NLC23 - Grade 7 Consolidation Science Student Workbook - Final-1

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Consolidation
Learning Camp
Science
Contents
Student Workbook
Introduction for Students ........................................................Error! Bookmark not defined.
The Plan.............................................................................Error! Bookmark not defined.
Time in class ......................................................................Error! Bookmark not defined.
Mistakes.............................................................................Error! Bookmark not defined.
Practice ..............................................................................Error! Bookmark not defined.
It is important that you try and try again.............................. Error! Bookmark not defined.
Science Grade 7 Lesson 1 Worksheet .................................................................................. 3
Scientific investigations – The Importance of Fair Testing ................................................. 3
What’s in the Bucket?........................................................................................................ 6
A seawater fish tank ..........................................................................................................9
Science Grade 7 Lesson 4 Worksheet ................................................................................ 11
From Cells to the Biosphere ............................................................................................ 11
Why Cells? ...................................................................................................................... 14
Science Grade 7 Lesson 6 Consolidation Worksheet.......................................................... 17
Scientific investigation – How much Watering?................................................................ 17
Biotic and Abiotic............................................................................................................. 20
Climate Change............................................................................................................... 23
The Atmosphere of Earth................................................................................................. 26
Science Grade 7 Lesson 10 Worksheet .............................................................................. 28
The Layers of the Atmosphere right above the Philippines ............................................... 28
The Sun Interacts with our Atmosphere........................................................................... 31
Science Grade 7 Lesson 12 Consolidation Worksheet........................................................ 34
Are Humans Upsetting Earth’s Delicate Energy Balance?............................................... 34
Exploring the Scientific Concept of Movement................................................................. 37
The Difference between Distance and Displacement....................................................... 40
Let’s Scientifically Analyze Motion ................................................................................... 43
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It is Time to Accelerate! ................................................................................................... 46
Acceleration can catch you out!....................................................................................... 49
Thunder and lightning – very, very frightening! ................................................................ 52
The Philippine Rainforest................................................................................................. 55
Temperatures Rising! ...................................................................................................... 58
More about Cells? ........................................................................................................... 61
Hot or Cold Water?.......................................................................................................... 64
How much sugar? ........................................................................................................... 66
Scientific investigation – Using water from the sea? ........................................................ 68
Atmospheric layers!......................................................................................................... 71
How the Atmospheric Layers Interact with Energy from the Sun...................................... 74
Disturbing the Atmosphere’s Delicate Balance ................................................................ 77
Around the Racetrack and Back to the Start.................................................................... 79
Representing Acceleration in Graphs .............................................................................. 82
The Speed of Sound........................................................................................................ 85
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Introduction for Students
Welcome to the National Learning Camp. You are probably aware that this Camp is only open to students
like you who have just completed Grade 7 or Grade 8 in schools across the country.
You have chosen to volunteer to be part of this important national education program. One focus of this
program this year is on three subjects: English, Mathematics, and Science.
The Plan
The plan is for you to attend school on three days each week. These days are Tuesday, Wednesday, and
Thursday.
You will take part in six specially developed lessons each day. These lessons are designed to review content
you have completed. This will help you further strengthen your learning.
There will be opportunities in each lesson for you to practice communication skills with other students and
your teacher, and to experience applying the knowledge you have gained in:
▪ solving Mathematics problems,

▪ understanding (comprehending) what you are reading in English, and
▪ interpreting the natural world through applying Science evidence.
Time in class
How you use your time in the lessons is very important. You will only have 45 minutes for each lesson. It is
critical that you work with the teacher and your classmates as closely as you can.
Every minute is valuable. This means you will be expected to:

▪ start each lesson as quickly as possible,
▪ recognize the lesson pattern and help the teacher as you move from one component to another, ▪
pay attention when the teacher or students in your class are talking about the work, and ▪ try your
best with the different activities that make up the lesson.
You will have opportunities to write your answers down, explain to the teacher or classmates your reasons
or justifications for your thinking or responses. There will be time to work on your own but at other times
you will talk to/work with your classmates and find answers and report to the class.
Mistakes
One important fact drawn from brain research on learning concerns making mistakes. It might surprise you!
Making mistakes while learning and trying to improve your skills and understanding is part of the brain’s
process. So, learning from mistakes is an important pathway of our learning journey. When a genuine
mistake is made:
▪ do not be ashamed or embarrassed,

▪ do try to learn from your mistake,
▪ be willing to talk about your mistakes,
▪ try to understand why you committed a mistake, and
▪ find out how to correct the mistake.
Too often learners are embarrassed or feel they have failed because of errors/mistakes. This should not
be the case. Everyone makes mistakes as they learn new material – everyone.
An interesting quote by a very famous scientist, Niels Bohr, who won a Nobel Prize for Physics, said:
An expert is a person who has made all the mistakes

that can be made in a very narrow field.
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Everyone makes mistakes, even experts. It is a vital part of learning. If you make mistakes, it is a sign that
you are moving your learning forward or, maybe, you need to return to earlier learning and fill in some
gaps.
Mistakes and/or errors tell you and the teacher about your thinking and where you need help or practice
(we call it deliberate practice) to do better. The teacher and you should celebrate finding the mistake as it
will help you both know what new learning is needed.
You might be surprised, but if you do not make genuine mistakes and fix them, your learning will not move
forward efficiently.
Practice
If you want to be good at something you must practice it. Practice alerts the brain that this information
needs to be remembered and to store the information in your head.
This is the way the brain works; this is the way the brain learns. Learning, anything from learning sport,
learning about your peers, and to learning academic work in school, requires effort and that means
practice.
Exerting effort is not a punishment and does not need to be painful. As effort can lead to success it can be
enjoyable, at least the results. If you want to learn, effort must be there, and activities need to be
repeated. There are no tricks. This is what the brain needs.
It is important that you try and try again
Learning is a competition with yourself, not others. It is recognizing how your effort results in showing you
where and how you are doing better. To be as good as you can be will only be known if you try.
The Extensive Team of Educators and Teachers involved in the National Learning Camp wish you the very
best in your education future. For the Learning Camp, and your work when you return to school, our hope
is for you to take any new knowledge, skills and understandings you have acquired to learn more, and to
use it also to want to learn more.
Best Wishes
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Science Grade 7 Lesson 1 Worksheet
Scientific investigations – The Importance of Fair Testing
Component 1: Short Review
Q1. Name one of the important components/parts of a scientific investigation?
Q2. What are some of the things you can do to make sure your experiment is a fair
test? Q3. Why is it important that experiments we do in science are fair?
Component 2: Lesson purpose /Intention
This lesson is about describing and writing the components of a scientific investigation and
how important this is for learning and when answering questions in science.
Component 3: Lesson Language Practice
Key words/terms:
Results, Aim, Conclusion
Complete the task below by using arrows to match the Heading with their Role/Purpose:
Heading Role/Purpose
Results
What you are trying to prove
Conclusion What you measured
Aim
What you learned from your results
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Component 4: Lesson Activity.
Component 4A
Fair testing
Gabriel blew up some balloons with air and tied them along a fence in his backyard to see what
happened to them in sunlight. Some balloons were in the shade of the tree.
Gabriel wondered why some balloons
started to get bigger – some even got
so
big that they popped when they got very
hot. “I think the balloons are getting
bigger when the temperature is getting
higher.”
He said to himself. “I wonder what
experiment I could do to find out the
answer and make sure it’s a fair test?”
Component 4B
Q1. What should Gabriel use to measure the air temperatures?
Q2. How should he work out the size of the balloons accurately?
Q3. What are some of the things that Gabriel needs to make sure that they stay the same during his
experiment so that it’s a fair test?
Component 4C
Q1. How should Gabriel write down all his measurements?
Q2. What is Gabriel’s aim for the experiment?
Q3. If Gabriel’s experiment works out how he thought it would, what should he write as his
conclusion?
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Component 5: Lesson Conclusion
Q1. Has this lesson helped you to better understand what fair testing means in science? If so,
how? Q2. Has this lesson helped you to remember the components of a scientific investigation? If
so, how?
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What’s in the Bucket?
Q1. What would you need to separate a mixture of sand and water?
Q2. When would magnets be useful to separate things?
Q3. What is the difference between the processes of evaporation and filtering?
Component 2: Lesson purpose/intention
The lesson is about drawing and using flow diagrams and how important that is for learning and
when answering questions in science.
Complete the flow diagram by filling in the blank boxes marked A and B in the table
below.
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Component 4: Lesson
Activity Component 4A
What’s in the bucket?

