Science For Grade 7 (1ST Quarter Module)

SCIENCE FOR GRADE 7
In this unit, you will receive a high level overview of matter, it has 7
modules. (1) Science Investigatory, (2) The Five States of Matter, (3) Solutions, (4)
Substances and Mixtures, (5) Elements and Compounds, (6) Acids and Bases, (7)
Metals and Non-metals. It is important to know that matter is the material that
makes up all things, matter cannot be created nor destroyed but it exist and can be
transformed into different form. You will be provided a lot of activities, hands on
and experimentations.
LEARNING OBJECTIVES:
At the end of this quarter, the learners should be able to:
a. describe matter, identify states of matter;

This module will be used for the first quarter. You will do and answers all
b. appreciate matter by giving examples or situations;
the activities provided by the teacher.
c. perform an activity with expertise on lesson through experimentation.
LESSON 1
SCIENTIFIC
INVESTIGATION
In this module, you will learn about scientific investigation. There will be
enhancing of your skills in acquiring knowledge and solving problems. You will
be doing experiment using the right method in science, and you will be engaging
1-2 experiments using scientific method.
1
Grade 7 Science: MATTER
At the end of this lesson, the learners should be able to:
a. describe the components of scientific investigation;
b. apply scientific ways of acquiring knowledge and solving own

problems through examples;
c. perform an experiment using scientific ways with documentations.
1. Read and follow the directions in every activity ;

2. Read and understand the learning objectives and concept notes provided
for you;
3. Answer all the activities in the module;
4. Do experiments in your home about scientific investigation;
5. Present a documents in doing your tasked.
Before our lesson start, first you must know what science is using an
acronym, SCIENCE, S=systematic, C=comprehensive, I=investigation,
E=exploration, N=nature’s, C=cause and E=effects . In learning topic, you will
develop your skills in solving problems, you will be more observant in doing
things. But, before that, let’s have first a pre-test.
PRE-TEST:
Directions: Answer the following questions.
1. What is scientific method?

2
_________________________________________________________________
_________________________________________________________________
FEEDBACK:
1. What is scientific method?
_________________________________________________________________
_______________________________________________________________2.
Write the steps in scientific method.
_________________________________________________________________
_________________________________________________________________
_____________________________________________________________
3. What is an educated guess?
At first, there is no 3
Grade 7 Science: MATTER “right” or “wrong”
answers. Simply provide
scientific evidence to
support claims.
EXPERIMENTAL PROCEDURRE
PROBLEM/
HYPOTHESIS EXPERIMENT
OUESTION
ANALYSIS CONCLUSION
Doing experiments verify all observations and validate the scientific

investigation.The summary of evidence and series of validations show the
findings were correct and accurate. It seems like a simple idea, but it is the basis
of scientific knowledge. Final statements or conclusion must be confirmed with
lots of evidence.
Scientist always start with observations and then make a hypothesis or a
scientific guess for possible solution to the problem. Collect data or information
about the problem and then the experiment begins. The hypothesis must be
proven with repeated trials and test that show why the results are correct.Controls 4
are used, which are quantitative based on values and figures and standards.
Changing quantities are called variables. A variable is any factor, trait, or
Exa m p le : If yo u o p e n a fa u c e t (in d e p e n d e n t
va ria b le ), th e q u a n tity o f w a te r flo w in g
(d e p e n d e n t va ria b le ) c h a n g e s re sp o n se a s
th e w a te r flo w in c re a se s.
Experiments also have controlled variables. Controlled variables are quantities

that a scientist wants to remain constant.
Example: You want to measure how much

water flows when a faucet is opened, it is
important to make sure that the water
pressure (controlled variable) is held
constant.
Science needs to verify the hypothesis and produced both quantitative and
qualitative results to proceed in the analysis of the scientific investigation.
The control group does not get the factor being tested.
5
Grade 7 Science: MATTERgroup does get the factor being tested.
The experimental
Example: Hypothesis:
Puppies that are given vitamins gain more weight.
Control group:
puppies that aren’t given vitamins
Experimental group:
puppies that are given vitamins
SAMPLE QUESTION: THINKING BEYOND THINKING!
What will grow bigger and faster?
 Mung bean
 Water
 Ammonia
fertilizer
• Mung bean
• Water
Based on the picture above write what is dependent, independent

and controlled variables.
6
1. Independent:
2. Dependent:
3. Controlled variables:
Based on the picture above write what is dependent, independent
and controlled variables.
1. Dependent:
2. Independent:
3. Controlled variables:
There are different scientific terms used to describe scientific ideas based on the
amount of confirmed experimental proof:
ACTIVITY 1.1
 Hypothesis Visual Activity- Spot The
Difference: Safety in Performing
 A statement that has limited observations.
Experiments
 An idea that is based on observation and without experimental proof.
A good scientist always works safely and thinks of his neighbor’s safety. Carelessness
 Model
can  A design or structure representative of some system or phenomenon.
 Theory
 Uses a lot of observations and has much experimental evidence.
 Can be applied to facts which are not related but can develop new
relationships.
 Explanation of natural phenomenon based upon proven hypotheses
and verified multiple times by other scientist.
 Law
 Stands the test of time and often does not change.
 Experimentally confirmed over and over again.
 Can create true predictions for different situations or events.
 Has uniformity or constant and is universal.
FLOWCHART OF SCIENTIFIC METHOD 7

QUESTION CONCLUSION
DATA ANALYZE
HYPOTHESIS EXPERIMENT
cause accidents to you and your classmates. That’s why it is a good idea to have set of safety
rules to follow. Use this pictures below to help you to write your own safety rules.
a. Spot the difference between the two pictures.
b. Write safety rules about each difference.
Picture 1: A bad example of a science

laboratory class that expose everyone to
danger.
Picture 2: A good example of science
laboratory class on their best behavior.
MY SAFETY RULES:
ACTIVITY 1.2
SCIENCE INVESTIGATES
Perhaps you might have heard about ASTROLOGY. Some of your sources may be:
books and internet. Answer the following.
8
1. How was ASTROLOGY formed?
________________________________________________________
________________________________________________________________________
________________________________________________________________________
________________________________________________________________________
________________________________________________________________
2. How do you think people believed in ASTROLOGY?

