SESSION _ Powerpoint HANDOUTS_TEMPLATES.docx

for educational purposes only

1. 1

SESSION 2_3: Science 7, Quarter 1
TABLE OF UNIT POWER AND SUPPORTING COMPETENCIES (Q1)

SUBJECT: SCIENCE GRADE LEVEL: 7 QUARTER: FIRST

TOPIC: Science of Materials

CONTENT STANDARD:
Learners learn that:
1. Scientists use models to explain phenomena.
2. The particle model explains the properties of solids, liquids, and gases and the processes involved in changes of state.
3. Diagrams and flowcharts are very useful in demonstrating and explaining the motion and arrangement of particles during changes of state.
4. There are specific processes for planning, conducting, and recording scientific investigations.
5. The properties of solutions such as solubility and reaction to litmus determine their use.

PERFORMANCE STANDARD:
By the end of the Quarter, learners recognize that scientists use models to describe the particle model of matter. They use diagrams and illustrations
to explain the motion and arrangement of particles during changes of state. They demonstrate an understanding of the role of solute and solvent in
solutions and the factors that affect solubility. They demonstrate skills to plan and conduct a scientific investigation making accurate measurements
and using standard units.

COMPETENCIES
R
(needed for
next unit
or grade)
E
(needed for
real life)
A
(needed for achievement
or admissions or job
tests)
L
(needed by
other
subjects)
POWER OR
SUPPORTING?
Recognize that scientists use models (i.e., tangible and
conceptual) to explain phenomena that cannot be
easily seen or detected
Power
Describe the Particle Model of Matter as “All matter is
made up of tiny particles with each pure substance
having its own kind of particles.”;
Supporting
Describe that particles in matter are in constant,
random motion exhibiting kinetic energy; have spaces
between the particles, attract each other, and move
Supporting

2. 2

SESSION 2_3: Science 7, Quarter 1
faster as the temperature increases (or with the addition
of heat)
Use diagrams and illustrations to describe the
arrangement, spacing, and relative motion of the
particles in each of the five states (i.e solid, liquid, gas,
plasma, Bose-Einstein condensate) of matter
Power
Explain the changes of state in terms of particle
arrangement and energy changes:
a. solid→liquid→vapor,and
b. vapor→liquid→solid
Supporting
Follow six appropriate steps of a scientific investigation
which includes:
a. Aim or problem
b. Hypothesis
c. Materials and equipment,
d. Method or procedures,
e. Results including data, and
f. Conclusion.
Power
Make accurate and precise measurements using
standard units for physical quantities and organize the
collected data when carrying out a scientific
investigation;
Power
Identify the role of the solute (substance that is
dissolved in the solvent) and solvent (substance in
which the solute is dissolved) in a solution
Supporting

3. 3

SESSION 2_3: Science 7, Quarter 1
Express quantitatively the amount of solute present in
a given volume of solvent (percentage concentration
(i.e., m/m, v/v, m/v)
Power
Demonstrate how five factors (i.e., temperature,
pressure, molecular size, solute properties, and
mechanical agitation) affect solubility of a solute in a
given solvent.
Power
Identify solutions, which can be found at home and in
school and that react with litmus and natural indicators,
pH paper, as acids, bases, and salts;
Supporting
Demonstrate proper use and handling of science
equipment and apparatus.
Power
Generalize that community based problems related to
solution concentrations are effectively addressed
through scientific investigation.
Power
Design a scientific investigation related to solution
concentrations that effectively addressed community-
based problems.
Power

4. 4

SESSION 2_3: Science 7, Quarter 1
UNPACKING CURRICULUM UNIT STANDARDS AND
LEARNING COMPETENCIES GUIDE (Q1)

SUBJECT: SCIENCE GRADE LEVEL: 7 QUARTER: FIRST
TOPIC: Science of Materials

CONTENT STANDARD:
Learners learn that:
1. Scientists use models to explain phenomena.
2. The particle model explains the properties of solids, liquids, and gasses and the processes involved in changes of state.
3. Diagrams and flowcharts are very useful in demonstrating and explaining the motion and arrangement of particles during changes of
state.
4. There are specific processes for planning, conducting, and recording scientific investigations.
5. The properties of solutions such as solubility and reaction to litmus determine their use.

PERFORMANCE STANDARD:
By the end of the Quarter, learners recognize that scientists use models to describe the particle model of matter. They use diagrams and
illustrations to explain the motion and arrangement of particles during changes of state. They demonstrate an understanding of the role
of solute and solvent in solutions and the factors that affect solubility. They demonstrate skills to plan and conduct a scientific investigation
making accurate measurements and using standard units.

