Science 7 Consolidation Teacher Notes

7
Consolidation
Learning Camp
Science
Teacher Notes
Contents
Notes to Teachers ....................................................................................................................................1
Part A: Introduction to Science in the 2023 Learning Camp ............................................................1
Part B: Commentary on Lesson Components in All Lessons ..........................................................5
Part C: Curriculum References and Codes, and Teachers Notes for Lessons .............................. 11
Lesson 1: Scientific investigations – The Importance of Fair Testing ............................................. 11
Lesson 2: What’s in the Bucket? ...................................................................................................13
Lesson 3: A Seawater Fish Tank ...................................................................................................15
Lesson 4: From Cells to the Biosphere ..........................................................................................17
Lesson 5: Why Cells? ....................................................................................................................19
Lesson 6 Consolidation: Scientific investigation – how much watering? ....................................... 21
Lesson 7: Biotic and Abiotic...........................................................................................................23
Lesson 8: Climate Change ............................................................................................................25
Lessons 9-12: An Earth and Space lesson sequence .................................................................. 27
Lessons 13-18: Force, Motion and Energy ...................................................................................34
Curriculum References for Lessons – Weeks 4 and 5 ........................................................................ 42
Lesson 19: The Philippine Rainforest ..............................................................................................42
Lesson 20: Temperatures rising! .....................................................................................................42
Lesson 21: More about Cells? .........................................................................................................42
Lesson 22: Hot or cold water? .........................................................................................................42
Lesson 23: How much sugar? .........................................................................................................42
Lesson 24: Scientific investigation – using water from the sea? ...................................................... 42
Lesson 25: Atmospheric layers!.......................................................................................................42
Lesson 26: How the Atmospheric layers interact with energy from the Sun ..................................... 43
Lesson 27: Disturbing the Atmosphere’s delicate balance ............................................................... 43
Lesson 28: Around the Racetrack and back to the Start .................................................................. 43
Lesson 29: Representing Acceleration in Graphs ............................................................................ 43
Lesson 30: The Speed of Sound .....................................................................................................43
Dear Reader
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Nevertheless, if you identify a mistake, error or issue, or wish to provide a comment we would appreciate
you informing the Office of the Director of the Bureau of Learning Delivery via telephone numbers (02)
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Thank you for your support
i
Notes to Teachers
Part A: Introduction to Science in the 2023 Learning Camp
The Science section of the 2023 Learning Camp for students who have recently completed
Grade 7, consists of 25 ‘main’ lessons each focused on a single Key Idea (KI), and 5
‘consolidation’. All 30 lessons are designed for a lesson duration of 45 minutes.
The set of 30 lessons is comprised of single lessons addressing Key Ideas developed for the
Grade 7 curriculum content. The Key Ideas are based on selected Most Essential Learning
Competencies (MELCs) for the four Quarters of the Grade 7 content.
The consolidation lessons, Lessons 6, 12, 18, 24 and 30 are each delivered at the end of Week
1, 2, 3, 4 and 5 of the 2023 Learning Camp. These lessons are designed to reinforce learning
from the main lessons of the week.
Science as a subject provides excellent situations and scenarios for learners to explore the
natural and technological world so that they can demonstrate their developing 21st century
skills, including interpreting and analysing information and data, thinking critically to solve
real world problem, and communicate deep understanding.
The science lesson plan sequences are designed to progressively build on what learners
know and can do across science content that they have previously encountered. The lessons
all begin with a range of questions that help the teachers identify the levels of prior learning
that each learner in the class can demonstrate. The Science lessons establish developmental
frameworks for learners so that they can develop deeper understanding through
recognising the ways science language builds concepts and through applying their
understanding to familiar and authentic situations.
It is important that teachers guide their learners to read and comprehend the scientific texts
and information presented, and then support their learners with the conventions of science
communication including through the use of images, diagrams, flow chart, data tables,
graphs, symbols and equations.
Main lesson questions are designed to engage learners gradually in the higher order
thinking required to successfully answer the sort of questions they may encounter in
lessons, or in national or international testing. The questions include:
• Literal questions that require learners to find the answer from specific words in the
text.
• Inferential questions that require learners to derive an answer from implied
meanings in the text, or to draw conclusions about the information in the text, based
either on several parts of the text or on a reading of the whole text.
• Applied questions that require learners to create responses by linking information
provided or by drawing on their personal knowledge and experience.
• Evaluative questions that require learners draw conclusion from the information
provided or discusses impacts on people and or the environment.
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In other words, the questions can support learners to utilise a variety of strategies to
provide better answers across a range of levels:
• Identifying answers that are provided directly in the stimulus.
• Identifying answers that are provided indirectly in the stimulus.
• Using information provided to prompt for answers.
• Using simple recall from their own knowledge.
• Relating two or more pieces of information provided in the stimulus.
• Calculating answers given information provided in the stimulus.
• Using their own knowledge and understanding to issues presented in the stimulus.
Lessons are designed to give learners time to explore science ideas deeply and from a
number of perspectives. Often, activities and questions deliberately ask similar questions
but from different perspectives. There will be times when activities and questions are
straightforward using a more traditional approach, but at other times, activities and
questions will be giving answers and require learners to work backwards, or to interpolate
or extrapolate to make predictions.
An important note about Sample answers