________________________________________________________________________
________________________________________________________________________
________________________________________________________________________
________________________________________________________________________
________________________________________________
3. Do you think what you will learn in science will help clarify or explain ASTROLOGY?
Why or why not astrology is not a science?
________________________________________________________________________
________________________________________________________________________
________________________________________________________________________
________________________________________________________________________
________________________________________________
ACTIVITY 1.3
LET’S DISCOVER
Science involves lots of discoveries, let us explore your thoughts on the following question.
Reason out why you made these choices.
1. What do you think is the most important scientific discovery or invention ever made?
9
________________________________________________________
________________________________________________________
________________________________________________________
2. What do you think was the most important discovery or invention ever made in the 21st
century?
________________________________________________________
________________________________________________________
________________________________________________________
3. What do you think is the most important scientific discovery or invention ever made in the
last 20 years?
________________________________________________________
________________________________________________________
________________________________________________________
4. What single scientific invention do you think is the most indispensable and most practical
for you?
________________________________________________________
________________________________________________________
________________________________________________________
5. Do you think that with all the inventions and discoveries made, your life is much better
now than it was during the time of your parents?
________________________________________________________
10
________________________________________________________
________________________________________________________
ACTIVITY 1.4
DESIGN YOUR OWN

EXPERIMENT
Direction: Choose 1 problem/question that you have been encountered in your home.
Follow the scientific method to answer/solve the chosen problem/question.
11
. Question/
Problem
. Gather Data
. Hypothesis
. Experiment
. Analysis
Conclusion
CONTROLLED EXPERIMENT
You have 3 weeks to do this!
1. The purpose of this experiment is to use the scientific method to solve a problem. The problem
is. Which will grow bigger and faster?
STEPS: a. Problem
12
b. hypothesis
c. Test the hypothesis with controlled experiment by making experiments.
d. Analyze the gather data
e. Accept or reject your hypothesis
f. form a conclusion
2. Materials
4 small plastic pots
4 small, same plants (same size) choices plants: eggplant, tomato, chili or
onion leaves.
Fertilizer
Water (same amount of water)
Soil (same kind of soil)
Note: Put the plant on the same area.
FOLLOW THESE:
 Labeled the 2 pots A

 Put the same amount of fertilizer
 Same amount of water everyday
A
_____________________________________________________________
 Labeled the 2 pots B 13

Grade 7 Science: MATTER DON’T PUT FERTILIZER
 Same amount of water everyday
B
Independent
Dependent
Controlled Variables
SCIENTIFIC METHOD
Problem/ Question
Observation
Hypothesis
14
Experiment the
Hypothesis
Analyze
Accept/ Reject
Hypothesis
Conclusion
POST-TEST
GENERAL DIRECTIONS: Read, understand and follow instructions. Read
each questions/statements twice before giving your final answer.
MULTIPLE CHOICE: Encircle the letter of the best answer.
1. The scientific method
a. an organized, systematic way researchers perform research.
b. step-by-step method or technique used by scientist in solving a certain problem or

phenomena.
c. design an experiment
d. both A and B
2. Which is NOT part of scientific method?
15
a. Conclusion
b. Experiment
c. Hypothesis
d. Neatness
3. Which of the following is NOT part of scientific method?
a. Control
b. Data
c. Disordered
d. Organized
4. A hypothesis is defined as
a. a random answer
b. a scientific guess
c. an experiment
d. a question
5. Which of the following would not be called results?
a. counting bees
b. number of bees
c. seeing bees on flower
d. wonder why bees were born
6. What do you do to test the hypothesis?
a. guess
b. design an experiment
16
c. publish a research paper
d. create a graph and plot the idea
7. A control group is used to compare things that are changing.
a. True
b. False
c. not sure
d. it can change and unchanged
8. An independent variable changes because of the procedures conducted on a dependent

variable.
a. True
b. False
c. not sure
d. things that change are removed from the results
9. Experiments are only conducted once and by one group to make the scientific process very
fast.
a. True
b. False
c. not sure
d. data collected is verified by other researchers
10. When experiments are done, it often tests data which have multiple variables.
a. True
b. False
c. not sure
17
d. only few variables are analyzed
II. MATCHING TYPE
Direction: Match column A to Column B. Write the letter on the space provided.
Column A Column B
Steps in Scientific method Definitions
_______ 1. Experiment a. tentative, testable answer to a

scientific question, it leads to one or
more predictions that can be tested
by experimenting.
_______ 2. Conclusion b. a scientific procedure undertaken

to make a discovery, test a
hypothesis, or demonstrate a known
fact.
_______ 3. Hypothesis c. element that is not changed

throughout an experiment, because
its unchanging state allows the
relationship between the
other variables being tested to be
better understood.
_______ 4. Independent Variable d. discusses the overall results of an

experimental procedure and explains
whether the proposed hypothesis at
the beginning of the experiment was
correct or not.
_______ 5. Controlled variable e. a well-substantiated explanation

of an aspect of the natural world that
can incorporate laws, hypotheses and
facts.
18
f. variable the experimenter changes
or controls and is assumed to have a
direct effect on the dependent
variable.
FEEDBACK:
I. ANSWERS
1.
2.
3.
4.
5.
6.
7.
8.
9.
10.
II. ANSWERS
1.
2.
3.
4.
5.
REFERENCES:
 NURTURING SCIENCE (Grade 7)

By: Dr. Nonato Cabal, Crisencio Paner, Nerissa Torreta; 19
Grade 7 Science: MATTER BY: EPHESIANS Publishing Inc.
PUBLISHED
 SCIENTIFIC INVESTIGATION Part 1
LESSON 2
FIVE STATES OF
MATTER 20
In this module, you will learn about the five states of matter. States of
matter is one of the distinct forms in which matter can exist. Many intermediate
states are known to exist and some states only exist under extreme condition.
You’ll do a variety of activities to learn more about it. It is important to
understand this content since it is seen in everyday life.
a. describe the five states of matter;
b. give own meaning and examples about the states and changing of
matter;
c. make/draw an illustration or graphic organizer that shows the changing

phases of matter.
1. Read and follow the directions in every activity;