A group of high school students were playing on the beach and found a small bucket of some
interesting materials. The students found that the bucket contained a lot of sand but also some
small nails, some large broken shells, and some white crystals.
The students wanted to find out

what
the white crystal are. Their
problem
was to separate the mixture of
materials in the bucket down to
the
white crystals. They started by
picking out the large shells by
hand.
The students drew the following
flowchart to help them work out
what
to do next.
Component 4B
Q1. What piece of equipment did the students need to do STEP 1?
Q2. What two things did the students have to do in STEP 2?
Q3. How would the students be able to separate the white crystals from the water?
Component 4C
Q1. What equipment did the students need for STEP 3?
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Q2. What three processes of separation did the students use in their experiment to separate out
all the different materials in the bucket?
Q3. What if the students mixed up the steps and did STEP 2 instead of STEP 1 to begin
their experiment? How could they fix up their mistake?
Q1. Has this lesson helped you to better understand the use of flow diagrams? If so, how?
Q2. Has this lesson helped you to recall a number of different separation techniques? If so,
how?
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A seawater fish tank
Q1. What is one example of a solution?
Q2. What are two common examples of heterogenous mixtures that you would find in your
kitchen? Q3. Explain why sea water is a homogenous mixture?
The lesson is about homogenous and heterogenous mixtures. We want to be sure we know
and understand about solutions and their concentrations.
Key words/terms:
mixture, solution, uniform
Q1. Select one of the words above and write one sentence using that word in everyday
language. Q2. Select one of the words above and write one sentence using the scientific
meaning of that word.
Component 4: Lesson Activity
Component 4A
How much salt?

Joshua asked his mother if he could have a fish tank and as they live near the sea could he
use sea water. His mother agreed and said that he would have to look after it himself. She
said he could use the kitchen but had to clean up after himself.
Joshua thought “I wonder just how much salt is in a bucket of sea water in case I can’t get to
the beach if I need to replace the water, I should be able to make my own.”
Joshua decides to experiment by separating the water from the salt to find out exactly how
much salt there is in 200 mL of sea water.
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Component 4B
Q1. What would be the best process that Joshua could use to separate the salt from the sea
water? Q2. What are two very important measurements Joshua must make in his experiment?
Q3. What other important things does he have to do to make sure his experiment is fair?
Component 4C
Q1. What piece of equipment does Joshua need to measure the amount of salt in the 200 mL of
sea water?
Q2. Joshua’s three readings for the mass of salt after evaporation are 6.5 g, 7.0 g and 7.5 g.
What value for the weight/mass of salt should he use?
Q3. Joshua was very accurate with his measurement of the volume of sea water so what is
the concentration of the seawater in his experiment? Give your answer in grams per liter.
Q1. Did you find Joshua’s experiment interesting? If so, why?
Q2. Did you find the questions in component 4C harder than the questions in component 4B? If
so, why?
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From Cells to the Biosphere
Q1. What is one example of a level in the biological organization chart?
Q2 What is the lowest level of the organization chart and what is the highest
level? Q3. Why do scientists use diagrams?
Component 2: Lesson purpose/Intention
The lesson is about biological organization. We want to be sure we know and understand about
the levels of the organization.
Component 3: Lesson Language Practice.
Key words/terms:
cells, organ, tissues
Q1. Select one of the words above and write one sentence using that word in everyday
language. Q2. Select one of the words above and write one sentence using the scientific
meaning of that word.

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Component 4A
Biological Organisation Chart

Jasmine is in Grade 7 and has been learning about Biology and her teacher showed
the class the diagram below. Jasmine is interested in plants and animals but is not
sure how the plants and animals she likes fit into this diagram. Jasmine has a pet dog
and a fish tank with small fish in it.
Diagram A
Diagram B
Component 4B
Q1. Describe the shape of Diagram A.
Q2. What level of the diagram (starting with cells) are organs? Name an organ.
Q3. Which level of the diagram would Jasmine’s dog and fish belong to and why?
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Component 4C
Q1. Name the level of organization that diagram B belongs to.
Q2. Name three ecosystems common to the Philippines.
Q3. Why is the Biosphere the biggest and highest level in the diagram?
Q1. Has this lesson helped you to better read and understand diagrams? If so, how?
Q2. Has this lesson helped you to remember and or understand the levels of biological
organization? If so, how?
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Why Cells?
Q1. What is the biggest cell in a human body?
Q2 What do you have to do so that you can see cells with a compound
microscope? Q3. Why do scientists say that cells are the basic structure of all
living things?
The lesson is about cells. We want to be sure we know and understand the importance of cells to
all living things.
Key words/terms:
Cytoplasm, membrane, nucleus
Use arrows to match each Part of a cell to the Function of the part:
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Component 4A: Lesson Activity
All about cells

Althea was in Grade 7 at school and her teacher was telling them all about cells
and although she found it interesting, she felt that she didn’t really understand
what the teacher was saying.
She decided to tell her younger brother Angelo a story about cells to see how
much she could remember about the lessons. This is what she said: “Did you
know that every living thing is made of cells and that some tiny living things like
bacteria are made up of only one cell but that human beings are made up of 75
trillion cells. Most cells have three main parts, but plant cells are a bit different to
animal cells. I will draw them for you.”
AB
Component 4B
Q1. Which of the two cell diagrams A and B is a plant cell?
Q2. What is the name of the parts labelled X and Y in the two cells?
Q3. Are the cells in our heart the same as the cells in our brain? Why or why not?
Component 4C
Q1. What do the cells in the organisms of similar species have in
common? Q2. Name three essential functions of the human cell.
Q3. What are the structures inside the nucleus called and why are they so important?
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Q1. The questions in component 4B were based on the text and diagram. Did you find
these questions easier than those in component 4C? If so, why?
Q2. Has this lesson helped you to remember and or understand the basic structure of the cell? If
so, how?
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Science Grade 7 Lesson 6 Consolidation Worksheet
Scientific investigation – How much Watering?
Q1. If you are planning to do an experiment, what is the first thing you need to identify?
Q2. What are some of the things that plants grown in a garden need to ensure they
grow?
Q3. Why is it important that experiments we do in science are a fair test?
This lesson is about carrying out a scientific investigation and how important this is as an experience
for learning in science.
Key words/terms:
sprout, germinate, valid
Complete the task below by using arrows to match the words with their meaning in science:
Word Meaning
sprout How well an experiment determines what it set out to do. germinate Puts out
shoots
valid Begin to grow
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Component 4: Lesson
Activity. Component 4A
Fair testing
Angela wanted to find out if radish seeds would sprout if she watered them every day about as
much as it rains usually. “I think the seeds will not germinate if I water them too much.” She
thought to herself “I wonder what experiment I could do to find out the answer and make sure it’s
a fair test?”
Angela bought a packet of radish seeds and then collected some containers and some garden
soil from her father’s garden shed. She decided that she would test two different amounts of
water to see which amount made the seeds germinate/sprout quicker. Angela worked out that
she needed 500mL a day to keep the soil moist in her containers. So, she decided she would use
500mL in containers marked sample A and 250mL in the containers marked sample B.
Component 4B
Q1. What should Angela use to measure the amount of water she intends to use each
day? Q2. How should Angela prepare the containers she will put the seeds in?
Q3. Suggest a method that Angela should now use to put the seeds in the container and set up a
schedule for watering.
Component 4C
Q1. How should Angela measure which seeds sprouted more quickly?
Q2. Where should Angela place the containers that she will water each day?
Q3. Why did Angela need to have three containers in each sample and why did they all have to be in
the same position outside?
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Q1. Has this lesson helped you to understand what fair testing means in science?
How? Q2. Did you find Angela’s experiment interesting? If so, why?
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Biotic and Abiotic
Q1. Name a living thing that is not a plant or an animal?
Q2 Name three important things in your immediate environment that are
abiotic. Q3. Why do scientists use the term “biotic” when they talk about
Living things?
The lesson is about the biotic and abiotic features of an ecosystem. We want to be sure we know
and understand the differences between biotic and abiotic factors.