Sample answers provide a range of possible responses that might be expected from learners.
These are generally provided to show possible learner answers across a wide range or level of
responses including the following:
• single words, phrases or statements (SIMPLE level responses),
• lists or a number of correct ideas identified, but not clearly related (MEDIUM level
responses),
• more complete and fuller answers showing correct relational understanding (HIGH
level responses).
There are often multiple sample responses for the questions provided in the lesson plans.
These are intended to support teachers to recognise the level of response intended by the
question. It is not expected that teachers will use all the sample responses in giving learners
feedback. In fact, there would be great value in teachers recording some of the authentic
answers that learners provide to use in teacher self-reflection and to discuss with colleague-
teachers during the times that have been allocated for reflection and preparation during the
learning camp (usually on the Mondays and Fridays over first the 3 weeks).
HIGHER ORDER THINKING IN SCIENCE

The science lessons are designed to promote deeper and higher order thinking through the
use of the following approaches:
• Explicit questions to determine prior learning. The goal is to provide the opportunity for
teachers to watch and listen to learners as they provide answers in written form and or
through drawings and visual representations.
• Explicit and systematic use of appropriate language for the grade level of learners. This
includes explicit and systematic supports for learners to use technical scientific language
to make meaning of more complex and abstract concepts. It is important to support
learners to develop their everyday understandings and everyday language (non-
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technical) to become more scientific (technical). This in turn helps learners to develop
their thinking and understanding so they can deal with more symbolic and abstract
ideas.
• Use of real-world stimulus. Information boxes include Titles to preview the context of
the information provided and they will always include written text. The written text is
often supported with related images, diagrams, flow chart, tables of data, graphs. These
model the use of visual representations in authentic everyday science communications
around the world.
• Use of visual representations. Visual learning helps learners understand concepts easily
due to the fact it stimulates images and affects their cognitive capabilities. In fact,
research shows that people can process visuals much faster than text. It has been
reported that the human brain processes visuals around 60,000 times faster than text by
quickly deciphering illustrative elements simultaneously. [Ref: using-images effectively
(williams.edu)].
Note that it is important to explicitly support learners to develop understanding of the
conventions of science including helping them with things like how arrows are used to
connect ideas. e.g. an arrow between two terms can indicate different relationships:
Here, , the arrow indicates that a cause produces an effect.
With a food chain, , the arrow shows energy flows from

plant to animal, and the arrow can be appropriately interpreted as “is eaten by”, rather
than “eats”.
• Incorporation of Science crosscutting concepts. Crosscutting concepts have value