2. Read and understand the Learning Objectives and concept notes provided
for you;
3. Answer all the activities in the module; 21
4. Make a graphic organizer.
Before we start our lesson, let me ask you first are you familiar with the
three states of matter? The solid, liquid and gas, but how about the other 2
states of matter?
In this lesson you will learn the five states of matter and you will
develop your understanding about the states of matter, and how they differ to
each other since it is seen in your daily lives. But before that, let’s have first a
pre-test?
PRE-TEST:
Direction: Encircle the letter that carries the right answer.
1. In which state of matter are the particles mostly touching but arranged in a
random way?
a. solid b. liquid d. gas d. plasma

22
Grade 72.Science:
Which states of matter that have definite volume and shape?
MATTER

3. Which state of matter has no definite shape or volume?
FEEDBACK:

1. In which state of matter are the particles mostly touching but arranged in a
random way?

FIVE
2. Which states of matter that have definite volume and shape?
STATES
OF
MATTER
3. Which state of matter has no definite shape or volume?
4. A _____ has definite volume but no definite shape?

SOLIDS
5. In which two states are the particles randomly arranged?
a. liquid and solid b. liquid and gas
c. gas and solid d. solid and liquid
23
A solid has a definite shape and volume because the molecules that make
Rocks Crystals
LIQUIDS
Paint Sea water
A liquid has a definite volume but no definite shape, as the

intermolecular forces are not as strong as those in solids to bond the molecules
together. Hence the molecules will move around the container until it reaches
the horizontal level.
 Can be compressed, but only to a small extent.

 Contract when cooled (ice in solid state) and expand when heated
(water vapor in gaseous state). The molecules will then become 24
compacted or move further apart when in the respective states. The
molecules will lose energy when steam condenses to water.
GAS
Helium Air
 Speed varies according to the temperature and the number of atoms.

The higher the temperature the faster they move.
 Bounces away from any other molecules thus have no fixed motion.
This is called Brownian motion.
 Gas also expands greatly when heated and contracts greatly when
cooled.
25
Sun Fluorescent light
BOSE-EINSTEIN CONDENSATE
CHEMICAL CHANGE
superfluids
Superconductor
A nail rusting
These are materials that are cooled till they almost reach absolute zero.
Superconductors
A chemical are materials
change, (solid) as
also known that have no resistance
a chemical reaction, istoa the flowinof
process
electricity,
which onesuch
or as superconducting
more substances are metals, alloys
altered intoand
onecompounds.
or more new Theyand
are
extremely
different cooled and they
substances. In can repel
other a magnetic
words, field. change is a chemical
a chemical
reaction involvingare
Superfluids the liquid
rearrangement of atoms.
gas as water would be frozen by then, they have
strange behaviors. Liquid helium, for example, is cooled till it can actually
 A chemical change occurs when one substance is transformed into
“creep” on the walls of a smaller container placed inside a larger container to 26
one or more
Grade 7 Science: new products via a chemical reaction.
MATTER
enter and then from its own horizontal level, and like the previously -
 In a chemical change, the number and type of atoms remain
mentioned characteristic of liquids. Superfluids are also able to trap light and
PHYSICAL CHANGE
Ice cube melting
Physical changes are used to separate mixtures into their component

compounds, but cannot usually be used to separate compounds into
chemical elements or simpler compounds. Physical changes occur when
objects or substances undergo a change that does not change their chemical
composition. In general, a physical change is reversible using physical
means.
 For example, salt dissolved in water can be recovered by allowing

the water to evaporate.
 Examples of physical properties include melting, transition to a
gas, change of strength, durability, form, textural change, shape,
size, color, volume and density.
 A mixture is composed of two or more substances that retain their
own physical properties and can be separated by physical means.
A solution is a homogenous mixture of two or more compounds.
27
GradeHomogenous mixture means having the same physical and chemical
7 Science: MATTER
properties throughout.
PROPERTIES AND STRUCTURE OF MATTER
ACTIVITY 2.1
VISUAL ACTIVITY
Direction: Categorize the different objects and write it in the appropriate box.
28
Ocean smog rain crystal
Apple juice smog books
Lightning superfluids superconductor nuclear bomb

Bose-Einstein Solid Liquid Gas Plasma
condensate
ACTIVITY 2.2
GIVING MEANING AND

EXAMPLES
Direction: Give meaning and example to the following states and changing matter.
SOLID
29
LIQUID
GAS
PLASMA
BOSE-EINSTEIN
CONDENSATE
CHEMICAL CHANGE
PHYSICAL CHANGE
POST TEST:
GENERAL DIRECTIONS: Read, understand and follow instructions. Read each

questions/statements twice before giving your final answer.
1. What form a solid to liquid?
a. boiling b. evaporation c. freezing d. melting
2. What forms from liquid to a solid?
30
a. boiling b. condensation c. evaporation d. freezing
3. What goes from a liquid to a gas?
4. What goes from a gas to a liquid?
5. What forms a solid to a gas?
a. boiling b. condensation c. freezing d. sublimation
II. Direction: Write TRUE if the statement is true, if false underline the word that makes it false
and write the correct word.
1. Liquids are easy to compress.
Answer:
2. The particles of a gas are packed tightly together.
Answer:
3. Solids do not take the shape of the container they are in.
Answer:
4. Gases are hard to compress:
Answer:
5. Gases have no weight.
Answer:
6. Liquids expand in all directions to take the shape of the container it is in.
Answer:
7. When solids reach their melting points, solids become liquids.
Answer:
31
ESSAY (6 POINTS):
1. What have you learned about the “Five States of Matter”.
FEEDBACK:
I. ANSWERS
1.
2.
3.
4.
5.
32
GradeII.
7 ANSWERS
Science: MATTER
ESSAY:
REFERENCES:

By: Dr. Nonato Cabal, Crisencio Paner, Nerissa Torreta;
PUBLISHED BY: EPHESIANS Publishing Inc.
 Wikipedia
 Sciencekids.co.nz
 Phase of matter and the phase changes
By: MooMooMath and Science channel.
LESSON 3
SOLUTIONS
In this module, you’ll be able to fully understand about solutions.