Key words/terms:
biotic, abiotic, ecosystem
Words Meaning
biotic
non-living
ecosystem
living or once was living
abiotic
a community of interacting organisms
and their environment
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Component 4A
A Mangrove Swamp
Jacob and his friends often go down to the mangroves near where he lives just to
explore and maybe catch some fish. He told his mother that crabs and lobsters can
live in the mangroves. His mother said he should be careful because there could be
sharks and stingrays there.
Component 4B
Q1. Which label A, B or C on the diagram shows where Jacob would find crabs in the
mangroves? Q2. Name the abiotic features of a mangrove swamp ecosystem shown in the
diagram.
Q3 If trees, like other plants, need water, how do the mangrove trees survive in salt water?
Component 4C
Q1. What is the biggest threat to the mangrove forests of the Philippines?
Q2. What other abiotic factors are a threat to the mangrove swamps?
Q3. How do the mangrove forests and swamps help protect the biotic and abiotic features of the
Philippines?
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Q1. Has this lesson helped you to use more technical language when talking about ecosystems? If
so, give an example.
Q2. Has this lesson helped you to remember and or understand the differences between biotic
and abiotic factors in an ecosystem? If so, how?
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Climate Change
Q1. Name one thing about the weather that you think has changed over the last few
years. Q2 What sort of problems have been caused by a change in the weather pattern.
Q3. What do you think the scientists mean when they say the change in the climate in the
Philippines is caused by global warming?
The lesson is about climate change. We want to be sure we know and understand about predicting
the effect of changes to the abiotic factors on the ecosystem.
Key words/terms:
Coral polyp. bleaching, coral reef
Words Meaning
coral reef
stripping or removing any color
bleaching an underwater ecosystem
coral polyp
A tiny invertebrate that lives in the ocean
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Component 4A
Climate change – a prediction
Australian government scientists are working on the protection and restoration of the
magnificent reef. They predict that further global warming that increases the
temperature of the oceans even to a very small degree will result in bleaching of
vast quantities of the reef. As well as this any further run off from polluted rivers that
smother the corals preventing light from reaching them will cause further damage to
some areas of the reef.
Reference From tiny coral polyps grew a marvel: Australia’s Great Barrier Reef. Could it all come
tumbling down? An article by Jennifer S. Holland, a senior writer for the National Geographic
magazine.
Component 4B
Q1. Name a common biotic or abiotic feature of a coral reef.
Q2. Describe the common predators that prey on the coral.

Q3 Explain why coral is a living thing (biotic).
Component 4C
Q1. Name another coral reef besides the Australian Great Barrier Reef.
Q2. Identify two abiotic factors whose change would affect the life of the
corals. Q3. Explain how the change in one of these factors affects the corals.
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Q1. Did you find the questions in component 4C more difficult than the questions in 4B? Or was
there one question harder than all the rest? If so, which one?
Q2. Has this lesson helped you to know and or understand the effects of climate change on
a Philippine ecosystem? If so, how?
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The Atmosphere of Earth
Q1. What is the atmosphere?
Q2. What is in the atmosphere?
Q3. How do humans interact with the atmosphere in good and bad ways?
Component 2: Lesson Purpose/Intention
The lesson is about understanding more deeply that the atmosphere is made of air that covers the
whole Earth.
Key words/terms:
Atmosphere; Atmospheric; Diameter; Approximately; Carbon dioxide;
Oxygen Practice saying the words.
Component 4A
The Atmosphere of Earth