because they provide learners with connections and intellectual tools that are related
across the differing areas of science disciplinary content and can enrich their application
of practices and their understanding of core ideas.
1. Patterns. Observed patterns of forms and events guide organization and classification,
and they prompt questions about relationships and the factors that influence them.
2. Cause and effect: Events have causes, sometimes simple, sometimes multifaceted. A
major activity of science is investigating and explaining causal relationships and the
mechanisms by which they are mediated. Such mechanisms can then be tested across
given contexts and used to predict and explain events in new contexts.
3. Scale, proportion, and quantity. In considering phenomena, it is critical to recognize
what is relevant at different measures of size, time, and energy and to recognize how
changes in scale, proportion, or quantity affect a system’s structure or performance.
4. Systems and system models. Defining the system under study—specifying its
boundaries and making explicit a model of that system—provides tools for
understanding and testing ideas that are applicable throughout science and
engineering.
5. Energy and matter: Flows, cycles, and conservation. Tracking changes of energy and
matter into, out of, and within systems helps one understand the systems’
possibilities and limitations.
6. Structure and function. The way in which an object or living thing is shaped, and its
substructure, determine many of its properties and functions.
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7. Stability and change. For natural and built systems alike, conditions of stability and
determinants of rates of change or evolution of a system are critical elements of
study. [Ref: Cross Cutting Concepts; Next Generation Science Standards, 2013].
TEACHERS REFLECTIONS ON LEARNERS’ RESPONSES TO LESSONS