Solutions are group of molecules that are mixed and evenly distributed in a
system. You’ll do a lot of activities and experiment to fully understand this
content. It is important to know and learn about this content because you always
seen it and use it. Your skills and knowledge about matter will be enhance.
33
a. identify common properties of solutions using different methods;
b. compare the evidence gathered with the predictions you made in the
experiment;
c. perform an experiment on different mixtures.
1. Read and follow the directions in every activity

2. Read and understand the Learning Objectives and concept notes
3. Answer all the activities in this lesson
4. Perform the experiment in your home
Before we discuss our topic, you must first know that you have to learn
more about this since it is part of matter and for you to fully understand the
whole quarter and also you will enhance your knowledge about solution by
doing an experiment. But before that you have to answer the pre test.
34
PRE TEST
DIRECTION: Encircle the letter that carries the right answer.

1. It is called as a universal solvent?
a. liquid b. oxygen c. water d. solid
2. Part of solution that dissolves what is being put in solution?
a. precipitant b. solvent c. solute d. aqueous
3. A mixture in which one substance is dissolved in another.
a. oxygen b. solution c. solvent d. water
4. A solid solute that comes back out of solution.
a. precipitant b. aqueous c. solvent d. suspension
5. Which of the following can be made by adding solid to H2O?
a. suspension b. solutes c. solvents d. solutions
FEEDBACK:
DIRECTION: Encircle the letter that carries the right answer.

1. It is called as a universal solvent?
a. liquid b. oxygen c. water d. solid
2. Part of solution that dissolves what is being put in solution?
a. precipitant b. solvent c. solute d. aqueous
3. A mixture in which one substance is dissolved in another.
a. oxygen b. solution c. solvent d. water
4. A solid solute that comes back out of solution.
a. precipitant b. aqueous c. solvent d. suspension
5. Which of the following can be made by adding solid to H2O?
a. suspension b. solutes c. solvents d. solutions
35
Solutions are groups of molecules that are mixed and evenly distributed
in a system. Scientists say that solutions are homogenous systems. Everything in
a solution is evenly spread out and thoroughly mixed. Heterogeneous
mixtures have a little more of one thing (higher concentration) in one part of the
system when compared to another. Let's compare sugar in water (H 2O) to sand in
water. Sugar dissolves and is spread throughout the glass of water. The sand
sinks to the bottom. The sugar-water is a homogenous mixture while the sand-
water is a heterogeneous mixture.
Sugar and water Sand and water
Can anything be in a Solution?
Solutions can be solids dissolved in liquids. When you work

with chemistry or even cook in your kitchen, you will usually be dissolving
solids into liquids.
Solutions can also be gases dissolved in liquids, such as carbonated

water. There can also be gases in other gases and liquids in liquids.
If you mix things up and they stay at an even distribution, it is a

solution. You probably won't find people making solid-solid solutions. They
usually start off as solid/gas/liquid-liquid solutions and then harden at room
temperature. Alloys with all types of metals are good examples of solid
solutions at room temperature.
SOLUTION EXAMPLES
Gas-Gas Air
Gas-Liquid Carbon Dioxide (CO2) in Soda
Hydrogen (H2) in Palladium (Pd) Metal 36
Gas-Solid Gasoline
Dental Fillings
A simple solution is basically two substances that are evenly mixed
together. One of them is called the solute and the other is the solvent.
A solute is the substance to be dissolved (sugar). The solvent is the one
doing the dissolving (water). The amount of solute that can be dissolved by
the solvent is defined as solubility.
SOLUTE + SOLVENT = SOLUTION

Science has special names for everything. They also have names for
the different types of homogenous mixtures. Solution is the general term used
to describe homogenous mixtures with small particles. Colloids are solutions
with bigger particles. Colloids are usually foggy or milky when you look at
them. In fact, milk is an emulsified colloid. You may also hear about colloids
if you study soil. While milk is an organic colloid, soils can be made up
of inorganic colloids, such as clay. 37
An emulsion is a colloid of two or more immiscible liquids where
one liquid contains a dispersion of the other liquids. In other words, an
ACTIVITY 3.1
NAME AND DRAW AQUEOUS

SOLUTION
 an emulsion is a type of colloid formed by combining two liquids that

normally don't mix.
 In an emulsion, one liquid contains a dispersion of the other liquid.
 Common examples of emulsions include egg yolk, butter, and
mayonnaise.
 The process of mixing liquids to form an emulsion is called
emulsification.
 Even though the liquids that form them may be clear, emulsions appear
cloudy or colored because light is scattered by the suspended particles 38
in the mixture.
Distinction Between Colloid and Emulsion
Direction: Name and draw five aqueous solutions that are found in your house.
NAMES DRAWINGS
ACTIVITY 3.2
WHAT ARE THE PROPERTIES OF