1
MATATAG CURRICULUM GUIDE
UNIT LEARNING
COMPETENCIES
(underline nouns and encircle
verbs; define key terms)
2
UNPACKED CONTENT
(restate the LC with
additional information that
denotes content’s
number, type or scope;
additions inserted before
or after the noun)
3
SKILL
(state
encircled
verb)
4
SKILL’S LEARNING
GOAL
(classify the verb if
A for Acquisition;
M for Making
Meaning;
T for Transfer)
5
BUDGET OF TIME
1. Recognize that scientists use
models to explain phenomena that
cannot be easily seen or detected;

Key Term:
Recognize that scientists
use models (i.e., tangible
and conceptual) to explain
phenomena that cannot be
easily seen or detected

Recognize A 1 class meeting

5. 5

SESSION 2_3: Science 7, Quarter 1
Model: is a physical and/or
mathematical and/or conceptual
representation of a system of ideas,
events or processes.


2. Describe the Particle Model of
Matter as “All matter is made up of
tiny particles with each pure
substance having its own kind of
particles.”;

Describe A 1 class meeting
3. Describe that particles are
constantly in motion, have spaces
between them, attract each other,
and move faster as the temperature
increases (or with the addition of
heat);

Key Term:
Particles: are the most basic unit
that forms our universe. They make
up matter, such as atoms, and
molecules. Particles allow
exchanges of energy between other
particles.
Describe that particles in
matter are in constant,
random motion exhibiting
kinetic energy; have spaces
between the particles, attract
each other, and move faster
as the temperature
increases (or with the
addition of heat)
Describe A 2 class meetings
4. Use diagrams and illustrations to
describe the arrangement, spacing,
and relative motion of the particles
in each of the three states (phases)
of matter;



Key Term:
Use diagrams and
illustrations to describe the
arrangement, spacing, and
relative motion of the
particles in each of the five
states (i.e solid, liquid, gas,
plasma, Bose -Einstein
condensate) of matter
Use A 2 class meetings

6. 6

SESSION 2_3: Science 7, Quarter 1
States of Matter: is one of the
distinct forms that different phases
of matter take on.

5. Explain the changes of state in
terms of particle arrangement and
energy changes:
a. solid→liquid→vapor,
and
b. vapor→liquid→solid;

Key Term:
Changes of States: is used to
describe the process of one state of
matter (solid, liquid or gas) changing
to another.

Explain M 2 class meetings
6. Follow appropriate steps of a
scientific investigation which
includes:
a. Aim or problem,
b. Materials and equipment,
c. Method or procedures,
d. Results including data, and
e. Conclusion.

Key Term:
Scientific investigation: is a process
of solving problems using
systematic steps.
Follow six appropriate steps
of a scientific investigation
which includes:
a. Aim or problem
b. Hypothesis
c. Materials and
equipment,
d. Method or procedures,
e. Results including data,
and
f. Conclusion.
Follow A 2 class meetings
7. Make accurate measurements
using standard units for physical
quantities and organize the
collected data when carrying out a
scientific investigation;
Make accurate and precise
measurements using
standard units for physical
quantities and organize the
Make T 2 class meetings

7. 7

SESSION 2_3: Science 7, Quarter 1


Key Term:
Measurements: are observations
that convey a value or unit

Accuracy: is the closeness of a
measured value to a standard or
known value.
collected data when carrying
out a scientific investigation;

Key Term:
Precision refers to the
closeness of two or more
measurements to each other
8. Identify the role of the solute and
solvent in a solution;


Key Term:
Solute: is a substance that is
dissolved in the solvent.

Solvent: is a substance in which the
solute is dissolved.
Identify the role of the solute
(substance that is dissolved
in the solvent) and solvent
(substance in which the
solute is dissolved) in a
solution
Identify A 2 class meetings
9. Express quantitatively the
amount of solute present in a given
volume of solvent;


Express quantitatively the
amount of solute present in a
given volume of solvent
(percentage concentration
(i.e., m/m, v/v, m/v)

Key Terms:
Percentage Concentration:
is the ratio of the mass or
volume of a substance
(solute) to the mass or
volume of the solvent or
solution.
Express T 3 class meetings
11. Demonstrate how different
factors affect the solubility of a
solute in a given
Demonstrate how five
factors (i.e., temperature,
pressure, molecular size,
Demonstrate T 3 class meetings