After each lesson, it is strongly recommended that the teacher collects the student
worksheets to review what learners have recorded. Having the learners write down their
answers gives valuable diagnostic evidence/data that the teacher can examine after the
lesson. The worksheets can then be handed back to learners at the next lesson or at the
beginning of the next week. The teacher then has the opportunity to read some of the
learners’ responses to the questions asked during the lesson on their worksheets. .
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Part B: Commentary on Lesson Components in All Lessons
Lesson Component 1 (Lesson Short Review)
Component 1 offers teachers the chance to:
• settle the class quickly;
• review or preview previously encountered information;
• address previous content in the form of a few targeted questions that are relevant to
the current lesson;
• note what students already know;
• elicit answers from the class to reinforce the important content needed for the
lesson; and
• briefly address issues that may arise.
Overall, Component 1 acts as a partial advance organizer. When done carefully, this replay
of previous information directed at what is to come in the lesson helps students prepare for
future memory recall and decision making.
Reminding students of relevant information at the beginning of a lesson, prior to
encountering the main lesson learning focus, can enhance the brain’s ability to:
• access information to be used in problems/questions/information to come;
• prepare, and have some oversight, for the direction of future learning; and
• further consolidate ideas in long-term memory.
Purpose of Component 1 set questions
The questions set for the Lesson Short Review component are designed to remind students
of their previous work in the topic area addressed, and should also have relevance to the
activities to be undertaken in the current lesson.
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Further assistance to students
The teacher could provide some further assistance to students by providing additional
information in giving answers to the set questions. For example, when providing the answer
‘pie chart’ to a set question, the teacher could remind students that a pie chart is also
referred to as a ‘sector graph’.
Other issues that may have arisen in student answers
The teacher should note any issues that may have arisen in student answers. This may be
addressed later in the lesson if relevant.
Lesson Component 2 (Lesson Intention)
This component offers teachers the opportunity to explain to the class the intention or
purpose of the lesson. The explanation should a link with student prior knowledge or
experience. This may mean connecting the purpose to the responses and levels of
understanding evident from students in Component 1. The words and phrases used by the
teacher should be familiar to and understandable by students. The information could
include ideas personal to students that could facilitate student engagement in the lesson
such as:
• the provision of a relevant context;
• asking a question that sounds interesting to that age group; and/or
• addressing an aspect that has a special interest to the class.
In addition, this component is an appropriate time to address what students might
expect/aim to achieve, i.e., their lesson goal(s). Teachers should clarify, in clear language,
the learning intention for the students as well as what success will look like. (Note:
Evaluation of the degree of success or partial success of student learning intention should
occur as part of Component 5.)
Overall, this component is about activating, in the student brain, ideas already relevant to
the student. The purpose is to help students contextualize their new learning experiences
and assist them to make sense of any new information.
Design considerations in statements of the lesson intention
Promoting student engagement and enthusiasm is best done by stating things in ways that
make sense to as many students as possible in the class. In terms of timing this component
is relatively brief. Its presence, as one of five components, lies in its importance to the
student brain and learning. It is important not to overwhelm students with excessive and
unnecessary detail that could disengage them at this early point in the lesson.
Lesson Component 3 (Lesson Language Practice)
Component 3 concerns language use – speaking, hearing, listening and comprehending. The
focus is on words or phrases that are important to the lesson to come. It maybe language
that has the potential to cause difficulties for the students through speech, or
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interpretation, or understanding or simply a reminder that these words will be used in this
lesson. Typically, the language identified is restricted to about 6 words/phrases so that there
is enough time to use them in practice.
Deliberate practice concerns repeating some aspect of learning that was ‘deliberately’
identified/selected because it is where the student is making an error that needs to be
corrected or because of its important role in learning. In the case of unfamiliar or unknown
textual or symbolic language, deliberate practice, can help students reduce cognitive load
(reduce working memory) by making some aspect more familiar, enabling students to re-
allocate resources to a problem solution, comprehending a passage, answering a question,
explaining a concept; or describing some event or story, etc.
Overall, Component 3 can help achieve language familiarity by saying the word/phrase,
being able to spell it, or using it in a specific context. This may also involve helping students
to understand or unpack a visual text, diagram or graph, e.g., for a graph, the teacher may
need to point out such things as the graph heading, the axes, units, data points or trend
lines.
Lesson Component 4 (Lesson Activity)
Addressing the ‘key idea’ for the lesson is the focus of Component 4. It involves students
applying known content to solve non-routine problems or interpreting new texts. This
requires students to interpret/understand the meaning of the stem of the problem correctly
and then answer a few questions of differing degrees of complexity related to the stem. The
stem holds the needed information that will be the basis for the questions. Following the
stem is a small number of questions that can be answered by utilizing, the students’
background content knowledge, skills and understanding, together with information in the
stem.
From a learning perspective, the lessons are intended to help students consolidate their
understanding at different levels of difficulty, e.g., the early questions are at an elementary
level allowing the students to get started, then the next level is directed at the majority of
students and usually requires a number of steps to reach a conclusion, and finally the third
question attempts to offer all students the opportunity to be challenged and experience
enhancements of their learning through seeing how ideas are connected.
(Note: The level of difficulty of the questions should not stop any students from being given
the opportunity to experience, with support, questions at higher levels, including the more
challenging questions, and to hear about, and be involved in, discussions about the answers.
Most students should be able to make some progress and be acknowledged for that. The
point of question levels is to at least have students experience these more demanding
questions and their answers as the start of the process for their learning journey. It is also
designed to offer teachers a more realistic view of potential expectations of students in
their class.
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Component 4 has three aspects, 4A, 4B, and 4C. Students are first presented in 4A with the
stem (stimulus or passage/text or diagram or …) and are given the time/chance to
understand the stem. Then, in 4B and 4C, two separate set of questions related to the same
stem are presented. This process involves a set of three questions based on the same stem,
which is then repeated, resulting in one set of questions in each of 4B and another set of
questions in 4C.
(Note: The early components, Components 1, 2 and 3, can be seen as bringing together the
pre-requisite information that will place the student in the best possible position to be
successful in Component 4.
Component 4 begins with 4A.
4A Reading and Understanding the stem
4A involves understanding the language of the stem. The purposes here are for – the
teacher:
• to model fluent reading of the stem (first)
• to be identified any unfamiliar language (possibly addressed in Component 3
the student:
• to read the passage or describe the figure, etc.
• to hear and experience fluency in reading the stem.
Other activities here could include students:
• reading to each other;
• reading silently to themselves; and
• exploring the meaning of the vocabulary.
4B Solving the First Set of Questions

