Grade 7 FIRST QUARTER- Science of Materials

Content Learning Competency

Content Standards
Learners learn that: The learners…
1. Use of models 1. Scientists use models 1. recognize that scientists use models to explain phenomena that cannot be easily seen
2. The Particle to explain phenomena. or detected;
model and 2. The particle model 2. describe the Particle Model of Matter as “All matter is made up of tiny particles with
changes of explains the properties each pure substance having its own kind of particles.”;
state of solids, liquids, and
3. describe that particles are constantly in motion, have spaces between them, attract
3. Planning, gases and the
processes involved in each other, and move faster as the temperature increases (or with the addition of
following, and
changes of state. heat);
recording
scientific 3. Diagrams and 4. use diagrams and illustrations to describe the arrangement, spacing, and relative
investigations flowcharts are very motion of the particles in each of the three states (phases) of matter;
4. Solutions, useful in 5. explain the changes of state in terms of particle arrangement and energy changes:
solubility, and demonstrating and a. solid → liquid → vapor, and
concentration explaining the motion
b. vapor → liquid → solid;
and arrangement of
particles during 6. follow appropriate steps of a scientific investigation which includes:
changes of state. a. Aim or problem,
4. There are specific b. Materials and equipment,
processes for planning, c. Method or procedures,
conducting, and
recording scientific d. Results including data, and
investigations. e. Conclusion.
5. The properties of 7. make accurate measurements using standard units for physical quantities and
solutions such as organize the collected data when carrying out a scientific investigation;
solubility and reaction 8. identify the role of the solute and solvent in a solution;
to litmus determine 9. express quantitatively the amount of solute present in a given volume of solvent;
their use. 10. demonstrate how different factors affect the solubility of a solute in a given solvent,
such as heat;
11. identify solutions, which can be found at home and in school and that react with litmus
indicator, as acids, bases, and salts; and
12. demonstrate proper use and handling of science equipment.

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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.
Suggested Performance Task

Design and carry out an investigation to determine the amount of salt in a sample of seawater.

GRADE 7 SECOND QUARTER - Life Science

Content
Learning Competency
Content Standards Learners
learn that: The learners…
1. Science 1. Familiarity and proper use of 1. identify the parts and functions, and demonstrate proper handling and
equipment: a compound microscope are storing of a compound microscope;
the compound essential to observe cells. 2. use proper techniques in observing and identifying the parts of a cell with a
microscope 2. The organelles of plant and microscope such as the cell membrane, nucleus, cytoplasm, mitochondria,
2. Plant and animal animal cells can be chloroplasts, and ribosomes;
cells identified using a compound 3. recognize that some organisms consist of a single cell (unicellular) like in
microscope. bacteria and some consist of many cells (multicellular) like in a human;
3. Cellular
3. Cells are the basic unit of 4. differentiate plant and animal cells based on their organelles;
reproduction
life and mitosis, and meiosis 5. recognize that cells reproduce through two types of cell division, mitosis and
4. Levels of biological
are the basic forms of cell meiosis, and describe mitosis as cell division for growth and repair;
organization
division. 6. explain that genetic information is passed on to offspring from both parents
5. Trophic levels and by the process of meiosis and fertilization;
the transfer of 4. Fertilization occurs when a
male reproductive cell fuses 7. differentiate sexual from asexual reproduction in terms of: a) number of
energy parents involved, and b) similarities of offspring to parents;
with a female reproductive
8. use a labelled diagram to describe the connections between the levels of
cell.
biological organization to one another from cells to the biosphere;

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 5. Sexual reproduction is the 9. describe the trophic levels of an organism as levels of energy in a food
basis of heredity. pyramid; and
6. The level of biological 10. use examples of food pyramids to describe the transfer of energy
organization provides a between organisms from one trophic level to another.
simple way of connecting the
simplest part of the living
world to the most complex.
7. Identifying trophic levels
helps understand the
transfer of energy from one
organism to another as
shown in a food pyramid.
Performance Standard

By the end of the Quarter, learners demonstrate understanding of the parts and function of a compound microscope and use this to
identify cell structure. They recognize that the cell is the basic unit of life and that some organisms are unicellular and some are
multicellular. They explain that there are two types of cell division, and that reproduction can occur through sexual or asexual processes.
They use diagrams to make connections between organisms and their environment at various levels of organization. They explain the
process of energy transfer through trophic levels in food chains.
Suggested Performance Task

Create a visual representation, such as poster, model, or e-poster, explaining the trophic level in a chosen ecosystem.

