7

Quarter 1
Worksheet for Week

Science 6

PILOT IMPLEMENTATION OF THE MATATAG K TO 10 CURRICULUM

Worksheet for Science Grade 7
Quarter 1: Week 6
SY 2023-2024

This material is intended exclusively for the use of teachers participating in the pilot
implementation of the MATATAG K to 10 Curriculum during the School Year 2023-2024. It
aims to assist in delivering the curriculum content, standards, and lesson competencies. Any
unauthorized reproduction, distribution, modification, or utilization of this material beyond the
designated scope is strictly prohibited and may result in appropriate legal actions and
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nor claim ownership over them.

Development Team

Writer: Maggel R. Anclote

Content Editor: Pricila D. Cabigting
Mechanical Editor: Waylie Nina D. De Claro
Illustrator: John Albert A. Rico
Layout Artist: Cyrus T. Festijo, Joe Angelo L. Basco

Management Team
Alberto T. Escobarte, Viernalyn M. Nama, Dianne Catherine Teves-Antonio,
Louie Oller V. Erni, Nenette Joy P. Larinay, Lhovie C. Damian, Redgynn A. Bernales

Every care has been taken to ensure the accuracy of the information provided in this
material. For inquiries or feedback, please write or call the Office of the Director of the Bureau
of Learning Resources via telephone numbers (02) 8634-1072 and 8631-6922 or by email at
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 PILOT IMPLEMENTATION OF THE MATATAG K TO 10 CURRICULUM

LEARNING ACTIVITY SHEET

Learning Area: Science 7 Quarter: I

Week: 6 Day: 2
Lesson Title/ Topic: Measuring Physical Quantities
Name: Grade & Section:

Title and No. of Activity: Activity No. 1: Reading Between The Lines
Objective(s): Measure the mass, volume, and temperature using standard units.
Materials Needed: Magnified Graduations of Graduated Cylinder, Foot Rule (Ruler), Thermometer,
and Weighing Scale, Kitchen weighing scale, scoop, Room Thermometer,
Graduated cylinder, Tablespoon of Salt, A bottle of colored liquid, box,
Duration: 10 minutes
Instructions: Proceed to the learning stations. You may start from any of the 5 stations.
Step 1. Find the least count of the measuring device in each station.
Step 2. Measure the physical quantity of the given object using the given device.
Station 1: Mass of a scoop of salt on the weighing scale
Station 2: Volume of colored solution in the graduated cylinder
Station 3: Temperature of air in the classroom in degree Celsius and in degree
Fahrenheit using a thermometer
Station 4: Volume of vacant/space of the box using a ruler
Step 3. Organize your data by completing the table below.

Questions:
Question 1. What is the least count of each measuring devices you used
Question 2. What quantities did you measure?
Question 3. What is the value of the quantity you measured in each Station?
Question 4: From where do you base the unit of measure?
Question 5. What unit is used in measuring the volume of liquids? Of regular-shaped objects?

Additional Resources (Optional): To further enrich your idea on measurement, visit the following
websites:
https://www.youtube.com/watch?v=NhPQp-GkRwo
Assessment/Reflection:
● Learners will take a 5-item multiple choice test.
1. What is the least count of the device shown below?
A. 0.01 mL
B. 0.1 mL
C. 1 mL
D. 10 mL

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 PILOT IMPLEMENTATION OF THE MATATAG K TO 10 CURRICULUM

2. What is the volume of the liquid in the graduated cylinder?

A. 25 mL
B. 26 mL
C. 26.0 mL
D. 27.0 mL
3. Which method is best for measuring volume of liquid?
A. Use a graduated cylinder or beaker
B. Use an equation on volume based on dimensions of the object
C. Use displacement method
D. Use replacement method
4. What is the length of the pencil shown below?
A. 7.5 cm
B. 7.5 mm
C. 7.50 cm
D. 7.50 mm

5. When reading a graduated cylinder, the meniscus _____

A. must be above the eye level.
B. should be below the eye level
C. should be at eye level
D. may be at any level as long as it is near the reader.

● After the test, the teacher asks the learners if the lesson helped them make measurement
accurately? If so, how? If not, what can be improved next time?

Notes for Facilitators:

1. Perform the activity yourself a day before to make sure that the tasks will give the expected
results.
2. Also, provide as many sets of materials per learning station as possible so that each learner
will actually experience measurement. You may improvise the materials as long as the same
concept will be developed.
3. Always give precautionary measures before the start of any activity especially when learners
will use glass materials.

Extension/Differentiation (if applicable): For advanced learners, you may consider extending
the lesson by asking them to give possible sources of errors in measurement. For lagging
learners, give additional exercises on reading measuring instruments with different scales
or graduations.