SOLUTIONS?
39
Materials Needed:
 6 cups water
 6 pieces, spoons
 either of the following: cheesecloth (katsa), old, white T-shirt or filter paper
 2 tablespoons each of the following: sugar, salt, mongo seeds, powdered
juice, cooking oil, vinegar
 12 clear bottles or cups
 2 pieces each, measuring spoons (½ tsp and 1tsp)
 2 pieces each, measuring cups (½ cup and 1cup)
 3 funnels or improvised funnel made from 500 mL plastic bottle
 1 funnel rack
Procedure:
1. Predict which among the given samples will dissolve in water. Write your predictions in
column 2 of Table 1.
2. Put one cup of water in each of the cups.
3. Add ½ teaspoon of each of the six samples. Use the teaspoon to dissolve as much of each
sample as possible. Use a different teaspoon for each of the cups.
Q1. Describe the mixture that resulted after mixing. Write your answer in column 3.
Q2. How many phases do you observe? Write your answer and observations in column 4.
Q3. Identify the solute in each of the mixtures. Write your answers in the blank:
____________________________________________________________
Q4. What is the solvent in each of the mixtures?
_______________________________________
Table 1. Data table for Activity 2
40
1 2 3 4 5 6
Sample solid or Will Appearance Number of Can be Solution or

liquid dissolve in separated by not?
phases
one cup filtration (yes
water or no)
(yes or no)
SUGAR
SALT
MONGO
SEEDS
POWDWERED
JUICE
COOKING OIL
VINEGAR
4. Filter the mixture with filter paper you may use katsa or old, white T-shirt with the improvised
funnel from plastic bottle.
41
Q4. In which mixture were you able to separate the components (solute and solvent) by
filtration? Write your observations in column 5 of Table 1.
Q5. Which of the samples are solutions? Write your answer in column 6.
ACTIVITY 3.3
MAYONNAISE MAKING
42
Mayonnaise is really salad dressing with egg yolk added as an emulsifying agent.
The protein lecithin in the egg acts to maintain the stability of the oil and water suspension by
coating the oil droplets so that they can’t settle out again into an upper layer.
Note that the technique is important in this activity: if the oil is added too quickly
it will not be properly coated by the lecithin and curdling (separation of the oil and water) will
result.
The following materials and equipment are required per group of approximately
four students:
 250 ml olive oil

 1 egg yolk
 1 lemon
 A small amount of water
 1 pinch of salt and pepper
PROCEDURE:
1. Use a whisk to mix together the egg, lemon, salt and pepper.
2. Slowly whisk in the oil.
3. The mixture should start to chicken. If it becomes too thick a small amount of
additional water can be mixed in.
Using an whisk will help to aerate and add bulk to the mixture. Students should not be
concerned if the mayonnaise is not as thick as commercial mayonnaise – this is the way it should
be and is in fact the consistency preferred by many chefs
QUESTIONS:
1. Name the two liquids suspended evenly throughout the mayonnaise.
________________________________________________________________________
2. Which ingredient acts to emulsify these two liquids?
43
________________________________________________________________________
3. Why does the oil need to be added slowly when making mayonnaise?
________________________________________________________________________
________________________________________________________________________
_______________________________________________________________________
POST TEST:
1. A solution is defined as a mixture that is…

a. homologous b. homogeneous c. heterogeneous
2. Which of these is a solution?
a. 14K gold b. carbonated water
c. salt water d. all of the given
3. Solutions with low concentrations f solutes are
44
a. concentrated b. dilute c. solvents d. A & B
4. Which is an example of solute?
a. egg whites b. sugar c. water d. acetone
5. Which is not an example of dissolving?
a. salt in water b. sugar in water
c. water in water d. HCl in water
6. The thing that does the dissolving
a. solute b. solvent c. colloid d. solution
7. You can make a solution more concentrated by adding
a. solute b. solvent c. water d. solution
8. Substance dissolved in a solution.
a. concentration b. solute c. solvent d. solution
9. Mixture of two or more substances uniformly mixed.
a. immiscible b. solute c. solution d. concentration
10. What are two parts that make up a solution?
a. solvent and solute b. concentration and dilation
c. non polar and polar d. solid, liquid and gaseous
FEEDBACK:
I. ANSWERS
1.
2.
3.
4.
5.
6.
7.
8.
45
9. MATTER
Grade 7 Science:
10.
REFERENCES:

 CHEM4KIDS.COM
 Department of Education
University of the Philippines National Institute for Science and
Mathematics Education Development
BY: Marlene B. Ferido, Jacqueline Rose M. Gutierrez, Writers. Ma.
Cristina D. Padolina, Merle C. Tan,
LESSON 4
SUBSTANCES
AND MIXTURES
In this module, you will learn other examples of homogeneous mixtures.

Many things around you are mixtures. Some are solid like brass and rocks, or
liquid like seawater and fruit juices, or gas like air. Mixtures contain two or
more components. These components may vary in size. The variation in size
may tell whether a mixture is homogeneous or heterogeneous. It is important to
study this because it is part of our topic matter and for us to enhance our
knowledge and skill about matter.
46
a. classify pure substances and mixture based on examples;
b. give ways on how to separate the sample mixtures.
a. perform an experiment about mixtures.

provided for you;
3. Answer all the activities in the module
Before our lesson start, let’s have first know what the importance in
learning this lesson. It is important to understand the pure substances and
mixtures for us to fully understand matter and because we always seen these
in our daily activities also you will be enhancing your critical thinking skills
on how to separate things but before that let’s have first a pre-test.
47
PRE-TEST:
DIRECTION: Answer the following questions.
1. What is the difference between pure substances and a mixtures?
________________________________________________________________
________________________________________________________________
________________________________________________________________
_______________________________________________________________
2. What is homogenous mixture
________________________________________________________________
________________________________________________________________
________________________________________________________________
3. What is heterogeneous mixture
________________________________________________________________
________________________________________________________________
________________________________________________________________
FEEDBACK:
Answers:
1. What is the difference between pure substances and a mixtures?

________________________________________________________________
________________________________________________________________
2. What is homogenous mixture
________________________________________________________________
________________________________________________________________
3. What is heterogeneous mixture
________________________________________________________________
________________________________________________________________ 48
_
Pure Substances
 A pure substance is something that is made up of

only one type of particle.
 A pure substance cannot be physically separated into
other substances, because all of the particles are the
same.
 Pure substances have fixed physical properties, such as
melting and boiling point. Examples of pure substances
include oxygen, water and iron.
Mixtures
 Two or more pure substances can combine to form a mixture.

