Grade 7 FIRST QUARTER- Science of Materials

Content Standard Learning Competency Content Objectives

Scientists use models to Recognize that scientists Use of models a. identify the different models used by the scientist
explain phenomena. use models to explain to explain phenomena that cannot be easily seen
phenomena that cannot be or detected
easily seen or detected; b. describe and explain the different models used by
the scientist to explain phenomena that cannot
be easily seen or detected
The particle model explains Describe the Particle Model The Particle model and changes of a. describe particle model of matter,
the properties of solids, of Matter as “All matter is state b. recognize that matter consists of tiny particles,
liquids, and gases and the made up of tiny particles and
processes involved in changes with each pure substance c. appreciate the value of phases of matter in real-
of state. having its own kind of life application.
particles.”;
describe that particles are The Particle model and changes of
constantly in motion, have state a. differentiate elements and compounds,
spaces between them, b. describe that all matter is made up of tiny
attract each other, and particles with each pure substance having its own
move faster as the kind of particles,
temperature increases (or c. illustrate the particles of an element or a
with the addition of heat); compound using available materials such as
colored paper,
d. appreciate elements and compounds found on
the food labels.
e. infer that particles in matter move farther and
faster when they absorb heat.
f. infer from simple experiments that there is space
between particles.
g. use attraction between particles to explain
surface tension and capillarity.
Diagrams and flowcharts are use diagrams and The Particle model and changes of a. use models, diagrams and illustrations to describe
very useful in demonstrating illustrations to describe the state the motion, arrangement and spacing of particles
and explaining the motion and arrangement, spacing, and of solid, liquid and vapor during melting and
arrangement of particles relative motion of the freezing.
during changes of state. particles in each of the b. use diagrams and illustrations to describe the
 three states (phases) of motion, arrangement, and spacing of particles of
matter; solid, liquid, and vapor during evaporation and
condensation.
explain the changes of state The Particle model and changes of a. identify and describe the phase changes that
in terms of particle state require energy,
arrangement and energy b. illustrate the particle arrangement of the phase
changes: a. solid → liquid → changes that require energy, and
vapor, and b. vapor → c. appreciate the importance of phase changes that
liquid → solid; require energy (melting, vaporization,
sublimation, condensation, freezing and
deposition ) in everyday life
d. compare the phase changes that require and
release energy,
e. explain the diagram showing the transition or
changes of state in terms of particle arrangement
and energy changes
Diagram Showing the Flow of Phase Changes a.
solid → liquid → vapor, and b. vapor → liquid →
solid:

There are specific processes follow appropriate steps of Planning, following, and recording a. define scientific investigation, and
for planning, conducting, and a scientific investigation scientific investigations-Steps in b. familiarize yourself with the components of a
recording scientific which includes: a. Aim or Scientific Method scientific investigation
investigations. problem, b. Materials and
equipment, c. Method or
procedures, d. Results Planning, following, and recording
including data, and scientific investigations-Identifying c. identify a problem, and
e. Conclusion. problem d. make their own scientific problem based on the
given situation.