Remember that the format of a learning activity sheet can be adjusted to fit the needs of your learners, the
subject matter, and the level of detail required. The key is to provide clear instructions, engaging tasks, and
the necessary resources to help learners achieve the intended learning outcomes.

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 PILOT IMPLEMENTATION OF THE MATATAG K TO 10 CURRICULUM

LEARNING ACTIVITY SHEET

Learning Area: Science 7 Quarter: 1

Week: 6 Day: 3
Lesson Title/ Topic: Organizing Data
Name: Grade & Section:

Title and No. of Activity: Activity No. 2: Order in the Court!

Objective(s): Measure: Organize data in a table
Materials Needed: List all materials, resources, or tools required for the activity.
Duration: 15 minutes
Instructions:
Step 1. Read the context of the data.
Step 2. Analyze the given data and check how many objects are involved. Put them in column
1.
Step 3. Put the data from the same quantity in another column. Different quantities in different
columns.
Step 4. Add a row above the data for the label of each column. Label the columns with the
quantity that the data belongs to. If the values have the same unit, put the unit under the
label so that only the magnitudes of the values are present.
Step 5. Write the title of the table above it. The title should capture the most important data
which can also be seen from the situation or context of the data.

Context of the Data: A group of students want to compare the densities of three objects - A,
B, and C. They made some measurements and came up with the data shown below.

Mass of object A= 2.40 Kg

Volume of object A= 1.20 cm3
Density of object A = 2.0 Kg/cm 3
Mass of object B = 3.0 Kg
Volume of object B = 4.0 cm3
Density of object B = 0.75 Kg/cm 3
Mass of object C = 2.84 Kg
Volume of object C = 3.69 cm3
Density of object C = 0.769 Kg/cm 3

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 PILOT IMPLEMENTATION OF THE MATATAG K TO 10 CURRICULUM

Tasks/Questions: List specific tasks or questions that learners need to address during the
activity.
Question 1. What data organization tool is used to organize the given data?
Question 2. Does each column contain one measured quantity?
Question 3. Can the title still be improved? How?

Additional Resources (Optional): Include any optional resources such as readings, videos,
websites, or reference that learners can explore for deeper
understanding.

Assessment/Reflection:
Instruction: As an individual performance, your task is to organize a given set of raw data into a
table. A rubric is provided to score your output.

Friends Larry and Alvin wanted to know if the ratio of the circumference of a coin to its diameter
is constant. They collected some Philippine coins and made some measurements. They got the
following data:
Diameter of 25 cents is 20 mm
Diameter of one-peso coin is 24mm
Circumference of 20-peso coin is 94.2 mm
Diameter of 5-peso coin is 26.5 mm
Circumference of one-peso coin is 75.4 mm
Circumference of 25-cent coin is 62.8
Circumference of 1o-peso coin is 83.2
Diameter of 20-peso coin is 30 mm
Diameter of 10-peso coin is 26.5 mm
Circumference of 5-peso coin is 84.7 mm
Rubric:
Data of the same quantity are placed in the same column: 6 points
Labels of columns and rows are accurate and complete = 2 points
Title of table is appropriate = 2points

Notes for Facilitators: Just to be sure, check if learners know what are rows and columns in a
table as some might have a different idea.
Extension/Differentiation (if applicable): For academically challenged learners, a table may be
given to them where they will just enter the data. For IT-supported learners, a soft copy of
data and activity sheet may be given to them and have them organize the data into a table
in using Microsoft Excel.

Remember that the format of a learning activity sheet can be adjusted to fit the needs of your learners, the
subject matter, and the level of detail required. The key is to provide clear instructions, engaging tasks, and
the necessary resources to help learners achieve the intended learning outcomes.

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 PILOT IMPLEMENTATION OF THE MATATAG K TO 10 CURRICULUM

LEARNING ACTIVITY SHEET

Learning Area: Science Quarter: 1

Week: 6 Day: 4
Lesson Title/ Topic: Components of a Solution
Name: Grade & Section:

Title and No. of Activity: Solute and Solvent

Objective(s): Perform an experiment to determine the differences between solute and solvent.
Materials Needed: 1 teaspoon salt, beaker, 20 mL water
Duration: 10 minutes
Instructions: You are going to carry out an investigation to know the differences between solute
and solvent and find out their role in a solution.
Procedure
1. Measure 20 mL water
2. Put 1 tsp of salt to water. Observe what happens to salt.

Tasks/Questions:
1. What is formed when salt is added to water?
2. In a salt solution, which is the solute?Why?
3. In a salt solution, which is the solvent?Why?
4. What component of the solution exists in greater amounts?/smaller amounts?
5. Discuss the differences between solute and solvent.

Reflection:

Write your personal insights about the lesson using the prompts below.

I understand that _____________________________________________________________________________

______________________________________________________________________________________________.

I realize that __________________________________________________________________________________

______________________________________________________________________________________________.