
*solve problems related to freelyfalling bodies

-textbook
pp. 144-160

-video clips
-work sheets
-pictures, magazines
- manila paper
-marker
-handouts
-activity manual
-lecture notes
-textbook
pp. 144-160

the ground at the same rate

(credits: PBS Learning
Media).
23
(November
14-18)

Summative Assessment

Waves
- Transverse vs. Longitudinal
Waves
- Mechanical vs.
electromagnetic waves
- Characteristics of waves
Activities:
-lecture-discussion
-use of diagrams and
illustrations
-concept mapping
infers that energy, like light
and sound, travels in the form
of waves

24
(November
21-25)

Waves
- Transverse vs. Longitudinal
Waves
- Mechanical vs.
electromagnetic waves
- Characteristics of waves

Waves
- Transverse vs. Longitudinal
Waves
- Mechanical vs.
electromagnetic waves
- Characteristics of waves

Activities:
-lecture-discussion
-use of diagrams and
illustrations

Activities:
-lecture-discussion
-use of diagrams and
illustrations

Waves
- Transverse vs. Longitudinal
Waves
- Mechanical vs.
electromagnetic waves
- Characteristics of waves

REVIEW FOR THE THIRD

MONTHLY EXAM

Activities:
-lecture-discussion
-use of diagrams and
illustrations
-concept mapping
explains how waves carry
energy from one place to
another
Summative Assessment
For waves

Sound
- Characteristics of sound
Activities:
-lecture-discussion
-use of diagrams and
illustrations
-concept mapping

-work sheets
-pictures, magazines
-laboratory manual
-lecture notes
-textbook
pp. 162-174
- manila paper
-marker
-handouts

-picture analysis
-concept mapping
distinguishes between
transverse and longitudinal
waves and mechanical and
electromagnetic wave

25
(November
28-December
2)

26
(December 59)

-use of models and pictures

-picture analysis
-worksheets
use a model to demonstrate
the relationship among
frequency, amplitude,
wavelength, and wave velocity

Sound
- Characteristics of sound

Sound
- Characteristics of sound

Activities:
-lecture-discussion
-use of models and pictures
-concept mapping
-demonstration

Activities:
-lecture-discussion
-visual presentation
-collaborative activity
-use of worksheets

explains sound production

in the human voice box and
how pitch, loudness and
quality of sound vary from
one person to another

describes how organisms

produce, transmit and receive
sound of various frequencies
(infrasonic, audible and
ultrasonic sound)

Light
- Characteristics of Light

Light
- Characteristics of Light

Activities:
lecture-discussion
-group report presentation

-uses the concepts of wavelength,

velocity, and amplitude to
describe characteristics of sound
such as pitch, loudness and
quality
demonstrates changes in pitch
and loudness using real or
improvised musical instrument
through fair testing

Activities:
lecture-discussion
-group report presentation

BONIFACIO DAY
(REGULAR HOLIDAY)

Light
- Characteristics of Light

Activities:
lecture-discussion
-group report presentation
-use of diagrams and
illustrations
-concept mapping

-work sheets
- manila paper
-marker
-handouts
-instruments
-textbook
pp. 176-190

relates characteristics of
light such as color and intensity to
frequency and wavelength
- Heat Transfer

- Heat Transfer

Activities:
--lecture-discussion
-Concept mapping
-use of models and

Activities:
--lecture-discussion
-laboratory works

-video clips
-work sheets
-pictures, magazines
-- manila paper
-marker
-handouts

-context clause

designs and
implements an experiment
that shows that light travels
in a straight line
27
(December
12-16)

Fourth
Quarter
28
(January 3-6)

- Heat Transfer

-use of diagrams and

illustrations
-use of models and pictures

pictures/visual presentation

investigates the relationship

between light intensity and the
distance from a light source
through fair testing
1ST DAY OF THE THIRD
QUARTERLY EXAM

12. infer the conditions

necessary for heat transfer to
occur;
2ND DAY OF THE THIRD
QUARTERLY EXAM

Activities:

explains different modes of

heat transfer in terms of the
movement of particles

Electricity
- Charges
- Charging processes

--lecture-discussion
-Concept mapping
-role playing/demonstration

Activities:
-lecture-discussion
-group report presentation
- -Concept mapping

identifies good and poor

conductors of heat and
describe their specific uses
Electricity
- Charges
- Charging processes
Activities:
-lecture-discussion
-group report presentation
-use of diagrams and
illustrations
-use of models and pictures

differentiates the three types of

charges

demonstrates the different

Electricity
- Charges
- Charging processes
Activities:
-lecture-discussion
-group report presentation
explains the importance of
earthing or grounding

Electricity
- Charges
- Charging processes
Activities:
-lecture-discussion
-group report presentation
-use of diagrams and
illustrations
-use of worksheets
describes how a lightning

