LESSON PLAN

(Project based)

I. OBJECTIVES
a. To make a model of the earth’s structure.

II. LEARNING TASKS

a. Topic: The Structure of the Earth
b. Concepts:
a. Geology is the scientific study of the earth.
b. The major sections of the earth based on chemical composition are the crust, mantle and the core.
c. The crust is the outer layer, the mantle is the middle layer and the core the inner layer.
c. Values: Gratefulness
d. Skills: Color-mixing
e. Strategies:
Cooperative learning
f. Materials: Styrofoam, styro or poster
paint, paintbrush,
newspapers

III. LEARNING SEQUENCE

a. Routinary activities
b. Motivation
c. Activity proper
1. Student shall be brought outside
the classroom for project-making.
2. Ocular check-up on students’ works will be done often to ensure that every student works and contributes to
the group.

III. ASSIGNMENT
1. Prepare for SQ#1 on Wednesday
about The Earth’s Structure
 LESSON PLAN
(Problem Based)
Objectives
Students will:
1. describe the cell as a three-dimensional object;
2. compare and contrast a plant cell and an animal cell; and
3. describe and locate the cell organelles within the cell.

Materials
For this lesson, you will need:
• Yellow gelatin—one small box per two students.
(Although any color can be used, yellow will
allow the students to view the interior of the product more clearly.)
• Knox gelatin—one envelope per two students.
(Just the gelatin—without water—will be added
to the yellow gelatin to create a firmer
substance.)
• Quart-sized plastic bags
• Twist ties
• Boiling water
• Mixing bowls
• Spoons
• Disposable plastic sandwich containers
• Various canned fruits: plums, mandarin
oranges, grapes, and so on
• Pepper, yarn, pencil shavings, plastic bubble
packing

Procedures
1. Review what you know about cells with the class.
Find a good diagram of a cell, label each organelle, and discuss the function of each.
Explain that although all cells from living things share some common characteristics, cells from plants and
animals have important differences.
Tell students they will be making their own plant and animal "cells" to understand the
differences in their structures.
2. Using the recipe on the package, prepare the yellow gelatin to a liquid state. Then add the
contents of the Knox plain gelatin envelope— without any extra water—to the yellow gelatin.
This will create a firmer substance.
3. Divide students into partners. Give each group two plastic bags, one plastic sandwich container, warm liquid
gelatin, and assorted fruits.
4. Have students put one plastic bag in a plastic container as a liner and one plastic bag opened
on the desk. Explain that the plastic bag represents the cell membrane and the plastic
container represents the cell wall. Since plant cells have sturdy cell walls, the lined plastic
container represents a plant cell. The plastic bag opened on the desk represents an animal cell.
5. Have students place similar amounts of gelatin in each plastic bag. Next, have them add fruits to represent
different parts of the cell: use grapes for chloroplasts, mandarin oranges for mitochondria, plums for nuclei.
Add smaller materials to represent other parts of the cell: pepper for ribosome, plastic bubble wrap for
vacuoles, yarn for endoplasm reticulum, and pencil shavings for chromosomes.
6. Finally, close your plastic bags, or "cells," with twist ties and refrigerate to set. The next day, study your two
cells and note the structural differences between your plant cells and animal cells. What are their shapes? What
effect does the cell wall have on the plant cell? Why do you think plant cells have sturdy walls? How does
this help them survive? How does this influence the structure of the plant itself? Why don't animal cells need
cell walls? Upon completion of the discussion students should understand that in the animal cell, the
membrane controls what can enter or leave the cell. It lets in useful substances and lets out waste. An animal's
cell must take in food to survive. In contrast, the plant's cell must make its own food from sunlight, carbon
dioxide, and water. The plant's cell wall, made of a substance called cellulose, is tougher and thicker than the
cell membrane. Cellulose is only found in the plant cells and is used for protection and support.
7. Next, form a plant "tissue" by stacking a few of the plant cells created by the class. Have the students
compare the structural and overall shape differences. This can be done individually as well as after stacking
them to form tissues.
8. Optional: Create a slide of a plant cell and compare a real image of plant cells to your model. Ask students
to compare the plant 3-D models to the brick wall-like structure that they see under the microscope.
9. After a discussion, have the partners create a chart that compares the animal and plant cells.
When they've completed their charts, have partners present their lists with the class. Create a complete class
chart with everyone's findings.