Therefore mixtures are made up of more than one type of particle.
 The formation of a mixture does not result in a new substance.
A mixture is just a physical combination of pure substances.
 Mixtures can be physically separated into their components.
 Examples
Heterogeneous of mixtures include air, sea water and soil.
Mixtures
Most substances around us are mixtures.
Heterogeneous mixtures have non-uniform composition. This means that
if samples were taken from different places within the mixture, the blend of
components would not be the same. Examples of heterogeneous mixtures
include mud and a bowl of cereal.
49
Grade 7Homogeneous and Heterogeneous Mixtures
Science: MATTER
 Mixtures can be divided into two types: homogeneous mixtures and

ACTIVITY 4.1
SAND AND WATER
MATERIALS NEEDED
 Water
 Sand
 Glass
 Stirrer or stick
PROCEDURE:
50
1. Put water on the glass
2. Put sand into a glass of water.
3. Stir the mixture.
Explain and Draw:
How can you separate the sand from water? Explain and Draw
ACTIVITY 4.2
CLASSIFYING SUBSTANCES AND

MIXTURE
Salad salt ketchup lemonade
51
Chocolate tea honey gold
TABLE:
Pure substances Mixtures
POST TEST:
Complete this graphic organizer of matter.
52
Direction: Put check if the statement is correct, if the statement is incorrect underline the word
that makes it wrong and right the correct word.
1. All mixtures are classified as “heterogeneous”.
ANSWER:
2. You can separate all mixtures by filtration.
ANSWER:
3. All solutions are mixtures, but not all mixtures are solutions.
ANSWER:
4. Mixtures are always combinations of the same compounds that are at different states.
ANSWER:
5. Mixtures are generally separated in chemical method.
ANSWER
FEEDBACK:
53
REFERENCES:

 CHEM4KIDS.COM
University of the Philippines National Institute for Science and
Mathematics Education Development
BY: Marlene B. Ferido, Jacqueline Rose M. Gutierrez, Writers.
Ma. Cristina D. Padolina, Merle C. Tan, Reviewers. Rosita R.
Cruz, Wilhelmina L. Dela Paz, Cecile N. Sales, Encoders.
Alvin J. Encarnacion, Rizaldo Ramoncito S. Saliva, Artists.
Cover Design by Alvin J. Encarnacion.
LESSON 5
ELEMENTS AND
COMPOUNDS
All substances are homogeneous. Some mixtures are also homogeneous.

Being so, it is difficult to distinguish mixtures and substances based on
appearance. In this module, you will find out that substances may be further
classified into two: compounds and elements. You will start with the primary
characteristic that distinguishes them. It is very important to know about it since it
is seen in everyday lives.
54
a. differentiate elements and compounds;
b. identify if it is elements or compounds.
c. make a poster of common elements showing their names symbols

and use.

provided for you;
3. Answer all the activities in the module;
4. Make a poster of common element/s.
Before we start our lesson, let us first know why we should learn this
and what you need to develop after this discussion. You will develop and
enhance your understanding of element and compounds how they differ to
each other. What are the characteristics of the two so that there will be no
misunderstanding about these two? But before that let’s have first a pre-test.
55
PRETEST:
1. An example of noble gas?

a. hydrogen b. phosphorus
c. neon d. nitrogen
2. It is made up of particles/atoms of only one kind.
a. compound b. element
c. mixture d. heterogeneous
3. A compound is same throughout in properties and composition.
a. homogenous b. heterogeneous
c. element d. compound
4. A smallest of an element that has all the basic properties of the element.
a. atomb. subatomic c. matter d. neon
5. What is an atomic number of oxygen?
a. 1 b. 5 c.7 d. 8
56
FEEDBACK:
1. An example of noble gas?
a. hydrogen b. phosphorus
c. neon d. nitrogen
2. It is made up of particles/atoms of only one kind.
a. compound b. element
c. mixture d. heterogeneous
3. A compound is same throughout in properties and composition.
a. homogenous b. heterogeneous
c. element d. compound
4. A smallest of an element that has all the basic properties of the element.
a. atomb. subatomic c. matter d. neon
5. What is an atomic number of oxygen?
a. 1 b. 5 c.7 d. 8
57
58
59
60
61
Compound and Molecule:
Molecule is the general term used to describe any atoms that are
connected by chemical bonds. Every combination of atoms is a molecule. A
compound is a molecule made of atoms from different elements. All
compounds are molecules, but not all molecules are compounds.
Hydrogen gas (H2) is a molecule, but not a compound because it is

made of only one element. Water (H 2O) can be called a molecule or a
compound because it is made of hydrogen (H) and oxygen (O) atoms.
62
There are two main types of chemical bonds that hold atoms
together: covalent and ionic/electrovalent bonds. Atoms that
share electrons in a chemical bond have covalent bonds. An oxygen
molecule (O2) is a good example of a molecule with a covalent bond. Ionic
bonds occur when electrons are donated from one atom to another. Table
salt (NaCl) is a common example of a compound with an ionic bond.
63
ACTIVITY 5.1
POSTER MAKING
Direction: Make a poster of common element/elements showing their name symbol/s and
use.
64
ACTIVITY 5.2
WORD FIND CHEMICAL

COMPOUNDS
Look for the following words in the given puzzle: acetate; acid; amino acid; bromide; cyanide;
fluoride; hydroxide; nitrate; oxide; phosphate; salt; silicate; sulphate; sulphide.
P D S I L I C A T E F H W Z
K H Z X E A M I N O A C I D
Y I O M T L E T A T E C A K
T E G S B D K L Y E U M C M
V K A L P E R G B H S W I E
S S U L P H A T E Y B T D E
W U Y J C Y A N I D E I E B
S L O X I D E T A R R A R R
X P F L O R I D E O M O A Y
N H L O R I D E U X M H T H
N I T R A T E L H I F S S D
T D E I U W F T D D S A L T
R E M A G D A E U E P T Q Z
X. POST-TEST:
65
questions/statements twice before giving your final answer
I. Differentiate Elements and Compounds:
Label each of the following as : Element Compound
Write your answer on the space provided.
1.CO2 _________________________________
2. Water _________________________________
3. H2O _________________________________
4. FeS _________________________________
5. CO2 _________________________________
6. Au __________________________________
7. O _________________________________
8. Cl _________________________________
9. Salt _________________________________
10. H3PO4 _________________________________
FEEDBACK:
I.
66
REFERENCES:

PUBLISHED BY: EPHESIANS Publishing Inc. 67
 CHEM4KIDS.COM
LESSON 6
ACIDS AND BASES
68
In this module you will study a special and important class of
compounds called acids and bases. Examples of acids are acetic acid in vinegar
and citric acid in fruit juices. It is important to know more about this because
some are harmful but some are useful in such a way that it can help us clean
hard dirt such as dirt in toilet bowls and tiles, the solution in cleaning for this is
10-12% hydrochloric acid. It is commonly called muriatic acid.
a. differentiate properties of acids and bases;
b. show willingness to investigate acidic and basic products that you
found in your home;
c. perform an experiment about acid and base.

provided for you;
3. Answers all the activities in the module.
Before our lesson start, lets us first know why we have to study this?
Acids and bases are familiar substances found in your home. Every
liquid you see will probably have either acidic or basic properties. Citrus
fruit contain ascorbic acid while vinegar contain acetic acid. Ammonia is a
common base found in household cleaners. Acid and base have properties
69
Grade 7and differentMATTER
Science: reaction. Actually there are a lot. But before that let’s have
first a pre-test.
PRE-TEST:
Direction: Encircle the letter that carries the right answer:

1. Acid taste
a. sweet b. sour c. bitter d. salty
2. Acid makes litmus paper turn
a. red b. yellow c. blue d. black
3. Bases feel
a. rough b. moist c. slippery d. dry
4. Which type of solution is one with a pH of 8?
a. acidic b. basic c. neutral
FEEDBACK:
Direction: Encircle the letter that carries the right answer:
1. Acid taste
a. sweet b. sour c. bitter d. salty
2. Acid makes litmus paper turn
a. red b. yellow c. blue d. black
3. Bases feel
a. rough b. moist c. slippery d. dry 70
Acid and bases comprise two groups of substances that can be
categorized by their chemical and physical properties.
Acids
 An acid is a chemical substance that has a sour taste.
 Many food items such as lemons, curd, vinegar and orange taste sour
because of the presence of acid in them.
 Acidic Substances are the substances that contain acid in them.
 Natural Acids are the acids that occur in nature, for example, acids
found in fruits are natural acids.
Bases
 A base is a chemical substance that has a bitter taste and a soapy
71
texture. MATTER
Grade 7 Science:
 Bases are found in different substances such as bleach, ammonia,
72
73
ACTIVITY 6.1
DENATURATION OF MILK
1. Slowly pour 2 mL of vinegar into 2 mL of baking powder and write your observation.
74
2. Add 2 mL of milk into each cup (A & B). Add 6 cups of water to cup A. After each drop, mix
well & record any change. Using vinegar, repeat the procedure with cup B and record any
changes.
ACTIVITY 6.2
TESTING ACIDS AND BASES
1. Dip a cotton swab in vinegar and taste it.
 What is the taste?
75
2. Dip another cotton swab in baking soda and taste it.
 What is the taste?
POST-TEST:
1. A household cleaner has a pH around 10. It would be considered
a. a base b. an acid c. neutral d. a liquid
2. Distilled water with a pH of 7 is
a. a salt b. an alkali c. an acid d. neutral
3. A substance with a pH of 2 is
a. a strong acid b. a weak acid c. a strong base d. a weak base
4. Toothpaste is a
a. weak acid b. weak base c. strong acid d. strong base
5. Which pH range describes strong acids?
a. 0-7 b. 6-8 c. 11-15 d. 0-4
II. Put check if the statement is correct, if the statement is incorrect underline the word that
makes it wrong and right the correct word.
76
1. Acids have a pH less than 7.
ANSWER:
2. Saliva is a weak acid.
ANSWER:
3. Apple juice has a pH of about 3.
ANSWER:
4. Milk is slightly acidic.
ANSWER:
5. Pure water is neutral.
ANSWER
FEEDBACK:
ANSWERS
1.
2.
3.
4.
5.
ANSWERS
1.
2.
3.
4.
77
5.
REFERENCES:

 CHEM4KIDS.COM
 askllTians
LESSON 7
METALS AND NON

METALS
In this module, you will find out more about the elements. You will see
that majority of them are metals, while some are nonmetals. In addition to these
are the metalloids, it exhibit properties of both metals and nonmetals. It is
important to study metals and non-metals even though you know about what it
is but it’s more important to know its properties for us to have a better
understanding about it.
78

a. compare and contrast metals and non-metals;
b. identify the examples if it is metals and non-metals;
c. make an essay of what they have learned on this topic “metals and non-
metals.

provided for you;
3. Answers all the activities in the module;
Before we start our lesson, let’s have known where we can mostly find
the metals and non-metals?
Metals are located at the left of the periodic table and non-metals
located on the upper right of periodic table of elements. It is important to
know where we can locate them, so that it will be easy for us to find them.
There are a lot functions and properties this two have, but before we explore
that let’s have first a pre-test.
PRE-TEST:
1. Good conductor of heat.
a. metal b. non-metal c. metalloid
2. Which of these is metal?
a. gold b. plastic c. rubber d. wood 79

3. A homogenous mixture of two or more metals and non-metals.
FEEDBACK:
1. Good conductor of heat.

2. Which of these is metal?
a. gold b. plastic c. rubber d. wood
3. A homogenous mixture of two or more metals and non-metals.
a. gold b. copper c. alloyd. wood
4. It is malleable.
5. Which of these grouping of elements could have the characteristic of luster
(shiny)?
a. metal b. metalloids c. non-metal d. A&B
An alloy is a combination of metals or metals combined with one or

more other elements. Elemental iron, combined with non-
metallic carbon or silicon, produces alloys called steel or silicon steel. The
resulting mixture forms a substance with properties that often differ from
those of the pure metals, such as increased strength or hardness. Unlike other 80
substances that may contain metallic bases but do not behave as metals, such
as aluminium oxide (sapphire), beryllium aluminium silicate (emerald)
Alloys are used in a wide variety of applications, from the steel alloys,
used in everything from buildings to automobiles to surgical tools, to exotic
titanium-alloys used in the aerospace industry, to beryllium-copper alloys for
non-sparking tools.
An amalgam is an alloy of mercury with another metal. It may be a liquid, a