8. 8

SESSION 2_3: Science 7, Quarter 1
solvent, such as heat;


Key Term:
Solubility: is the ability of a
substance, the solute, to form a
solution with another substance, the
solvent.
solute properties, and
mechanical agitation) affect
solubility of a solute in a
given solvent.
11. Identify solutions, which can be
found at home and in school and
that react with litmus indicator, as
acids, bases, and salts;

Key Term:
Solution: is defined as a
homogenous mixture comprising
two or more components of solute
and solvent.
Identify solutions, which can
be found at home and in
school and that react with
litmus and natural indicators,
pH paper, as acids, bases,
and salts;

Identify A 2 class meetings
12. Demonstrate proper use and
handling of science equipment.

Key Tem:
Equipment: refers to a set of tools or
other objects commonly used to
achieve a particular objective

Demonstrate proper use and
handling of science
equipment and apparatus.

Key Tem:
Equipment: are non
machines used in a science
laboratory.

Demonstrate T 2 class meetings
DISTRIBUTION:
A: 6
M: 2
T: 4


1
ADDITIONAL LEARNING
COMPETENCIES
2
UNPACKED CONTENT
3
SKILL
4
SKILL’S LEARNING
GOAL
5
BUDGET OF TIME

9. 9

SESSION 2_3: Science 7, Quarter 1
(underline nouns and encircle
verbs)
(restate the LC with
additional information that
denotes content’s
number, type or scope;
additions inserted before
or after the noun)
(state
encircled
verb)
(classify the verb if
A for Acquisition;
M for Making
Meaning;
T for Transfer)
Generalize that community based
problems related to solution
concentrations are effectively
addressed through scientific
investigation.
Generalize M 2 class meetings
Design a scientific investigation
related to solution concentrations
that effectively addressed
community-based problems.

Design T 2 class meetings
DISTRIBUTION:
A:
M: 1
T:1

10. 10

SESSION 2_3: Science 7, Quarter 1
UNIT CURRICULUM MAP
UNIT TITLE: SCIENCE OF MATERIALS
SUBJECT: SCIENCE GRADE LEVEL: 7 QUARTER: FIRST
TOPIC: Science of Materials
Topic/
Quart
er
UNIT
TOPIC
CONTENT
STANDAR
DS
PERFORMA
NCE
STANDARDS
POWER/
SUPPORTING
COMPETENCIES
ASSESSMEN
T
ACTIVITIES RESOURCES
INSTITUTIONAL
CORE
VALUES
1 1.
Use of
models
2. The
Particle
model and
changes of
state
3.
Planning,f
ollowing,
and
recording
scientific
investigati
ons

4.
Learners
learn that:
The learners
shall be able
to:
ACQUISITION

1. Scientist
s use
models
to
explain
phenom
ena.
2. The
particle
model
explains
the
propertie
s of
solids,
liquids,
and

By the end of
the Quarter,
learners
recognize that
scientists use
models to
describe the
particle model
of matter.
They use
diagrams and
illustrations to
explain the
motion and
arrangement
of particles
during
A1: Recognize
that scientists
use models
(i.e., tangible
and
conceptual) to
explain
phenomena
that cannot be
easily seen or
detected
A1. Short
Responses
A1. Video
Viewing
A1: Scientific
Models by
AngelaAlderf
er Ahcs
https://www.yo
utube.com/wat
ch?v=nGauq5
7P5Bg
A1:
Innovative

A2. Describe
the Particle
Model of Matter
as “All matter is
made up of tiny
particles with
each pure
A2. Multiple
Choice
A2. Reading
Text with
Chunking
Information
(Pattern)
A2. Reading
Material


A2. Critical
Thinking

11. 11

SESSION 2_3: Science 7, Quarter 1
Solutions,
solubility,
and
concentrati
on




















gases
and the
process
es
involved
in
changes
of state.
3. Diagram
s and
flowchart
s are
very
useful in
demonst
rating
and
explainin
g the
motion
and
arrange
ment of
particles
during
changes
of state.
4. There
are
changes of
state. They
demonstrate
an
understanding
of the role of
solute and
solvent in
solutions and
the factors
that affect
solubility.
They
demonstrate
skills to plan
and conduct a
scientific
investigation
making
accurate
measurement
s and using
standard
units.
substance
having its own
kind of
particles.”;
A3. Describe
that particles in
matter are in
constant,
random motion
exhibiting
kinetic energy;
have spaces
between the
particles,
attract each
other and
move faster as
the
temperature
increases (or
with the
addition of
heat)
A3. Short
Response
A3.1 Video
Viewing about
Particle
Movement in
Varied States
and Conditions