Adaptations
Adaptation for older students:
A challenging project for older students would be to research and design a traveling Cell Museum. After
conducting research on a particular type of cell, students can use self- hardening modeling clay to create 3-D
models for specific cell structures. A museum guide
should be developed to support the display.

Discussion Questions
1. Why are cells called life's building blocks?
2. Compare and contrast plant cells and animal
cells.
3. How has technology played an increasingly important role in our knowledge of cell
structures?
4. Cells do not exist on their own in many forms of life. Instead, they form small parts of larger organisms.
What are the advantages to this approach to life?
5. Describe how each cell is like a microscopic factory. Use details of organelle function to support your
description.
6. Analyze and debate the ethical issues that have arisen out of the study of cell biology: cloning, gene therapy,
test-tube babies, DNA fingerprinting, and genetic engineering.

Evaluation
Have each set of student partners develop three questions about cells that could be answered by
using their model. Sort and combine the questions into one evaluation tool that can be
used by the entire class for an assessment on cell structure.

Extensions
Hot off the Presses: CELL With 10 trillion cells in the human body, your student publishers will have no
problem with subscription numbers! Provide a new format for reporting on cells by dividing your students into
teams of editors, writers, publishers, and artists to create a new publication by cells and for cells
that will creatively answer all kinds of questions about cells and microbiology. Questions could relate to
common misconceptions of cell biology (are cells dynamic or static?) or the impact of DNA research on court
cases. Have your students compose a magazine that combines current information about the world of
microbiology with creative and innovative ideas for advertising and articles. The magazine can be hand drawn
or published on the computer depending on your resources in the classroom. Either way, there is great potential
for an inspiring project that will integrate art, writing, and science!

LESSON PLAN
 (Guided Inquiry based method)
I. OBJECTIVES
At the end of the 60 minute period the students should be able to:
Ø define what is solvent and solutes.
Ø distinguish substance that dissolving and dissolved.
II. SUBJECT MATTER
A. TOPIC
Solvents and Solutes
B. REFERENCE
Science for Daily use
Textbook
Science- Grade 7
C. MATERIALS
Book of Science for Daily use
Materials for experiment:
4 jars label A, B and D
Solids
4 tablespoons sugar
4 tablespoons flour
4 tablespoons salt
4 tablespoons yeast
Liquids
2 cups water
2 cups vinegar
2 cups alcohol
2 cups cooking oil
III. PROCEDURE
A. ROUTNE ACCTIVITY
· Classroom Management
· Prayer
· Attendance
B. MOTIVATION
Procedures for experiment:
1. Prepare four jars. Label the jars A, B and
D.
2. Pour ¼ cup of these liquids: jars A,
water; jars B, vinegar; jar C, alcohol; and jar
D, cooking oil.
3. Mix 1 tablespoon sugar in each liquid.
Which liquids dissolved sugar?
4. Clean the jars before pouring another set
of liquids.
5. Mix 1 tablespoon of the other solids.
6. Answer these questions.
a. What solid materials can be dissolved in:
· Water?
· Vinegar?
· Alcohol?
· Cooking oil?
b. What liquids can dissolve solids?

C. LESSON PROPER
Solvents and Solutes
In every solution there is a dissolving substance and a dissolved substance. A substance in a mixture that has
greater quality retains its physical state. It is dissolving substance. The solvent is generally the substance
that you see in the same state in resulting solution. The solute is the dissolved substance.

