DEPARTMENT OF EDUCATION

Region IV-A CALABARZON

Gaudencio Octavio Integrated High School
Santa Maria, Laguna
BUDGET OF WORK FOR SCIENCE 7
S. Y. 2019-2020

Grading Domain Concepts Content Time Frame Remarks

Period

1st Grading Matter  The students demonstrate an understanding I. Doing Scientific June 3-7, 2018
of scientific ways of acquiring knowledge Investigations
and solving problems. The students • Ways of Acquiring Knowledge
perform in groups in guided investigations and Solving Problems
involving community- based problems using
locally available materials. The students
describe the components of a scientific
investigation;
• Diversity of Materials in the June 10-August
• Students investigate properties of solutions Environment 2, 2019
which are homogeneous mixtures. They learn - Solutions
how to express concentrations of solutions - Substances and mixtures
qualitatively and quantitatively. They - Elements and compounds
distinguish mixtures from substances based - Acids and bases
on set of properties. Students begin to be - Metals and non-metals
guided and semi-guided investigations,
making sure that the experiment they are
conducting is a fair test.
 DEPARTMENT OF EDUCATION
Region IV-A CALABARZON
Gaudencio Octavio Integrated High School
Santa Maria, Laguna
BUDGET OF WORK FOR SCIENCE 7
S. Y. 2019-2020

• Students recognize that materials combine

in various ways and through different
processes, contributing to the wide variety of
materials. Given this variety of materials, they
recognize the importance of a classification
system. They become familiar with elements
and compounds, metals and non-metals,
acids and bases. Further, they demonstrate
that homogeneous mixtures can be
separated using various techniques.

2nd Living  Students identify parts of the microscope I. Parts and Functions August 12-
Grading Things and and their functions • Levels of Organization September
their  Students focus specimens using the • Microscopy 13,2019
Environment compound microscope •Animal and Plant Cell
 Students describe the different levels of •Fungi, Protists, and Bacteria
biological organization from cell to
biosphere
 Students differentiate plant and animal
 DEPARTMENT OF EDUCATION
Region IV-A CALABARZON
Gaudencio Octavio Integrated High School
Santa Maria, Laguna
BUDGET OF WORK FOR SCIENCE 7
S. Y. 2019-2020

cells according to presence or absence of

certain organelles
 Students explain why the cell is
considered the basic structural and
functional unit of all organisms
 Students identify beneficial and harmful
microorganisms

 Students differentiate asexual from sexual II. Heredity: Inheritance and

reproduction in terms of: Variation
 7. 1 number of individuals involved • Asexual Reproduction September 16-
 7. 2 similarities of offspring to - Offspring that result from 27, 2019
parents asexual reproduction are

 Students describe the process of genetically identical to the

fertilization parents
• Sexual Reproduction
- Union of egg cell and
sperm cell during
fertilization
- Offspring that result from
sexual reproduction are
 DEPARTMENT OF EDUCATION
Region IV-A CALABARZON
Gaudencio Octavio Integrated High School
Santa Maria, Laguna
BUDGET OF WORK FOR SCIENCE 7
S. Y. 2019-2020

similar to the parents but

not identical
 Students differentiate biotic from abiotic -
components of an ecosystem III. Ecosystems
 Students describe the different ecological • Components of an Ecosystem:
relationships found in an ecosystem Biotic and Abiotic
 Students predict the effect of changes in •Ecological Relationship September 30-
one population on other populations in the - Producers and consumers October 11,
ecosystem - Symbiotic relationships: 2019

 Students predict the effect of changes in Parasitism, mutualism

abiotic factors on the ecosystem - Non-symbiotic

 Students learn that interactions occur relationships: Competition,

among the different levels of organization predation

in ecosystems. Organisms of the same - Transfer of energy through

kind interact with each other to form tropic levels

populations; populations interact with each

other to form communities.

3rd Force, • From a simple understanding of motion, I. Motions in One Dimension

 DEPARTMENT OF EDUCATION
Region IV-A CALABARZON
Gaudencio Octavio Integrated High School
Santa Maria, Laguna
BUDGET OF WORK FOR SCIENCE 7
S. Y. 2019-2020

Grading Motion and students learn more scientific ways of • Motions of Objects in terms of October 28-
Energy describing (in terms of distance, speed, and Displacement, Speed or Velocity November 8,
acceleration) and representing (using motion and Acceleration 2019
diagrams, charts, and graphs) the motion of • Motion Detector November 11-
objects in one dimension. 15, 2019
• Waves November 18-
• Students recognize that different forms of - Transverse vs. longitudinal December 6,
energy travel in different ways-light and waves 2019
sound travel through waves, heat travels - Mechanical vs.
through moving or vibrating particles, and electromagnetic waves
electrical energy travels through moving - Characteristics of waves
charges. They can explain different models of • Sound
heat transfer in terms of the movement of - Characteristics of sound
particles. • Light
- Characteristics of light
• Heat
- Heat transfer
•Electricity
- Charges
- Changing process
 DEPARTMENT OF EDUCATION
Region IV-A CALABARZON
Gaudencio Octavio Integrated High School
Santa Maria, Laguna
BUDGET OF WORK FOR SCIENCE 7
S. Y. 2019-2020

4th Grading Earth and • Students will learn how to locate places I. The Philippine Environment
Space using a coordinate system. They will discover • Location of the Philippines Using
that our country’s location near the equator a Coordinate System
and along the Ring of Fire influence what • Location of the Philippines with
makes up the Philippine environment (e.g. respect to Landmasses and
natural resources, climate) Bodies of Water
• Protection and Conversion of
Natural Resources
• Interactions in the Atmosphere
- Greenhouse effect/global
warming
- Land and sea breezes
- Monsoons
- Intertropical convergence
zone
• Students will explain the occurrence of • Seasons in the Philippines
atmospheric phenomena (breezes, - Relation of seasons to the
monsoons, ITCZ) that are commonly position of the Sun in the
experienced in the country as a result of the sky
Philippine’ location with respect to the - Causes of seasons in the
 DEPARTMENT OF EDUCATION
Region IV-A CALABARZON
Gaudencio Octavio Integrated High School
Santa Maria, Laguna
BUDGET OF WORK FOR SCIENCE 7
S. Y. 2019-2020

equator, and surrounding bodies of water and Philippines

landmasses.

•Students will explain the occurrence of the •Eclipses

season and eclipses as a result of the - Solar eclipse
motions of the Earth and the Moon. Using - Lunar eclipse
models, students will explain that because
the Earth revolves around the Sun, the
seasons change, and because the moon
revolves around the Earth, eclipses
sometimes occur.

Prepared by: Noted by:

KEVIN JOE H. CURA RHEA D. GARGALLO

Science Teacher Assistant Principal II