The Earth’s Atmosphere surrounds our planet and is mostly composed of air.
The atmosphere is essential to living things – it provides carbon dioxide for plants and
oxygen for animals. The two main gases that make up the atmosphere are nitrogen
(approximately 78%), and oxygen (approximately 21%). Carbon dioxide, argon and traces
of other gases make up the rest. The total content of water in the atmosphere is about
0.25%, mostly made up of water vapor.
Earth’s Atmosphere
More than 98% of the
gases in the Earth’s
atmosphere are in
three layers to 100
km above the surface.
The diameter of
the solid Earth
is about 12,750
km.
The amount of the atmospheric gases reduces as the distance from the Earth’s surface
increases. Scientists describe the atmosphere as having five distinctive layers, but the
boundary between each layer is not sharp and can be hard to measure precisely.
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Component 4B
Q1. What is the Atmosphere?
Q2. What are the main gases that make up the atmosphere?
Q3. Why are the gases in the atmosphere important for life?
Component 4C
Q1. How far is it to the center of the Earth?
Q2. The Information Box indicates that water in the atmosphere accounts for 0.25% of the
component of the atmosphere. In what forms might the water be found in the atmosphere?
Q3. Use the numerical information provided in the Information Box to evaluate how well the
diagram provided represents the relative thickness of the Atmosphere compared to the
overall size of the Earth.
Q1 How has the lesson helped you to better understand the atmosphere?
Q2 Which questions were easy to answer – the ones in Component 4B or Component 4C?
Why? Q3 What strategies do you use to answer the harder questions?
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The Layers of the Atmosphere right above the Philippines
Q1. What is a layer of something?
Q2. What are examples of things that have layers or form layers?
Q3. What might you see or feel if you could just float vertically up into the sky kilometers above
the clouds? [A SUGGESTION: Close your eyes and just visualize what that might be like.]
The lesson is about understanding more deeply that the Atmosphere has layers of varying
thicknesses. We will be recalling the features of the layers such as their composition and the
changes in temperature and pressure as you go out to space.
Key words/terms:
Boundaries; Troposphere; Stratosphere; Mesosphere; Thermosphere;
Exosphere Practice saying the words.
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Component 4A
Layers of the Atmosphere above the Philippines
Scientists believe that the atmosphere has five distinctive layers, but the boundaries
between layers are not sharp and can be hard to measure precisely. The layers and some
of their features are:
Troposphere: This layer extends from the Earth’s surface up to about 13 kilometers (km).
This layer holds 75% of the atmosphere's mass of gases. As you go higher up the
troposphere, temperature drops from an average of about 130C near the Earth’s surface to
- 500C at the top of the layer. The air pressure drops from 1000 millibars (mb) near the
Earth’s surface to 100 mb at the top of the layer.
Stratosphere: This layer lies directly above the troposphere. It extends from about 13 km
to about 48 km above the Earth's surface. The temperature of the bottom of the layer is
-500C but at the top it is only -30C. The air pressure at the bottom of the layer is about 100
mb but at the top of the layer the air pressure is only 1 mb.
Mesosphere: This layer lies directly above the stratosphere. It extends from about 48 km
to about 85 km above the Earth's surface. The temperature of the bottom of the layer is
-30C but at the top it is only -900C. The air pressure at the bottom of the layer is about 1
mb but at the top of the layer the air pressure is only 0.01 mb.
Thermosphere: This layer lies directly above the mesosphere. It extends from about 85
km to about 700 km above the Earth's surface. The temperature of the bottom of the layer
is -90 0C but at the top of the thermosphere it can be 350 0C or higher. The air pressure at
the bottom of the layer is about 0.01 mb but at the top of the layer the air pressure is very
weak at about 0.000001 mb.
Exosphere: This layer is the uppermost layer, and it extends 10,000 km into space. In
fact, it blends with what scientists consider to be outer space! The pull of Earth’s gravity is
so small in this layer that molecules of gas escape into outer space.
Component 4B
Q1. How many layers do scientists think make up our atmosphere?
Q2. What characteristics of the layers does the Information Box present measurements for?
Q3. The Thermosphere can be referred to as the heat layer. Why might it be called that and where
might the layer get its heat from?
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Component 4C
Q1. How far above the Philippines will you find the top of the Troposphere?
Q2. Use the information provided in the Information box, Layers of the Atmosphere above the
Philippines above, to complete the following table to summarize the features of the layers of
the atmosphere – there are 10 cells to complete:
ATMOSPHERIC LAYER
Altitude
FEATURES Marker Troposphere Stratosphere Mesosphere Thermosphere Top of
layer 13 km 48 km 85 km 700 km
Bottom of layer 0 km 13 km 48 km 85 km
Layer
thicknesses Thickness 13 km 35 km
Typical
0 0 0 0
Temperature Top of layer -50 C -3 C -90 C 350 C Bottom of layer
Air Pressure
Top of layer 0.01 mb 0.000001 mb Bottom of layer 1 mb 0.01 mb
Q3. Study your completed table, and/or the Information box, and then describe how
temperatures and air pressures of the atmosphere change as altitude increases from the
Earth’s surface to 700 kilometers above the Philippines?
Q1. Has the activity helped you to think more about the atmosphere and its layers of
varying thicknesses?
Q2. What did you enjoy about the lesson?
Q3. What is something you would like to learn more about in this topic?
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The Sun Interacts with our Atmosphere
Q1. What is the Earth’s Atmosphere?
Q2. What forms of energy come from the Sun?
Q3. How does the Sun affect our weather?
The lesson is about understanding more deeply how the atmosphere reacts to the energy received
from the Sun. It builds explanations of the gases and processes that create the greenhouse effect
that is important for life on Earth.
Key words/terms:
Ultra-violet radiation; Transparent; Infra-red energy; Kinetic energy
Practice saying the words.
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Component 4A
The Sun Interacts with our Atmosphere
The Sun is the Earth's primary source of external energy. Energy from the Sun heats our
planet to the point where life can flourish.
Most of the energy from the Sun is transmitted to the Earth as short-wave radiation (light
and ultra-violet radiation). Because the atmosphere is mostly transparent, much of the
light reaches the Earth’s surface where it is firstly absorbed, converting to infra-red
energy. Much of this infra-red energy is re-radiated into the atmosphere, heating the
gases of the atmosphere.
Some atmospheric gases, including carbon dioxide, ozone, nitrous oxide and water vapor,
are naturally occurring gases that absorb and emit infra-red energy very effectively. These
gases are called greenhouse gases.
The naturally occurring greenhouse gases have a positive effect as they hold just the right
amount of heat in the atmosphere for life to exist, and they allow excess heat to radiate
back into space. This keeps the average temperature of the atmosphere to about 130C.
The atmospheric warming effect is called the greenhouse effect.
Without the greenhouse effect, the Earth’s surface temperature would be about -230C,
and life probably could not exist.
The weather we experience on Earth is a direct result of absorbing energy from the Sun.
The Sun heats the Earth’s surface in varying amounts, and this sets up convections
current in the troposphere, producing winds and influencing ocean currents. In the
warmer months in both the northern and southern hemispheres, tremendous storms form
(including typhoons, hurricanes, and cyclones) which is a way the Earth gets rid of
excess energy. The weather effects convert heat energy into kinetic energy (e.g. wind).
Component 4B
Q1. What is the main form of energy that is transmitted from the Sun to the
Earth? Q2. What are some greenhouse gases?
Q3. How do naturally occurring greenhouse gases have a positive effect on the Earth and our
environments?
32
Component 4C
Q1. What would the Earth’s surface temperature be without the greenhouse effect? Q2. What
are some weather effects that are caused by the Earth absorbing energy from the Sun?
Q3. Complete the following flow chart to show how the Sun’s energy is responsible for the
natural warming of the Earth’s atmosphere.
Short-wave
Heat energy
radiation from
absorbed by
the Sun
greenhouse
(Light and UV)
gases.
Q1. Has the activity helped you to understand more deeply how the atmosphere reacts to the
energy received from the Sun?
Q2. What did you enjoy using flow charts to summarize information?
Q3. What was hard to do or understand in the lesson?
33
Are Humans Upsetting Earth’s Delicate Energy Balance?
Q1. What was the Industrial Revolution?
Q2. What are some impacts on our environment of using fossil fuels to power factories? Q3.
What are some energy transformations that occur when fossil fuels are used to power factories?
The lesson is about reinforcing the fact that Earth’s has a delicate energy balance.
Key words/terms:
Energy balance; Industrial Revolution; Greenhouse gas emissions; Impacting;
Excess Discuss the meaning of Impact and Excess, as they have special meanings in science
contexts. Practice saying the words.
34
Component 4A
Are humans upsetting Earth’s delicate energy balance?
Since the middle of the Industrial Revolution, which is about 170 years ago, people have
been increasingly releasing into the atmosphere large quantities of industrial greenhouse
gases, including carbon dioxide, methane and nitrous oxide.
Greenhouse gas emissions increased by 70 percent between 1970 and 2004. Emissions
of carbon dioxide, the most impacting greenhouse gas, rose by about 80 percent during
that time. Most of the carbon dioxide that people put into the atmosphere comes from
burning fossil fuels such as oil coal, and natural gas for transport and producing electric
power.
People cutting down forests also increases the quantities of carbon dioxide into the
atmosphere – carbon dioxide is released from decaying plant material, and harvested
trees can no longer absorb carbon dioxide from the atmosphere.
Excess quantities of another greenhouse gas, methane, comes from human livestock
farming, rubbish landfill, and fossil fuel production such as coal mining and natural gas
processing. Nitrous oxide, which also traps heat very well, is released from agricultural
activities and from the burning of fossil fuels.
All of these human activities add excess greenhouse gases to the atmosphere, trapping
more heat than usual and interfering with the natural radiation of excess heat into space.
These things are all contributing to recent and rapid global warming that might be
resulting in dramatic climate change, more severe weather events and might result in
rising sea levels that will impact on many population centers and countries.
Component 4B
Q1. By how much did carbon dioxide emissions increase over the period 1970 and
2004? Q2. What things cause more greenhouse gases to be released into the
atmosphere?
Q3. Describe how the emission of greenhouse gases has changed since about 1850.
35
Component 4C
Q1. What is fossil fuel?
Q2. What are some things that people could do to reduce global warming?
Q3. a. Draw a flowchart that shows a chain of events that could lead to global warming or
climate change:
or
b. Describe some human activities that are not indicated in the Information box that might
also contribute to global warming and climate change and say what impacts the
activities might have.
Q1. Has the lesson helped you to think more about the role of the atmosphere in supporting
life? Q2. What did you enjoy about the lesson?
Q3. What is something that is good about the Greenhouse Effect and what is something that is
bad about the Greenhouse Effect?
36
Exploring the Scientific Concept of Movement
If you throw an object, like a ball, into the air across the school yard, it will move in a curved
path. Q1. What is another way to describe how things can move?
Q2. What are some ways you can make an object move?
Q3. If we push a toy car across a long table, how can we scientifically measure its movement?
The lesson is about learning how to describe the movement of objects in a scientific way.
Key words/terms:
Move/Moving, Direction, Distance, Speed, Travel, Traveled, Constant
What is the difference between the words ‘travel’ and ‘traveled’?
Try to use some of the key words/terms by saying them in a sentence.
37
Component 4A
Was the bus exceeding the speed limit?