In 4B, students are asked to address the questions associated with the stem. The students
will recognize that they have a stem (previously met in 4A) and that this is followed by a
small set of questions. Students find their own way to a response for each question in the
set. The students write down responses or attempts at each question. It is important that
every student in the class is expected to have a response. To achieve this desired result, it is
important for teachers to ensure all students start on time at the same time.
When the students are finished, or sufficient time has been allocated, students provide
answers to the questions and the teacher marks the questions. Discussion takes place
about:
• the quality of the answers;
• the implications of errors; and
• what this information tells the class about the content.
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The time allocated for 4B provides teachers with an opportunity to observe the quality and
levels of student response, which they can build on as a base of what the student knows.
(Note: It is important that students start the questions promptly. This involves student self-
regulation concerning focus and attitude to work and may need to be consistently
encouraged by the teacher.)
Teachers can seek out different responses or approaches or thinking exhibited. Errors made
by students should be acknowledged and valued for their contribution to the class
discussion and student learning. Those who achieve correct answers on different questions
should also be acknowledged. (Note: The questions are usually arranged in increasing
difficulty from basic to more challenging.)
Component 4C Solving the Second Set of Questions
Using the same Stem, 4C repeats the same process as 4B by presenting students with a
second batch of questions, again in order of increasing difficulty. When all questions are
completed, as was the case in 4B, students provide answers to all questions, i.e., the
students write down responses to, or attempts at, each question. When they are finished,
the questions are marked (either using teacher or student answers) and discussion takes
place about the quality of correct answers and the implications of errors and what this tells
the class about the content.
(Note: 4C offers a new start for students regardless of how they performed in 4B. It allows
all students to see 4C as a new starting point and the class focus for all students should now
be around the content and answers in 4C.
For teachers this approach serves two purposes. First, it is a practical way to ensure all
students have experiences and are able to contribute perspectives with all questions asked.
Second, the teacher will have the opportunity to practice further problem-solving questions
where different sets of questions can be used with a familiar Stem. This approach is efficient
as students obtain more problem-solving practice on the same underlying content.
Facilitating students’ reading and interpretation of the stems of items (Part 4A)
To help facilitate students’ reading and interpretation of the stem, they are designed to
include several sentences and few paragraphs in length, with usually no more than one
diagram for each item. The teacher could have students read the stems together or
individually to assist the development of their fluency with the language used.
What students employ in answering the questions in Component 4
In answering the questions, students provide their answers using:
• factual knowledge
• application of skills and procedures (fluency)
• understanding
• communicating skills
• reasoning and justification.
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Importance of clear feedback to students
In giving the answers and marking the questions, the teacher needs to provide clear
feedback to students to assist them in addressing any issues that have arisen in undertaking
and answering the questions.
Lesson Component 5
Component 5 is designed to offer a student-focused summary to the main intention of the
lesson. In particular, the focus is about helping students reflect on their progress,
achievement, or partial achievement of goals (lesson intention) and their performance and
understanding during the lesson. It picks up comments from Component 2 about teacher
expectations. There is the chance here to confirm student progress during the lesson.
Teachers need to be honest and as positive as circumstances permit, including the long-
term impact of effort and persistence.
Component 5 has a high metacognitive aspect for students – thinking about their own
thinking – which can be further enhanced by teacher modelling.
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Part C: Curriculum References and Codes, and Teachers Notes for Lessons
Lesson 1: Scientific investigations – The Importance of Fair Testing
CURRICULUM REFERENCES
Curriculum: K to 12 Science Curriculum Guide (Grade 3 to Grade 10) August 2016