D. GENERALIZATION
1. What are Solvents and Solutes?
2. Give examples of Solvents and Solutes can
find at home.
E. APPLICATION
Do the experiment on the pages 118 and answer the questions. (see reference)

IV. EVALUATION
Answer the Activity 1 and Activity 2 on page 120 on the book Science for Daily use.

V. ASSIGNMENT
Answer the checking up activity on pages 121 on the book of Science for Daily use.

LESON PLAN
(Structured inquiry based method)
Objective:
• The students will be able to classify the changes of state matter undergoes when
given a description of the shape and volume.
• The students will be able to describe the change of state matter undergoes when
given the name.
• The students will be able to identify examples of each change of state when
given either a description or the name of a change of state.
Concepts
Changes of state of matter: melting, evaporation, condensation, freezing, sublimation,
deposition.
Resources and Materials
Computer lab - One per student
projector
projector screen
chalk and board (if needed)
Vocabulary
Matter - anything that has mass and takes up space.
States of Matter - solid, liquid, gas, plasma
Solid - has definite shape, definite volume (ex. Rock)
Liquid - has indefinite shape, definite volume (ex. water)
Gas - has indefinite shape, indefinite volume (ex. air)
Review – The teacher reviews the previous day’s instruction (changes in the
states of matter) to further build back ground knowledge, and an understanding of
the concept.
Teaching (Input, Modeling & Check for Understanding)
The teacher inputs information about the causes of changes in the states of matter by
reviewing vocabulary, and notes from the previous day’s instruction on the topic.
Students take notes detailing information presented.
Input: Discussion
”Now, let’s take a closer look at the causes of changes in the states of matter. Can any
one infer some causes in states of matter? (Guiding Question) Teacher listens to
student comments to check for understanding. Next, teacher reads student objective
and expectation to further focus student’s attention on the causes of the changes in the
states of matter.
CAUSE OF CHANGES:
Energy. Energy is either lost or gained during a change of state. When energy is applied
to a solid, the tightly packed particles of matter begin to move around, flowing over each
other. The result is the movement of liquid. The shape becomes indefinite. The volume,
however, does not change, because the particles are still part of one another. When
energy is applied to a liquid, the particles that make up a liquid begin to move about so
rapidly, that they can no longer hold themselves together. The result is the movement of
a gas. The shape is indefinite, and the volume becomes indefinite. The reverse
happens to gas when energy is taken away. Water vapor, for example begins to liquify
as it cools. Remember the cool mornings when fog is dense and close to the ground?
What happens? Dewdrops form. The water vapors in the air cool to form liquid drops on
grass. When energy is taken away from liquid; the particles in the liquid slow down to
low movement. The resulting solid, has definite shape and definite volume. Teacher
gives more examples.
Check for Understanding: The teacher will check for understanding by showing
pictures of different objects that could change states. Students will be asked to explain
how these objects possibly changed into their current state, and how they could change
to another state of matter. Student will receive eagle bucks for participating in class
discussion.
Guided Practice: Students are separated into groups for a mini-lab assignment. Each
group is given a box with an object. The task is to hypothesize how the object(s) can be
changed from one state to another, what element would be needed to change the object,
and if it would be a permanent change or not. Students must work as a group to
accomplish the task, and complete a detailed report to turn into the teacher. The teacher
circulates around the room to check for understanding during the task.
Independent Practice: Students read and answer four science scenario questions for
homework to further extend knowledge of the causes of changes in matter.

LESSON PLAN
(Open inquiry based)
OBJECTIVES:
By the end of
the lesson,student will be able to:
Identif y water from other liquids.
- state at least 2 difference s between water and other liquids.

SUBJECT: SCIENCE 7
TOPIC: Water and
Other Liquids

INTRUDUCTION:
Lesson is intruduced through Q and A, for example, “what kind of liquid do you use in makingstew?”
“do all liquid have taste, smell and colour?”

ACTIVITY: Group activity

In group, students compare the liquids, looking at the differences in colour, smell and texture (thick/thin) complete the
table.
colour smell texture
liquid With colour w/out colour With colour w/out colour thick thin
Water
Cooking oil
Orange juice
kerosene

Core point 1:
Some liquids have colour (e.g Orange juice) other have taste and smell (e.g kerocene) pure water is colouless, odorless and
tasteless.