Two students were sitting in a tree, looking out over a flat field. On the
other side of the field, they could see a very straight road running along
the other side of the field. They watched across the field as a bus travelled
in one direction along the straight road in the distance.
Bus
Flat field
Straight
road
The boys are in a tree here looking over the flat field
They noticed that the bus was traveling at a constant rate – not speeding up, not slowing down,
but the students thought it might be breaking the 60 speed limit!
They could see the bus was about to pass a house that they know is 1 kilometer from a factory
positioned further along the road. They timed how long it took the bus to travel from the house to
the factory. It took the bus 70 seconds to travel from the house to the factory.
One student said to the other “I wonder if the bus is speeding?”.
Component 4B
Q1. How far is it between the house and the factory?
Q2. What important things about the problem do we know from the text? (Problem: Was the red bus
speeding?)
Q3. What does a speed limit of 60 mean and why is it important?
Component 4C
Q1. At what rate was the bus travelling?
38
Q2. What do we need to know to calculate the speed that bus was travelling?
Q3. We know the bus took 70 seconds to travel 1 kilometer. What do we have to do to work out
the bus’s speed in kilometers per hour (km/hr)?
Q1. Could you find answers to questions in the text for Component 4? Which
ones? Q2. Did you find it easier to answer the questions in Component 4B or
4C? Why?
Q3. Has the activity helped you to think about the movement of objects in different dimensions? How?
39
The Difference between Distance and Displacement
Q1. What is distance?
Q2a. How do we measure distance?
Q2b. What units do we use?
Q3a. What is speed?
Q3b. What is average speed?

The lesson is about learning the difference between distance and the scientific term displacement,
and why that is important.
Key words/terms:
Movement; Start position, Final position, Displacement, Vector,
Represents What is the difference between the word ‘start’ and ‘final’?
Try to sound out the words ‘displacement’, ‘vector’, and ‘represents’.
40
Component 4A
Why Displacement is important to Scientists
An everyday example can help to show what displacement is and why it is important.
A student, called Ana, walks from her house in North Street to school each morning via
the house of her friend, Bea, in South Street. Ana’s path to school is shown on the village
map below in heavy dashed line ( ). Ana has to walk from Point A to Point B and then
to Point C. It takes Ana 6 minutes to get to Bea’s house. Ana waits 2 minutes for Bea to
get ready, then Ana and Bea take 3 minutes to walk together to school.
The light dashed line ( ) represents how far Ana is from her house (start position) when she
gets to school (final position). This represents the net distance that Ana is from her house.
The green line has an arrow on it because it points in the direction that Ana’s school is
from her house. When we know the net distance and net direction that Ana has moved,
we know her displacement from her house to school.
When Ana gets to school, her displacement is 80 meters directly West from her house.
Displacement is a measure of both the net distance moved and the net direction moved.
This is important to scientists as knowing distance and direction gives precise
measurements of where moving things have traveled.
In Science, when a quantity has both DISTANCE and DIRECTION it is called a
VECTOR quantity.
Component 4B
Q1. What is the first street that Ana walks along?
Q2. Which direction does Ana need to go when she gets to Long Lane?
41
Q3. How far in total does Ana walk to get to school each morning?
Component 4C
Q1a. After school, Ana walks home along North Street. What is the distance she needs to
walk? Q1b. What is the direction Ana walks from her school to home?
Q2. What are ways you could describe Bea’s movement from her home to school?
Q3. What is Ana’s displacement from her school in the afternoon?
Q4. How far has Ana walked in total in going both to and from school?
Q5. How would you describe Ana’s displacement over the whole day?
Q1. How has the lesson helped you to describe movement scientifically?
Q2. Which questions were easy to answer – the ones in Component 4B or Component 4C?
Why? Q3. What strategies do you use to answer the harder questions?
42
Let’s Scientifically Analyze Motion
Q1. What do we mean in science when we use the word ‘Motion’?
Q2. What are some key characteristics of motion that we can measure?
Q3. What is a graph in science and why are there commonly two axes on graphs.?
The lesson is about learning how scientists represent motion in tables and graphs and use this to
visualize motion in a way that allows us to analyze it and to make predictions based on the
analysis.
Key words/terms:
Graph, Displacement, Distance-time, Axis and axes, Units, Slope
Question: Can you tell the difference between the words ‘axis’ and ‘axes’ when that are being used
to describe parts of a graph?
43
Component 4A
Ana’s displacement to and from school.
We can use a graph to represent Ana’s displacement from her house to school in
the morning, and then from her school to her house in the afternoon after school
finishes.
Please recall from Lesson 14 that, in the mornings, Ana walks from Point A to Point B
and that takes 6 minutes. She then waits 2 minutes at Point B for her friend Bea to get
ready. Then Ana and Bea take 3 minutes to walk together from Point B to the school at
Point C.
After school, Ana walks directly from her school to her house in North Street. The
following is a graph which represents Ana’s walk to and from her house to school.
Some important points are labelled 1, 2, 3, 4, and 5 on the plotted line.
Data table
Component 4B
Q1. What does point 1 on the graph represent?

Q2. Which part of the blue line on the graph represents Ana’s slowest walking speed? Why?
44
Q3. What is happening between points 2 and 3, and how do you know?
Component 4C
Q1. Which section of the blue line represents Ana’s walk home from school?
Q2. Ana walks the fastest when she walks from school to her house. What on the graph
indicates that?
Q3. What is Ana’s total displacement after all her walking to and from school? How do you know?
Q1. Has the activity helped you to better understand tables and graphs related to motion?
How? Q2. What did you enjoy about the lesson?
Q3. What is something you would like to learn more about using tables and graphs?
45
It is Time to Accelerate!
Q1. What is speed?
Q2. What are some units we use to describe speed?
Q3. What is the difference between speed and velocity?
The lesson is about acceleration and its importance in helping to precisely measure how objects move.
Key words/terms:
Velocity; Acceleration; Force; Concept; Equation; Units
Practice saying the words.
46
Component 4A
Distinguishing Speed, Velocity and Acceleration
Acceleration is the scientific term for any process where there is a change in velocity.
Velocity involves both speed and direction. Because acceleration is a change in velocity,
it also involves both speed and direction.
So, acceleration is defined as a change in speed and/or a change in direction.

Therefore, ▶ if you are speeding up – you are accelerating,
▶ if you are slowing down – you are accelerating,
▶ if you are going at the same speed but changing direction – you are accelerating.
It also means that no matter how fast you are going, if you are not changing your speed
or you are not changing your direction, you are not accelerating.
In Science, we use the following ideas to describe and calculate motion:
Concepts Equations
dist(m)
Speed (m/s) =
Distance traveled over time is used to calculate the
average speed for a journey.
time (s)
Average speed is the total distance traveled divided by
(⎟) a period of time. It is not a vector quantity.
displacment (m)
Velocity (m/s) =
Displacement measures the ‘final position’ of an
object. It tells the distance from the starting position
∆ time (s)
and the direction of movement.
Velocity is the change in position divided by (⎟) the
change in time. It is a vector quantity.
Acceleration measures the rate of change in velocity

Acceleration (m/s/s) =
∆ velocity (m/s)
and it has direction. A general principle is that if an
object is slowing down, then its acceleration is in the
∆ time (s)
opposite direction of its motion. It is a vector quantity.
Note [‘∆’ is a symbol meaning “the
Acceleration is the change in velocity divided by (⎟)
change in”]
the change in time.
Component 4B
Q1. What is used to calculate the average speed for a journey?
Q2. A scooter travels 120 meters directly towards the East in 6 seconds, and then it travels 100 m
directly towards the North in 6 seconds. What is the average speed of the scooter?
47
Q3. The displacement of the scooter from its original starting position was 141 m. What is
the velocity of the scooter?
Component 4C
Q1. What is acceleration?
Q2. What are some ways that an object could be accelerating?
Q3. How are velocity and acceleration related?