GRADE 7 THIRD QUARTER - Force, Motion, and Energy

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Content Content Standards Learning Competencies

The learners learn that: The learners…

1. Balanced and 1. Scientists and engineers 1. identify that forces act between objects and can be measured.
unbalanced forces analyze forces to predict 2. identify and describe everyday situations that demonstrate:
2. Motion: their effects on a. balanced forces such as a box resting on an inclined plane, a man
displacement and movement. standing still, or an object moving with constant velocity;
velocity 2. Vectors differentiate the b. unbalanced forces, such as freely falling fruit or an accelerating car;
3. Distance-Time concepts of speed and
3. draw a free-body diagram to represent the relative magnitude and direction of
graphs velocity.
the forces involving balanced and unbalanced forces;
4. Identifying and 3. Graphing motion provides
4. identify that when forces are not balanced, they can cause changes in the
controlling more accurate
object’s speed or direction of motion;
variables predictions about speed
5. explain the difference between distance and displacement in everyday
5. Heat transfer and velocity.
situations in relation to a reference point;
4. The particle model
6. distinguish between speed and velocity using the concept of vectors;
explains natural systems
and processes. 7. describe uniform velocity and represent it using distance-time graphs;
5. Scientists and engineers 8. explain the difference between heat and temperature;
conduct innovative 9. identify advantageous and disadvantageous examples of conduction,
research to find solutions convection, and radiation;
to the current global 10. explain in terms of the particle model the processes underlying convection and
energy crisis by seeking conduction of heat energy; and
renewable energy
11. gather information from secondary sources to identify and describe examples
solutions.
of innovative devices that can be used to transform heat energy into electrical
energy.

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Performance Standard

By the end of the Quarter, learners employ scientific techniques, concepts, and models to investigate forces and motion and represent
their understanding using scientific language, force diagrams, and distance-time graphs. They use their curiosity, knowledge and
understanding, and skills to propose solutions to problems related to motion and energy. They explore how modern technologies might
be used to overcome current global energy concerns.

Suggested Performance Task

Develop a 2-4 page brochure for parents or leaders in your community to inform them about modern technologies that can be used
sustainably to transform heat into electricity in the local community.

GRADE 7 FOURTH QUARTER - Earth and Space Science

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Content
Content Standards Learning Competencies

The learners learn that: The learners…

1. System models 1. Rapid movements along 1. classify geological faults according to the angle of the fault plane and
2. Earthquakes normal, reverse or direction of slip;
3. The Sun’s strikeslip faults cause 2. use models or illustrations to explain how movements along faults generate
influence on Earth earthquakes. earthquakes and identify and explain which types of faults are most likely to
2. The damage or effects on occur in the Philippines and explain why;
communities depend on 3. describe how the effects of earthquakes on communities depend on their
the magnitude of and magnitude;
distance from an 4. use the PHIVOLCS FaultFinder or other reliable information source to identify
earthquake. where the nearest fault system is located from their community and assess
3. Sunlight is the Earth’s the risk of earthquakes to their local community;
external source of energy. 5. make models of fault scenarios to illustrate:
4. Solar energy influences a. the epicenter of an earthquake from its focus,
the atmosphere and b. the intensity of an earthquake from its magnitude, and
weather patterns. c. how underwater earthquakes may or may not generate tsunamis;
5. The revolution, rotation, 6. refer to the local disaster readiness plans to demonstrate what to do during
and the tilt of the Earth and after an earthquake;
explain the patterns of 7. explain how earthquakes result in tsunamis that devastate shoreline
day and night and the communities;
seasons. 8. describe procedures that the authorities have in place to alert communities of
pending tsunamis and what procedures can be implemented should a
tsunami impact a community;
9. explain how energy from the Sun interacts with the atmosphere;
10. make a physical model or use drawings to demonstrate how the tilt of the
Earth relative to its orbit around the Sun affects the intensity of sunlight
absorbed by different areas of Earth over a year;
11. explain, using models, how the tilt of the Earth affects the changes in the
length of daytime at different times of the year; and
12. explain how solar energy contributes to the occurrence of land and sea
breezes, monsoons, and the Intertropical Convergence Zone (ITCZ).

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Performance Standard

By the end of the Quarter, learners appreciate the value of using systems to analyze and explain natural phenomena and demonstrate
their understanding in explaining the dynamics of faults and earthquakes. They are confident in identifying and assessing the earthquake
risk for their local communities using authentic and reliable secondary data. They use the country’s disaster awareness and risk reduction
management plans to identify and explain to others what to do in the event of an earthquake. Learners explain the cause and effects of
secondary impacts that some coastal communities may experience should a tsunami be produced by either local or distant earthquake
activity. Learners use reliable scientific information to identify and explain how solar energy influences the atmosphere and weather
systems of the Earth and use such information to appreciate and explain the dominant processes that influence the climate of the
Philippines.

Suggested Performance Tasks

A. Design, test, and evaluate a model house that can withstand a model earthquake.
B. Design, test, and evaluate a model of an innovative house that can adapt to the different weather conditions in the country.

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