Summative assessment for

electricity

-laboratory manual
-laboratory materials
-textbook
pp. 192-203

-video clips
-work sheets
-pictures
manila paper
-marker
-handouts
-textbook
pp. 204-213

-work sheets
-video clips
manila paper
-marker
-handouts
-textbook
pp. 214-226

types of charging processes

29
(January 913)

The Philippine Environment

Location of the
Philippines using a
coordinate system
Location of the
Philippines with respect to
landmasses and bodies of
water

rod works

The Philippine Environment

Location of the Philippines
using a coordinate system
Location of the Philippines
with respect to landmasses and
bodies of water

The Philippine Environment

Location of the Philippines
using a coordinate system
Location of the Philippines
with respect to landmasses and
bodies of water

The Philippine Environment

Location of the Philippines
using a coordinate system
Location of the Philippines
with respect to landmasses and
bodies of water

Activities:

Activities:

Activities:

-lecture-discussion
-construction of diagrams,
charts, or graphs
-Use of motion pictures,
educational films

- lecture-discussion
-concept mapping
-use of Maps, transparencies,
globes

- lecture-discussion
-concept mapping
-use of Maps, transparencies,
globes
-essay writing

Activities:

-Small groups such as task

oriented, discussion
-use of Maps,
transparencies, globes

1. demonstrate how places

on Earth may be located
using a coordinate system;

1. demonstrate how places on

Earth may be located using a
coordinate system;

2. describe the location of the

Philippines with respect to the
continents and oceans of the
world;

3. recognize that soil, water,

rocks, coal, and other fossil fuels
are Earth materials that people
use as resources;

*locate places nearby

Philippines using the world
map with corresponding
coordinates.
30
(January 1620)

The Philippine Environment

Location of the
Philippines using a

Summative Assessment
The Philippine Environment
Location of the Philippines

1ST DAY OF THE FOURTH

MONTHLY EXAM
(19-20)

-worksheets
-video clips
-maps
-globes
manila paper
-marker
-handouts
-textbooks/
references
pp. 228-247

coordinate system
Location of the
Philippines with respect to
landmasses and bodies of
water
Activities:

-Small groups such as task

oriented, discussion
-essay writing
-concept mapping

31
(January 2327)

3. recognize that soil, water,

rocks, coal, and other fossil
fuels are Earth materials that
people use as resources;
Protection and
conservation of natural
resources

using a coordinate system

Location of the Philippines
with respect to landmasses and
bodies of water
Activities:
-Small groups such as task
oriented, discussion
-concept mapping
4. describe ways of
using Earth's resources
sustainably;

Protection and conservation

of natural resources

Activities:
Activities:

-Small groups such as task

oriented, discussion
-role playing

-Small groups such as task

oriented, discussion
-class debate/
innovating recyclable
materials into useful products

Interactions in the
Atmosphere
- Greenhouse effect/global
warming
- Land and sea breezes
- Monsoons
- Intertropical convergence
zone

Interactions in the Atmosphere

- Greenhouse effect/global
warming
- Land and sea breezes
- Monsoons
- Intertropical convergence zone

Activities:
Activities:

-lecture-discussion
-use of diagrams/illustration

-video clips
- manila paper
-marker
-handouts
-textbooks/
references
pp. 248-259

3. recognize that soil, water,

rocks, coal, and other fossil
fuels are Earth materials that
people use as resources;

4. describe ways of using

Earth's resources sustainably;

-collaborative activities
-film strips
-use of diagrams/illustration
-group reports

*describes the different layers

of the atmosphere
illustrates how some human
activities affect the atmosphere
explains how energy from
the sun enters the atmosphere
32
(January 30February 3)

Interactions in the
Atmosphere
- Greenhouse effect/global
warming
- Land and sea breezes
- Monsoons
- Intertropical convergence
zone

Interactions in the
Atmosphere
- Greenhouse effect/global
warming
- Land and sea breezes
- Monsoons
- Intertropical convergence
zone

Activities:

Activities:

-lecture-discussion
-use of
diagrams/illustration
-use of models and pictures
-concept mapping-group

-collaborative activities
-use of diagrams/illustration
-use of models and pictures
-group reports

Summative Assessment for

Interactions in the
Atmosphere

-use of models and pictures

-crossword puzzle

accounts for the occurrence of

land and sea breezes, and
monsoons

The Philippine Environment

Location of the Philippines
using a coordinate system
Location of the Philippines
with respect to landmasses and
bodies of water
Protection and conservation of
natural resources
Activities:

-Small groups such as task

oriented, discussion
-use of Maps, transparencies,
globes
-construction of diagrams,

-video clips
- manila paper
-marker
-handouts
-textbooks/
references
pp. 248-259

reports
explains the occurrence of
the intertropical convergence
zone (ITCZ)

charts, or graphs
-Use of motion pictures,
educational films
-collage making

describes the effects of

certain weather systems in the
Philippines

1. demonstrate how places on

Earth may be located using a
coordinate system;
33
(February 610)