Q1. Could you find any answers in the Stimulus text provided for questions in Component 4B or
4C? Which ones?
Q2. What connections or differences do you notice between questions in 4B and
4C? Q3. Did you find it easier to answer the questions in Component 4B or 4C?
Why?
48
Acceleration can catch you out!
Q1. What is velocity?
Q2. What are some examples of things that exhibit uniform or constant velocity?
Q3. Some people think that the movement of the hands on a clock exhibit uniform or
constant velocity. What would a scientist say about this?
This lesson is about how we can represent an everyday situation involving motion in
distance-time graphs. One reason scientists do this is to help explain motion, including the
differences between things like velocity and acceleration by showing trends and patterns in the
measurements recorded as objects move.
Key words/terms:
Velocity; Accelerate; Stationary; Constant; Uniform; Straight line; Curved
line Practice saying the words.
49
Component 4A
Acceleration can catch you out!
A police officer (The pulisya) witnesses a blue car
going through a red traffic light. The car seems to be
travelling at a constant velocity, but it also seemed to
the police officers to be travelling faster than the
allowable 50 speed limit. The police officer chased
the car, accelerating his patrol vehicle from a
stationary position.
The graph below shows the motion of the blue car and the police officer’s patrol
vehicle.
Use the information in this stimulus to answer the questions below.
Component 4B
Q1. How long does it take for the police officer to pull over or stop the driver of the blue
car? Q2. What are some ways the two vehicles have moved in this scenario?
Q3. At any time, did the blue car accelerate? How do you know?
50
Component 4C
Q1. What is a quantity that is use in the stimulus to describe or measure motion?
Q2. From the information in the stimulus, what tells us if the blue car or the police car was
stopped? Q3. What was the velocity of the blue car when it went through the red light?
Q4. If the police car did not stop the blue car, could we predict how long it would take to
travel 1 kilometer?
Q1. Did you enjoy the scenario for this lesson? Why?
Q2. How has the lesson helped you to represent motion scientifically?
Q3. Which questions were easy to answer – the ones in Component 4B or Component 4C?
Why? Q4. What strategies do you use to answer the harder questions?
51
Thunder and lightning – very, very frightening!
Q1. What is lightning?
Q2. What forms of energy can be identified during a violent storm?
Q3. What are some ways that the different forms of energy in a violent storm are related to
each other?
This lesson is about practicing how to apply scientific ideas that we have learnt this week about
motion to an everyday situation.
Key words/terms:
Thunder; Lightning; Speed of sound; Speed of light; 3,000,000 (3 million)
What is the difference between these numbers?
What is the difference between ‘300’ and ‘3,000’?

What is the difference between ‘3,000’ and ‘30,000’?
What is the difference between ‘30,000’ and ‘300,000’?
What is the difference between ‘300,000’ and ‘3,000,000’?
Try to sound out the words Thunder and Lightning. Maybe you could put them into a sentence or
a rhyme – like the lesson title!
52
Component 4: Lesson
Activity Component 4A
Here comes a big storm – how close is it?
Light travels faster than sound. That is why, if we are watching a
storm, we usually see lightning before we hear the thunder.
Light travels close to 3,000,000 meters per second (3,000,000 m/s). That is about
10,800,000 kilometers per hour! That is so fast that if a storm is approaching, the
lightning reaches us in a fraction of a second after it is produced in a thunder
strike.
Sound travels much more slowly through the air of Earth’s atmosphere. Its
velocity is about 350 meters per second (350 m/s). That is about 1,260 kilometers
per hour.
So, if you count the number of seconds between when you see a storm’s lightning
and when you hear its thunder, you can calculate how far the storm is away from
you!
MAP
Storm
Your position
0 1
k
There is a storm in the north-east and
it’s heading my way!
Component 4B
Q1. What speed does sound travel in air?
Q2. A rocket that takes cargo to the International Space Station travels faster than sound shortly after
take-off. What are some other things that can travel faster than sound travels in air?
53
Q3. Write a statement that compares, or shows a relationship between, Speed of sound and Speed
of light.
Component 4C
Q1. Which of the following is the best approximation of how long the light from a lightning strike
takes to reach us if it occurs 10 kilometers away? ✔ Tick your answer:
A: much less than 1 second . . . ◻

B: about 1 second . . . . . . . . . . ◻
C: about 5 seconds . . . . . . . . . ◻
D: about 10 seconds . . . . . . . . ◻
Q2. If we see a lightning strike and count 15 seconds before we hear the thunder, how far away is
the storm?
Q3. If in 10 mins the gap between the storm’s lightning and its thunder is now 4 seconds, how fast
is the storm travelling towards you?
Q4. How would a scientist describe the motion of the storm?
Lesson Conclusion
Q1. Has the activity helped you to think more deeply about the motion of objects in
different situations? How?
Q2. What did you enjoy about the lesson?
Q3. What is something you would like to learn more about in this topic?
54
The Philippine Rainforest
Q1. Name some animals that live in a rainforest in the Philippines.
Q2. Name some plants that live in in a rainforest in the Philippines.
Q3. What does the word “abiotic “mean” and give an example?
We will be interpreting diagrammatical scientific texts that are often very simplified to focus attention
on specific aspects. The lesson is also about the biotic and abiotic features of an ecosystem. We
want to be sure we know and understand the differences between biotic and abiotic factors.
Key words/terms:
Rainforest
55
Component 4A
A Tropical Rainforest
Component 4B
Q1. What would you find on the forest floor of a rainforest in the Philippines?
Q2. Name the abiotic features of a rainforest ecosystem shown in the diagram.
Q3 What are some other plants that are found in a rainforest that are missing from the diagram?
Component 4C
Q1. What is an animal that would live in the canopy of a rainforest in the
Philippines? Q2. What is the biggest threat to the rainforests of the Philippines?
56
Q3. What abiotic factors are a threat to the rainforests?
Q1. Has this lesson helped you to use more technical language when talking about
ecosystems? If so, give an example.
Q2. Has this lesson helped you to remember and or understand the differences between biotic
and abiotic factors in an ecosystem? If so, how?
57
Temperatures Rising!
Q1. Name an abiotic factor that affects almost all ecosystems.
Q2. What might happen to the Philippines rain forests if much less rain than usual were
to fall in the Philippines in the next few years?
We want to be sure we know and understand that predicting the effect of changes to the abiotic
factors on the ecosystem can help people to change the way our rainforests are managed.
Key words/terms:
Global warming
58
Component 4A
▪
As the temperature rises
Although there has been a trend of warming of the Earth’s surface for a long time, it
has increased significantly over the last hundred years or so. Scientists believe that
the increase is due to the burning of fossil fuels such as coal, oil, and natural gas
which produce gases that trap the heat within the Earth’s atmosphere.
These higher temperatures have an impact on rainforests, such as those in the