A3.2
Simulation of
Particle Motion
using JavaLab





A3.3
Modeling/Dem
onstration
A3.1
Arrangemen
t of Particles
https://www.yo
utube.com/wat
ch?v=bwGim-
eceS8

A3.2
Simulation:
State of
Water
https://javalab.
org/en/status_
of_water_en/


A3.3 Activity
Worksheet
A3. Problem
Solving

12. 12

SESSION 2_3: Science 7, Quarter 1
Use of
Models
2. The
Particle
model






and
changes of






state
3.
Planning,f
ollowing,


specific
process
es for
planning
,
conducti
ng, and
recordin
g
scientific
investiga
tions.
5. The
propertie
s of
solutions
such as
solubility
and
reaction
to litmus
determin
e their
use.
A4. Use
diagrams and
illustrations to
describe the
arrangement,
spacing, and
relative motion
of the particles
in each of the
five states (i.e
solid, liquid,
gas, plasma,
Bose -
Einstein
condensate) of
matter;
A4.
Illustrating/
Diagramming
Particles
A4. Noting
Details with
Graphic
organizer
(Table
Completion)
A4. Reading
Text about
States of
Matter
https://www.
sciencelear
n.org.nz/res
ources/1499
-states-of-
matter#Snip
petTab

Graphic
Organizer
A4.1
Critical
Thinking
A5. Identify the
role of the
solute
(substance that
is dissolved in
the solvent)
and solvent
(substance in
which the
solute is
dissolved) in a
solution

A5.
Identification
A5. Noting
details with
Graphic
Organizer
A5. Activity
Worksheet
A5.
Information
Literacy

13. 13

SESSION 2_3: Science 7, Quarter 1




and
recording
scientific
investigati
ons






4.
Solutions,
solubility,
and
concentrati
on




A6. Identify
solutions,
which can be
found at home
and in school
and that react
with
litmus and
natural
indicators, pH
paper, as
acids, bases,
and salts
A6.
Identification
A6.Gamificatio
n: Household
Scavenger
Hunt
using
GooseChase
App


A6. Activity
Worksheet

GooseChas
e
https://www.
goosechase
.com/
A6.
Information
Literacy
A7. Follow six
appropriate
steps of a
scientific
investigation
which includes:
a. Aim or
problem
b. Hypothesis
c. Materials
and equipment,
d. Method or
procedures,
A7.
Sequencing
A7. Video
Viewing on the
Steps of
Scientific
Method with
Flow Charting





A7.
Youtube:
The
Scientific
Method
The
scientific
method -
YouTube


Flow Chart
template
A7.1 Critical
Thinking

14. 14

SESSION 2_3: Science 7, Quarter 1










e. Results
including data,
and
f. Conclusion.

MAKE MEANING
A8: Explain the
changes of
state in terms
of particle
arrangement
and energy
changes:
a.
solid→liquid→
vapor, and
b.
vapor→liquid→
solid;
A8: Short
Paragraph
A8: Laboratory
Experimentatio
n on Phase
Change
through
Gowin’s Vee
A8:
Phase
Change
Laboratory
Activity
A8:
Collaboration
A9: Generalize
that community
based
problems
related to
solution
concentrations
are effectively
addressed
A9: Stick-it-
Together
A9: CER
A9:
Article on
the
application
of solutions
in
community
A9.
Environment
al Care

15. 15

SESSION 2_3: Science 7, Quarter 1
through
scientific
investigation.




TRANSFER
A10: Make
accurate and
precise
measurements
using standard
units for
physical
quantities and
organize the
collected data
when carrying
out a scientific
investigation
A10. Practical
Quiz -
Measurement
Analysis
A10.
Measurement
Olympics - A
Series of
Measurement
Challenges
A10.
Worksheet
Olympics
A.10.
Scientific
Inquiry

A11: Express
quantitatively
the amount of
solute present
in a given
volume of
solvent
A11:
Problem-
Solving on
Concentration
Calculation
A11.
Concentration
Calculation
Challenge
A11.
Solution
Concentrati
on
Concentrati
on -
A.11.
Critical
Thinking

16. 16

SESSION 2_3: Science 7, Quarter 1
(percentage
concentration
i.e. m/m, v/v,
m/v)
GameUp -
BrainPOP.