Post Test

The Philippine Environment

Location of the Philippines
using a coordinate system
Location of the Philippines
with respect to landmasses and
bodies of water
Protection and conservation
of natural resources

The Philippine Environment

Location of the Philippines
using a coordinate system
Location of the Philippines
with respect to landmasses and
bodies of water
Protection and conservation
of natural resources

Activities:

Activities:

-Small groups such as task

oriented, discussion
-use of Maps, transparencies,
globes
-construction of diagrams,
charts, or graphs
-Use of motion pictures,
educational films
-concept mapping

-Small groups such as task

oriented, discussion
-use of Maps, transparencies,
globes
-construction of diagrams,
charts, or graphs
-Use of motion pictures,
educational films

*locate places nearby

1ST DAY
Semi Final Examination

34
(February 1317)

2. describe the location of the

Philippines with respect to the
continents and oceans of the
world;

Philippines using the world

map with corresponding
coordinates.

The Philippine Environment

Location of the
Philippines using a
coordinate system
Location of the
Philippines with respect to
landmasses and bodies of
water
Protection and
conservation of natural
resources

The Philippine Environment

Location of the Philippines
using a coordinate system
Location of the Philippines
with respect to landmasses and
bodies of water
Protection and conservation
of natural resources

Summative Assessment for

The Philippine Environment

Activities:

-role playing
-acronyms

-Small groups such as task

oriented, discussion
-concept mapping
-interviews

3. recognize that soil, water,

rocks, coal, and other fossil
fuels are Earth materials that
people use as resources;

Activities:

4. describe ways of using

Earth's resources sustainably;

Seminary Mass FOUNDATION DAY

Mass Family Day c/o PTA
(February 16-18)
1ST DAY

35
(February 2024)

36
(February 27March 3)

Seasons in the Philippines

- Relation of seasons to the
position of the Sun in the sky
- Causes of seasons in the
Philippines

Seasons in the Philippines

- Relation of seasons to the
position of the Sun in the sky
- Causes of seasons in the
Philippines

Seasons in the Philippines

- Relation of seasons to the
position of the Sun in the sky
- Causes of seasons in the
Philippines

Seasons in the Philippines

- Relation of seasons to the
position of the Sun in the sky
- Causes of seasons in the
Philippines

Activities:
Lecture-discussion
-brainstorming
-news reporting
-group reports

Activities:
Lecture-discussion
-brainstorming
-simulation
-use of models
-concept mapping

Activities:
Lecture-discussion
-brainstorming
-use of illustration

Activities:
Lecture-discussion
-brainstorming
-concept mapping
-essay writing

using models, relates:

- the tilt of the Earth to the
length of daytime
- the length of daytime to the
amount of energy received

- the position of the Earth in its

orbit to the height of the Sun in
the sky
-the height of the Sun in the sky
to the amount of energy
received

- the latitude of an area to the

amount of energy the area
receives

Summative Assessment for

Seasons in the Philippines

Eclipses
- Solar eclipse
- Lunar Eclipse

Eclipses
- Solar eclipse
- Lunar Eclipse

Eclipses
- Solar eclipse
- Lunar Eclipse

Activities:

Activities:

--Lecture-discussion
-concept mapping
-diagrams and illustration

--Lecture-discussion
-context clause
-concept mapping

communicates how solar and

lunar eclipses occur

communicates how solar

and lunar eclipses occur

Activities:
-Lecture-discussion
-use of models and pictures
-concept mapping
-diagrams and illustration
collects, records and reports
data on the beliefs and practices
of the community in relation to

shows what causes the seasons

in the Philippines to change using
models

-video clips
- manila paper
-marker
-handouts
-textbooks/
references
pp. 260-267

eclipses

37
(March 6-10)

Eclipses
- Solar eclipse
- Lunar Eclipse

Summative Assessment for

Eclipses

Review for final examination

FINAL EXAMINATION
1ST DAY
(March 9-10)

Activities:
-Lecture-discussion
-use of models and pictures
-concept mapping
-diagrams and illustration
collects, records and
reports data on the beliefs
and practices of the
community in relation to
eclipses
38
(March 1317)
39
(March 2024)
V. REFERENCES:

Performance task
Recognition

Vela-Evangelista et al., 2013, Science in Todays World The New Grade 7, Sibs Publishing House, Inc., Quezon City
Ballense-Seludo, NarcisaD.;Bernal, RheodoraC.,Science , Technology and Society;Philippines:Trinitas Publishing
Lourdes R. Carale, Elvira r. Galves, et. al., Biology, Science And Technology, Book Media Press Inc., Mandaluyong City

-worksheets
- manila paper
-marker
-handouts
-strips of paper
-textbooks/
references
pp. 268-277