Philippines. If higher temperatures result in less rain, then the rainforests will be
reduced in size.
On the other hand, rainforests such as those in the Philippines can help reduce
global warming as they are able to absorb the harmful gases. Rainforests stabilize
climate, provide shelter to many plants and animals and increase local humidity.
Component 4B
Q1. What is one thing that the rainforest provides to the animals that live
there? Q2. What are three examples of fossil fuels?
Component 4C
Q1. What do scientists believe is one of the causes of rising
temperatures? Q2. How do the rainforests help reduce global warming?
59
Q1. Did you find the questions in component 4C more difficult than the questions in 4B? Or
was there one question harder than all the rest? If so, which one?
Q2. Has this lesson helped you to know and or understand the effects of global warming
on a Philippine ecosystem? If so, how?
60
More about Cells?
Q1. Why do you need a microscope to be able to see cells?
Q2. What parts of the microscope make it possible to see cells?
Q3. If you could see cells with your naked eye, where would you find them?
We want to be sure we know and understand the importance of cells to all living things.
Key words/terms:
Cell
61
Component 4A
The History of Cells
Maria was in Grade 7 at school and her teacher was telling her class about the
history of how the cell was first discovered.
The man who first saw them was called Robert Hooke and that was in 1665, a
very long time ago. What Hooke first saw was the cell wall of some dead plants.
He thought that what he could see looked very much like the small rooms that
monks used to live in, and they were called cellula, and that’s why he named the
parts of plants he saw as cells.
Component 4B
Q1. Which of the two cell diagrams, A and B, is a plant cell?
Q2. Which label X or Y is pointing to the cell wall?
Q3. What is something that both plant and animal cells have?
Component 4C
Q1. What piece of science equipment did Robert Hooke have when he discovered
cells? Q2. Are all the cells in the human body the same?
62
Q3. Which structure in the human cell contains our genes?
Q1. The questions in component 4B were based on the text and diagram. Did you find
these questions easier than those in component 4C? If so, why?
Q2. Has this lesson helped you to remember and or understand the basic structure of the cell? If
so, how?
63
Hot or Cold Water?
Q1. If you are about to start an investigation, what would you write under the heading
called ‘The Aim’?
Q2. In your investigation you want to weigh 100 g of sugar accurately, what piece
of equipment would you use?
Q3. What do scientists mean by “a fair test”?
We want to be sure we know and understand what makes it a ‘fair test’.

Key words/terms:
Method
Component 4A
Hot or cold water
Joseph wanted to find out whether ‘washing up liquid’ worked better in hot water or
cold water.
He prepared some dirty plates to be used in his investigation and he asked his
mother to be the judge of whether they were clean after he washed them. Joseph
planned to use cold water from the tap and hot water from a kettle.
Component 4B
Q1. What should Joseph use to measure the amount of washing up liquid he will use?
64
Q2. How many dirty plates should Joseph get ready?
Q3. What is one important thing that Joseph needs to make sure stays the same during
his experiment so that it’s a fair test?
Component 4C
Q1. If Joseph wrote down his results in a table how many columns should it
have? Q2. How could Joseph’s mother judge the cleanliness of the plates?
Q3. At the end of the investigation Joseph‘s results showed that all three plates washed
in the hot water were: 1. ‘very clean’ but that in the cold water two plates were 2. ‘a bit
cleaner’ and one plate was 3. ‘not clean’. What should he write in his conclusion?
Q1. Has this lesson helped you to better understand what a fair test is in science? If so,
how? Q2. Has this lesson encouraged you to do a scientific investigation yourself? If so,
how?
65
How much sugar?
Q1. Is seawater an example of a solution?
Q2. If you mix lemon juice, sugar and hot water do you get a solution?
Q3. What is the difference between a solution and a heterogenous mixture?
We want to be sure we know and understand about solutions and their concentrations.
Key words/terms:
Concentration
Component 4A
How much sugar?
Ana wanted to find out how much sugar she should have in her coffee so that it tastes
just right. Her mother agreed that she could use the kitchen but that she had to clean
up after herself. Ana decided that she would measure the concentration of the sugar
in her coffee that would taste the best for her. She wants to be accurate so that she
knows it will be a fair test and she plans to try four different amounts of sugar.
Component 4B
66
Q1. What could Ana use to measure the sugar?
Q2. What is one of the things that Ana must keep the same in her investigation?
Q3. What should Ana do if she can’t decide which of the four amounts of sugar is just
right for her taste?
Component 4C
Q1. What else should Ana do to make sure that she keeps the same in her investigation?
Q2 Ana thought that maybe her investigation was not a fair test because she did
not measure the sugar accurately. What could she do next time?
Q3. In her second investigation Ana found that she liked the coffee best when she used 5
g of sugar in her cup of coffee. If her cup held 200 mL what is the concentration of
sugar that Ana likes best.
Q1. Did you find Ana’s experiment interesting? If so, why?
Q2. Did you find the questions in component 4C harder than the questions in component 4B? If
so, why?
67
Scientific investigation – Using water from the sea?
Q1. What are the basic needs of all living things?
Q2. What are some of the things plants grown in a garden need to make sure they grow?
Q3. What are some separation techniques that we could use to separate water from
mixtures?
We want to be sure we know and understand that separating mixtures can produce very
useful products.
Key words/terms:
Seedling; Separate; Equipment
68
Component 4: Lesson
Activity. Component 4A
Water, water everywhere

Angela
wanted to find out if some marigold (Amarillo) seedlings would grow just as well if she watered
them with some water separated out from sea water.
She collected some water from the ocean in a bucket. Her mother agreed that she could use the
kitchen but that she had to clean up after herself. She set up some simple equipment to
evaporate and then condense water from some sea water.
She decided to buy some marigold seedlings and placed equal numbers into 12 small containers
of garden soil. “I think those plants that I water with ordinary tap water will grow better than those
where I use the water that I have separated from the sea.”
She decided that she would use the same amount of each type of water and water all the
containers at the same time each week. All the containers were kept in the same area of the
garden so that they had the same light and air and shelter. Angela’s father helped her set up the
equipment and use it safely. She was able to collect enough water each week to continue her
experiment for one month.
Component 4B
Q1. What should Angela use to measure the amount of water she intends to give the plants each
day?
Q2. How should Angela prepare the containers she will put the seedlings in?
Q3. Suggest a method that Angela should now use to put the seedlings in the container and set up a
schedule for watering.
69
Component 4C
Q1. How should Angela measure which seedlings were growing better?
Q2. What would Angela need to do to change the liquid sea water to make it evaporate to a gas
and what does she need to do to condense it back to liquid?
Q3. Why did Angela use the processes of evaporation and condensation?
Q1. Has this lesson helped you to understand how useful separating techniques
are? Q2. Did you find Angela’s experiment interesting? If so, why?
70
Atmospheric layers!
Q1. What is the atmosphere?
Q2. How many layers does our atmosphere have? Can you name them?
Q3. What do the layers do to help living things to survive on our planet?
We want to be sure we know and understand the structure of our Atmosphere and what is does
to help all living things to survive – including humans. This lesson should help us to appreciate
how fragile and important our atmosphere is.
Key words/terms:
Atmosphere; Altitude; Thickness; Kilometer; Temperature; Celsius; Pressure; Millibars
71
Component 4A
Layers of the Atmosphere
Scientists believe that the atmosphere has five distinctive layers, but the boundaries between
layers are not sharp and can be hard to measure precisely.
A student developed the following summary table to help her identify trends and patterns that
help explain how the layers are formed and how they are affected by the in-coming energy from
the Sun.
The table identifies the five layers and some of their features.
The Atmosphere
Thickness of layer
Temperature
Pressure
from Earth to outer Space
[kilometers (km)]
[degrees Celsius (0C)]
[millibars (mb)]
(Outer space) infinite 0 0
Exosphere up to 180,000
0
e
(it is almost part of Space) close to 0 ~ 0
r
0
Thermosphere ~ 615 -900 to 350 0.01 to 0.000001
h
Mesosphere ~ 37 -30 to -900 1.0 to 0.01