Planning, following, and recording

scientific e. identify methods of gathering data,
investigations-Gathering Data f. determine the kind of data gathering procedure,
and
g. organize and plan the data gathered.
 Planning, following, and recording
scientific investigations-Hypothesis h. define hypothesis,
i. identify the different types of variables, and
j. make hypothesis based on the given scientific
problem.
The properties of solutions identify the role of the Solutions, solubility, and a. Define solution operationally.
such as solubility and reaction solute and solvent in a concentration b. Identify and describe the components of a
to litmus determine their use. solution; solution.
c. Describe the properties and characteristics of
common solutions.
d. Investigate the properties of unsaturated,
saturated and supersaturated solutions
e. Perform an experiment on saturation of solution
and differentiate saturated, unsaturated and
supersaturated solutions.
express quantitatively the
amount of solute present in a. Identify and describe the types of solutions
a given volume of solvent; according to the amount of solute present in a
given solvent. B
b. Calculate the percentage by mass of the given
solutions.
c. Identify and describe the types of solution
according to the amount of solute present in a
given solvent.
d. Calculate the percentage by volume of the given
solutions.
e. Explain the difference between percentage by
mass of solution and by volume of solution.
demonstrate how different a. Describe how the temperature affects how fast a
factors affect the solubility solid solute dissolves in water
of a solute in a given b. Investigate how the size of the solid being
solvent, such as heat; dissolved, how fast it dissolves in water
identify solutions, which a. Differentiate acids, bases and salts
can be found at home and b. Describes some observable characteristics or
in school and that react properties of common solutions found at home
with litmus indicator, as or in store; and
acids, bases, and salts; and c. Present the data gathered in table form to show
some properties of common solutions you
observed.
d. Determine the effect of an acidic mixture, like
vinegar on iron.
demonstrate proper use a. Familiarize the student on the science
and handling of science equipment.
equipment b. Explain the standard use of laboratory
equipment.
 GRADE 7 SECOND QUARTER - Life Science
Content Standard Learning Competency Content Objectives
Familiarity and proper use of a identify the parts and functions, and Science equipment: The Compound a. Identify the parts of a compound
compound microscope are essential demonstrate proper handling and Microscope microscope and the function of
to observe cells storing of a compound microscope; ● Parts and Functions each part.
b. Demonstrate the proper handling
and storing of a compound
microscope
The organelles of plant and animal use proper techniques in observing Science equipment: The Compound a. Use proper techniques when
cells can be identified using a and identifying the parts of a cell with Microscope observing the parts of a cell
compound microscope a microscope such as the cell ● Using of Microscope under a microscope.
membrane, nucleus, cytoplasm, b. Identify the parts of a cell,
mitochondria, chloroplasts, and such as the cell membrane,
ribosomes; nucleus, and cytoplasm, with a
microscope
Cells are the basic unit of life and Differentiate plant and animal cells Plant and animal cells a. Identify the parts of a plant cell
mitosis, and meiosis are the basic based on their organelles; ● Parts and Functions and the function of each.
forms of cell division. ● Similarities and Differences b. Identify the parts of an animal
cell and the function of each.
c. Compare and contrast plant and
animal cells based on their
organelles.
recognize that some organisms Cellular reproduction a. Describe unicellular and
consist of a single cell (unicellular) like multicellular organisms
in bacteria and some consist of many b. Identify examples of
cells (multicellular) like in a human; unicellular and
multicellular organisms
recognize that cells reproduce Two types of cell division a. Describe the different
through two types of cell division, Stages of mitosis and meiosis phases/stages in mitosis.
mitosis and meiosis, and describe b. Describe the different
mitosis as cell division for growth and phases/stages in meiosis.
repair; c. Compare and contrast mitosis
and meiosis based on their role in
the cell division cycle
d. Describe the importance of
mitosis in cell growth and repair.
 explain that genetic information is
passed on to offspring from both
parents by the process of meiosis and e. Describe the different phases/
fertilization; stages in fertilization.
f. Explain the role of meiosis and
fertilization in passing genetic
information from parents to
offspring

Fertilization occurs when a male Differentiate sexual from asexual Cellular reproduction a. Describe sexual reproduction.
reproductive cell fuses with a female reproduction in terms of : Sexual and asexual reproduction b. Describe asexual reproduction.
reproductive cell. a. number of parents involved c. Compare and contrast the types
a. similarities of offspring to of reproduction in terms of
parents. number of parents involved and
similarities of offspring to
parents.
The level of biological organization use a labelled diagram to describe the Levels of biological organization a. Define the different levels of
provides a simple way of connecting connections between the levels of biological organization
the simplest part of the living world to biological organization to one another b. using a labelled diagram, identify
the most complex. from cells to the biosphere; the hierarchical relationships
between the biological
organization levels, from the
simplest to the most complex.
Identifying trophic levels helps describe the trophic levels of an Trophic levels and the transfer of a. Define the terms: producer,
understand the transfer of energy organism as levels of energy in a food energy consumer (herbivore, carnivore,
from one organism to another as pyramid; and omnivore), and decomposer.
shown in a food pyramid. b. Differentiate between autotrophs
and heterotrophs based on their
energy acquisition methods.
c. Explain the concept of trophic
levels and their representation in
a food pyramid.
d. Identify and label the different
trophic levels in a provided food
pyramid.
use examples of food pyramid to a. Describe the energy flow pattern
describe the transfer of energy through a food pyramid, from
between organisms from one trophic producers to top consumers.
level to another b. Analyze real-world examples of
food pyramids from different
ecosystems, identifying the
primary producers, dominant
consumers, and potential
ecological disruptions.
c. Discuss the consequences of
human activities like
deforestation and habitat loss on
energy flow and trophic level
dynamics within ecosystems.