Grade -Quarter: Grade 7-Quarter First
Domain: Matter
Prior learning: This lesson builds on work covered in earlier grades.
Key Stage Standards Grades 4-6: the learners should have developed the essential skills of
scientific inquiry – designing simple investigations,
Spiraling Concepts, Grade 7: Learners begin to do guided and semi-guided investigations,
making sure that the experiment they are conducting is a fair test.
Key Stage Standards Grades 7-10: By the end of Year 10 Having been exposed to scientific
investigations related to real life, they should recognize that the central feature of an
investigation is that if one variable is changed (while controlling all others), the effect of the
change on another variable can be measured.
Content section:
Doing scientific investigations:
Content Standard:
the learners demonstrate an understanding of scientific ways of acquiring knowledge and
solving problems.
Performance Standard:
Learner should be able to perform in groups in guided investigations involving community-
based problems using locally available materials.
Learning Competency Code/s
Describe the components of a scientific investigation S7MT-Ia-1
Most Essential Learning Competency: Same as Learning Competency above (week 1)
LESSON STRUCTURE AND PURPOSE
Component 1. Short Review
The purpose of the questions in the short review is to determine the level of prior knowledge and
understanding about the components of a scientific investigation. The questions are focused on the
possible terms used for the key parts of an investigation and the critical steps in an investigation that
are required for fair testing. This builds on student participation in guided investigations in previous
grades.
Component 2 – Lesson Purpose and Intention.

This allows the teacher to make explicit not only the science concepts but also the skills that the
students will be working on during this lesson. The skills involved in this lesson include reading and
writing (and measuring) and how important this is for learning and when answering questions. The
concept involved in this lesson is the concept of what makes a fair test. The concept of accurate and
reliable measurements, and how well the variables have been controlled.
Component 3 – Lesson Language Practice

This activity is designed to highlight the importance for students to be able to read, recognise and
comprehend technical language both for their learning and for answering questions. It is to see if
they can match a standard heading to its role in the steps of a scientific investigation. In this lesson
specific headings are highlighted as they are relevant to the questions in component 4.
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Component 4 – Lesson Activity
The main lesson stimulus includes a picture and text related to a student wishing to carry out an
experiment. This will assist students to consider possible steps required by presenting the problem
in an everyday situation. The questions in 4B are directed at how to ensure that it is a fair test.
Questions in 4C are directed at how a scientific investigation should be recorded. For those students
for whom this is an introduction to fair testing many misconceptions can arise. Students often
misunderstand the purpose of the conclusion and mistakenly think of it as being part of the results.
Component 5 - Lesson Reflection

This activity is designed to support students to take an active role in thinking about their learning. It
is important to let students know that good learners reflect on their learning. The questions are
designed to let the teacher know whether the questions and answers 4B helped the student to
better understand what a fair test is and whether the questions and answers in 4C helped them
remember the components of a scientific investigation.
After the lesson: At the completion of each lesson, it is recommended that the teacher collects the
student worksheets to review what students have recorded. Having the students write down their
answers gives valuable diagnostic evidence/data that the teacher can examine after the lesson. The
worksheets can then be handed back to students at the next lesson. The teacher then has the
opportunity to read some of the students’ responses to the questions asked during the lesson on
their worksheets.
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Lesson 2: What’s in the Bucket?

Grade -Quarter: Grade 7-Quarter First
Grades 6 level standard: Learners recognize that when materials are mixed together
some may be recovered using different separation techniques.
Spiraling Concepts, Grade 3-10: Learners demonstrate that mixtures can be separated
using various techniques.
Content section: 2.
Separating mixtures:
Content Standard:
Learners demonstrate an understanding of different techniques to separate mixtures.
Learner should be able to separate desired materials from common and local products.
Learning Competency Code/s.
enumerate techniques in separating mixtures such as decantation, evaporation, filtering,
sieving and using magnet; and S6MTId-f-2

understanding about the techniques in separating mixtures. The questions are focused on the
selection of techniques appropriate to the mixture. This builds on student previous experience in
recognising mixtures as being either homogenous or heterogenous.

students will be working on during this lesson. The skills involved in this lesson include drawing and
using flow diagrams and how important this is for learning and when answering questions. The
concept involved in this lesson is the concept that the components of a mixture can be separated
but that the characteristics of the components remain the same.