soft paste or a solid, depending upon the proportion of mercury. These alloys
are formed through metallic bonding,[1] with the electrostatic attractive force
of the conduction electrons working to bind all the positively charged metal
ions together into a crystal lattice structure.[2] Almost all metals can form
amalgams with mercury, the notable exceptions
being iron, platinum, tungsten, and tantalum. Silver-mercury amalgams are
important in dentistry, and gold-mercury amalgam is used in the extraction of
gold from ore. Dentistry has used alloys of mercury with metals such as
silver, copper, indium, tin and zinc.
METALS
81
Metals
Grade 7 Science: are opaque, lustrous elements that are good conductors of heat
MATTER
and electricity. Most metals are malleable and ductile and are, in general,
denser than the other elemental substances.
METALS
Non-metals are those which lack all the metallic attributes. They
are good insulators of heat and electricity. They are mostly gases and
sometimes liquid. Some they are even solid at room temperatures like
Carbon, sulfur and phosphorus.
82
Metals and Nonmetals In and Around You
In the figure below, you will find the elements that your body is
made up of. What element are you made up of the most? Is it a metal or a
nonmetal? Of all the elements reported in the graph, how many are
metals? How about nonmetals?
Refer to the figure below. The figure shows how much of one element
is present in the Earth’s crust relative to the other elements. What
element is the most abundant in the Earth’s crust? What comes
second? Are these metals or nonmetals?
83
On the Periodic Table, there are three major types of elements known as
Metals, Non-Metals, and Metalloids. Here are a few properties of metals,
non-metals, and metalloids:
 Metals are generally shiny, malleable, and hard. Metals are also
good conductors of electricity. Examples of metals are Gold,
Silver, Iron, Uranium, and Zinc.
 Non-metals do not conduct heat or electricity very well. Non-
metals are typically brittle and are not easily molded into shapes.
Example non-metal elements are Hydrogen and Carbon.
 Metalloids share characteristics of both metals and non-metals
and are also called semimetals. Metalloids are typically semi-
conductors, which means that they both insulate and conduct
electricity. This semi-conducting property makes Metalloids very
useful as a computer chip material. Examples of metalloid
elements are Silicon and Boron.
84
85
ACTIVITY 7.1
COMPARE AND CONTRAST
Direction: Compare and Contrast metals and non-metals
86
ACTIVITY 7.2
METALS AND NON-METALS
87
Graphite Copper Lead
Bromine Sulfur Brass

METALS NON-METALS
POST-TEST:
1. Iron, cobalt and nickel are metals which are
a. non-magnetic b. magnetic c. insulator d. none of them
88
2. Elements that are brittle and cannot be rolled into wires are known as
a. liquid b. non-elastic c. non-metal d. metal
3. Non-metals are dull in appearance, this is why they do not reflect
a. light b. rays c. electricity d. heat
4. The most common classifications of elements in the periodic table are, metal and
a. non-elastic b. non-metal c. solid d. liquid
5. The property of objects in which you sight cannot see through the object is known as
a. dull b. opaque c. mirror d. none of them
II. ESSAY ( 10 POINTS) :
What you have learned on this topic “metals and non-metals?
FEEDBACK:
I.
1.
2.
3.
4.
5.
ESSAY: 89
REFERENCES:

 CHEM4KIDS.COM
 askllTians
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SCIENCE FOR GRADE 7

At the end of this quarter, the learners should be able to:

a. describe matter, identify states of matter;

At the end of this lesson, the learners should be able to:

a. describe the components of scientific investigation;

b. apply scientific ways of acquiring knowledge and solving own

c. perform an experiment using scientific ways with documentations.

1. Read and follow the directions in every activity ;

Directions: Answer the following questions.

1. What is scientific method?

1. What is scientific method?

3. What is an educated guess?

Doing experiments verify all observations and validate the scientific

Experiments also have controlled variables. Controlled variables are quantities

Example: You want to measure how much

Puppies that are given vitamins gain more weight.

puppies that aren’t given vitamins

puppies that are given vitamins

SAMPLE QUESTION: THINKING BEYOND THINKING!

What will grow bigger and faster?

Based on the picture above write what is dependent, independent

FLOWCHART OF SCIENTIFIC METHOD 7

a. Spot the difference between the two pictures.

b. Write safety rules about each difference.

Picture 1: A bad example of a science

Picture 2: A good example of science

laboratory class on their best behavior.

2. How do you think people believed in ASTROLOGY?

DESIGN YOUR OWN

You have 3 weeks to do this!

c. Test the hypothesis with controlled experiment by making experiments.

d. Analyze the gather data

e. Accept or reject your hypothesis

4 small plastic pots

Water (same amount of water)

Soil (same kind of soil)

Note: Put the plant on the same area.

 Labeled the 2 pots A

 Labeled the 2 pots B 13

a. an organized, systematic way researchers perform research.

b. step-by-step method or technique used by scientist in solving a certain problem or

2. Which is NOT part of scientific method?

3. Which of the following is NOT part of scientific method?

5. Which of the following would not be called results?

c. seeing bees on flower

d. wonder why bees were born

6. What do you do to test the hypothesis?

d. create a graph and plot the idea

7. A control group is used to compare things that are changing.

d. it can change and unchanged

8. An independent variable changes because of the procedures conducted on a dependent

d. things that change are removed from the results

d. data collected is verified by other researchers

II. MATCHING TYPE

Steps in Scientific method Definitions

_______ 1. Experiment a. tentative, testable answer to a

_______ 2. Conclusion b. a scientific procedure undertaken

_______ 3. Hypothesis c. element that is not changed

_______ 4. Independent Variable d. discusses the overall results of an

_______ 5. Controlled variable e. a well-substantiated explanation

 NURTURING SCIENCE (Grade 7)

At the end of this lesson, the learners should be able to:

a. describe the five states of matter;