A12:
Demonstrate
how five
factors (i.e.
temperature,
pressure,
molecular size,
solute
properties, and
mechanical
agitation) affect
solubility of a
solute in a
given solvent.
A12. Data
Analysis
Report -
Temperature
and Solubility
A12. Kitchen
Chemistry -
investigate the
solubility of
common
cooking
ingredients
A.12
Kitchen
Chemistry
Rock Candy
(Solubility,
Supersatura
ted
Solutions,
Saturation) |
Chemistry |
CK-12
Exploration
Series

A.12.
Scientific
Inquiry
A13:
Demonstrate
proper use and
handling of
science
equipment and
apparatus.
A13. Practical
Test and
Troubleshooti
ng Scenario
A13. Lab
Stations
Proper Use
and Handling
of Science
Equipment
A13.Teache
r-made Lab
Activity
Sheet


A.14.
Commitment
to Precision
and Safety

17. 17

SESSION 2_3: Science 7, Quarter 1
A14: Design a
scientific
investigation
related to
solution
concentrations
that effectively
addressed
community-
based
problems.
A14.
Performance
Task:
Scientific
Investigation
A14.
Scaffolding
Activities
A14:
Good
Stewardship


















UNIT STANDARD AND COMPETENCY DIAGRAM




TRANSFER


Students on their own and in the
long run will be able to conduct a
scientific investigation to address
community-based problems to
determine the role of the properties
of solutions in the overall condition
Scientific Investigation

18. 18

SESSION 2_3: Science 7, Quarter 1

19. 19

SESSION 2_3: Science 7, Quarter 1

20. 20

SESSION 2_3: Science 7, Quarter 1
TABLE OF UNIT POWER AND SUPPORTING COMPETENCIES

SUBJECT: SCIENCE GRADE LEVEL: _________ QUARTER: _____________

TOPIC: ____________________

CONTENT STANDARD:
Learners learn that:


PERFORMANCE STANDARD:


COMPETENCIES
R
(needed for next unit
or grade)
E
(needed for
real life)
A
(needed for achievement or
admissions or job tests)
L
(needed by other
subjects)
POWER OR
SUPPORTING?

21. 21

SESSION 2_3: Science 7, Quarter 1
UNPACKING CURRICULUM UNIT STANDARDS AND
LEARNING COMPETENCIES TEMPLATE

SUBJECT: SCIENCE GRADE LEVEL: _______ QUARTER: ___________

TOPIC: _____________

CONTENT STANDARD:


PERFORMANCE STANDARD:



1
MATATAG CURRICULUM GUIDE
UNIT LEARNING
COMPETENCIES
(underline nouns and encircle
verbs; define key terms)
2
UNPACKED CONTENT
(restate the LC with
additional information that
denotes content’s
number, type or scope;
additions inserted before
or after the noun)
3
SKILL
(state
encircled
verb)
4
SKILL’S LEARNING
GOAL
(classify the verb if
A for Acquisition;
M for Making
Meaning;
T for Transfer)
5
BUDGET OF TIME











DISTRIBUTION:

22. 22

SESSION 2_3: Science 7, Quarter 1
A: ____
M: ____
T: ____

1
ADDITIONAL LEARNING
COMPETENCIES
(underline nouns and encircle
verbs)
2
UNPACKED CONTENT
(restate the LC with
additional information that
denotes content’s
number, type or scope;
additions inserted before
or after the noun)
3
SKILL
(state
encircled
verb)
4
SKILL’S LEARNING
GOAL
(classify the verb if
A for Acquisition;
M for Making
Meaning;
T for Transfer)
5
BUDGET OF TIME


DISTRIBUTION:

A: ____
M: ____
T: ____

23. 23

SESSION 2_3: Science 7, Quarter 1
UNIT CURRICULUM MAP TEMPLATE
UNIT TITLE: __________________
SUBJECT: SCIENCE GRADE LEVEL: ______ QUARTER: ___________
TOPIC: __________________

Topic/
Quart
er
UNIT
TOPIC
CONTENT
STANDAR
DS
PERFORMA
NCE
STANDARDS
POWER/
SUPPORTING
COMPETENCIES
ASSESSMENT ACTIVITIES RESOURCES
INSTITUTIONAL
CORE
VALUES
ACQUISITION



MAKE MEANING



TRANSFER

24. 24

SESSION 2_3: Science 7, Quarter 1