A
f
Stratosphere ~ 35 -500 to -30 100 to 1.0
o
Troposphere ~ 13 130 to -500 1000 to 100

y
(Solid Earth) ~ 6375 to the center -550 to +550 na

[The symbol ‘ ~ ’ means ‘approximately’; so ‘ ~ 10%’ means ‘ approximately 10 percent’.]
Component 4B
Q1. What is the altitude of the bottom of the Stratosphere?
Q2. What is the altitude of the top of the Stratosphere?
Q3. Clouds are visible accumulations of tiny water droplets or ice crystals in the Earth’s atmosphere.
A special type of cloud, called Cirrus cloud, can be found at an altitude of about 17-18 kilometers.
In which Atmosphere layer would these be found in? Please explain how you worked out your
answer.
Component 4C
72
Q1. What is the middle layer called? Do you know, or can you work out or guess, how it was
named? Q2. Are there other layers that you know, can work out or guess how they were named?
Q3. Describe one or more trends or patterns you can identify about the layers as the height about
the ground (the altitude) increases.
Q1. Has this lesson helped you to better understand the Earth’s Atmosphere? In what ways?
Q2. Can you visualize the Atmosphere, maybe by closing your eyes and thinking about how
high some clouds are in the sky?
73
How the Atmospheric Layers Interact with Energy from the Sun
Q1. What do the words ‘compose’ and ‘composition’ mean?
Q2. What are some of the things that compose the atmosphere?
Q3. Why is it hard to see or study the layers of the atmosphere?
We want to be sure we know and understand how the Sun’s energy interacts with all the layers of
the Earth’s Atmosphere, because that results in the Earth being a place that life can survive and
thrive.
Key words/terms:
Composition; Gases; Particles; Atoms; Molecules; Affect; Effect
74
Component 4A
A student developed the following summary table to show the composition of the layers of the
atmosphere and how the Sun’s energy affects the layers and the Earth’s surface. The student’s
teacher thought that the summary is very accurate and match’s closely to what Scientists who
study the atmosphere have found out. The circles the student drew in each layer represent the
relative amounts of gas particles in each layer.
SUMMARY TABLE: Sun’s effect on the layers of our atmosphere
The Atmosphere
Composition Sun’s effect on the layers
from Earth to outer Space
(Outer space) Virtually no particles. No effect.
Exosphere Only a few very light sub-atomic

Most of Sun’s energy passes through this
particles are detectable in this
layer.
layer.
Absorbs a lot of heat from the Sun; The

Thermosphere A few of the lightest atoms
Sun’s energy breaks up gas molecules that
(hydrogen and helium)
are in this layer.
detectable in this layer.
Sun’s X-rays and UV absorbed here – this
creates colorful auroras.
e
Mesosphere Small amounts of nitrogen,

e
Most of Sun’s light passes through this
h
oxygen; Higher concentrations of

p
layer.
s
m
metal atoms due to most
t
A
meteors vaporizing here.
e
Stratosphere ~ 15% of the atmospheric gases

s
~19% of Sun’s light absorbed here.
r
y
are here. High levels of ozone
a
~23% of Sun’s light is reflected by clouds
L
(O3) which absorbs lots of the

here.
Sun’s UV light.
High levels of pollutant gases in
the layer.
Troposphere ~ 80% of the atmosphere gases
~4% of Sun’s light is absorbed here.
are here – mostly the relatively
heavier Nitrogen (78%), and
Oxygen (21%); some argon,
carbon dioxide and other light
gases.
(Solid Earth) Mostly rock and water ~ 50% of Sun’s light is absorbed by the ground;
7% reflected back to
space.
[The symbol ‘ ~ ’ means ‘approximately’; so ‘ ~ 10%’ means ‘ approximately 10 percent’.]
Component 4B
Q1. In which layer do most meteors vaporize?
75
Q2. Which two layers hold nearly all of the Atmosphere’s gases, and about what percentage (%)
of the gases do these two layers hold?
Q3. Why might most of the gases of the atmosphere be in the lower layers of the Atmosphere?
Component 4C
Q1. How much of the Sun’s light is absorbed by the ground?
Q2. What are some reasons that can explain why the thermosphere is the hot layer? Q3. What
are some ways the atmosphere helps to ensure that life can survive and thrive on Earth?
What are some good things we get from the Sun, and what are some bad things we don’t want from
the Sun?
76
Disturbing the Atmosphere’s Delicate Balance
Q1. What supplies the atmosphere with most of its natural heat?
Q2. What are good things we like having in the Earth’s atmosphere?
Q3. What are some things that can have a bad effect on the Earth’s atmosphere?
This lesson is about getting to know better the need for a natural balance of heat and gases to
help living things to survive on our planet, and to understand what can cause adverse effects on
the atmosphere.
Key words/terms:
Fossil fuel; Greenhouse gases; Cause; Effect; Global warming
Component 4A
Component 4B
77

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7

▪ solving Mathematics problems,

Every minute is valuable. This means you will be expected to:

▪ do not be ashamed or embarrassed,

An expert is a person who has made all the mistakes

Q1. Name one of the important components/parts of a scientific investigation?

test? Q3. Why is it important that experiments we do in science are fair?

Component 2: Lesson purpose /Intention

Conclusion What you measured

Q2. What is Gabriel’s aim for the experiment?

Q2. When would magnets be useful to separate things?

Component 2: Lesson purpose/intention

Component 3: Lesson Language Practice

What’s in the bucket?

The students wanted to find out

Q1. What piece of equipment did the students need to do STEP 1?

Q2. What two things did the students have to do in STEP 2?

Q1. What is one example of a solution?

kitchen? Q3. Explain why sea water is a homogenous mixture?

Component 2: Lesson purpose /Intention

meaning of that word.

Component 4: Lesson Activity

How much salt?

Component 5: Lesson Conclusion

Q1. Did you find Joshua’s experiment interesting? If so, why?

Q1. What is one example of a level in the biological organization chart?

level? Q3. Why do scientists use diagrams?

Component 2: Lesson purpose/Intention

Component 3: Lesson Language Practice.

meaning of that word.

Biological Organisation Chart

Q1. Describe the shape of Diagram A.

Q1. Name the level of organization that diagram B belongs to.

Q2. Name three ecosystems common to the Philippines.

Component 5: Lesson Conclusion

Q1. What is the biggest cell in a human body?

Component 2: Lesson purpose/Intention

Component 3: Lesson Language Practice

All about cells

Q1. What do the cells in the organisms of similar species have in

common? Q2. Name three essential functions of the human cell.

Q3. Why is it important that experiments we do in science are a fair test?

Component 2: Lesson purpose /Intention

valid Begin to grow

Q2 Name three important things in your immediate environment that are

Component 2: Lesson purpose/Intention

Component 3: Lesson Language Practice.

Component 2: Lesson purpose/Intention

bleaching an underwater ecosystem

Climate change – a prediction

Q1. Name a common biotic or abiotic feature of a coral reef.

Q2. Describe the common predators that prey on the coral.

Q1. What is the atmosphere?

Q2. What is in the atmosphere?

Component 2: Lesson Purpose/Intention

Component 3: Lesson Language Practice

Oxygen Practice saying the words.

Component 4: Lesson Activity

The Atmosphere of Earth

Q1. What is the Atmosphere?

Component 5: Lesson Conclusion

Why? Q3 What strategies do you use to answer the harder questions?

Q1. What is a layer of something?