This activity is designed to highlight the importance for students to be able to read diagrammatic
representations both for their learning and for answering questions. It is to see if they can fill in the
missing headings for a student’s report on a science experiment, as an example, for following steps
in a flowchart for the separation process in component 4.

The main lesson stimulus includes a scenario of a group of high school students on a beach with a
bucket full of different materials that they wish to separate. Students are asked to help them solve
this problem by completing the steps in the flowchart. This will assist students to consider possible
steps required by presenting the problem in an everyday situation. The questions in 4B and 4C are
directed at what types of separation technique is required in each step. Students often forget that if
they separate out salt or sugar by dissolving them in water that they still have to retrieve them by
evaporation.
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designed to let the teacher know whether the questions and answers 4B helped the student to
better understand the use of flow charts and whether the questions and answers in 4C helped them
remember different types of separation techniques.
their worksheets.
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Lesson 3: A Seawater Fish Tank
Grade -Quarter: Grade 7- First Quarter
Domain: Matter
Spiraling Concepts, Grade 7: learners can now describe the appearance of mixtures as uniform
or non-uniform and classify them as homogeneous or heterogeneous mixtures.
Spiraling Concepts, Grade 7: Learners investigate properties of solutions that are
homogeneous mixtures. They learn how to express concentrations of solutions qualitatively
and quantitatively.
Content section:
21. Solutions
Content Standard:
Learners demonstrate an understanding of some important properties of solutions.
Learner should be able to prepare different concentrations of mixtures according to uses and
availability of materials.
express concentrations of solutions quantitatively by preparing different concentrations of
mixtures according to uses and availability of materials 7MT-Id-3

understanding that solutions are homogenous mixtures. The questions are focused on the
recognition of some common solutions. This builds on students’ previous experience in recognising
mixtures as being either homogenous or heterogenous and their previous experience in separating
mixtures.

using technical words both essential requirements for learning science. The concept involved in this
lesson is the concept that the concentrations of solutions can be expressed quantitatively.

This activity is designed to highlight the importance for students to be able to read, comprehend and
interpret science texts, both for their learning and for answering questions. In this lesson specific
words such as mixture, solution and uniform are highlighted as relevant to the text used in
component 4 and so students are given the opportunity to show what they think these words mean
in everyday settings and what they mean specifically in science. It is very important to recognise that
some everyday words in the English language have different meanings when used in Science.
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The main lesson stimulus includes the story of Chesa and his fish tank. His problem is that he wishes
to prepare the salt water for his tank but needs to know what concentration of salt is needed. The
questions in 4B and 4C are directed at how he should go about solving this problem scientifically so
that his results are accurate and reliable. This will assist students to consider steps required to
ensure fair testing by presenting the problem in an everyday situation. A common misconception
regarding concentrations of solutions is that students may think that the amount of solute (in this
case the salt) is the concentration. In fact, the concept of concentration is about how much solute is
in a given volume of solvent.

designed to let the teacher know whether the students found Chesa’s experiment interesting and
whether the questions in 4C were more difficult than those in 4B.
their worksheets.
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Lesson 4: From Cells to the Biosphere

Grade -Quarter: Grade 7- Second Quarter
Domain: Living things
Spiraling Concepts, Grade 6: They learn that biodiversity is the collective variety of species
living in an ecosystem. This serves as an introduction to the topic on hierarchical taxonomic
system.
Key Stage Standards Grades 7: They learn that organisms consist of cells, most of which are
grouped into organ systems that perform specialized functions.
Content section:
Levels of biological organisation:
Content Standard: the learners demonstrate an understanding of the different levels of biological
organisation. They recognize that living things are organized into different levels: Cells, tissues,
organs, organ systems, and organisms. These organisms comprise populations and
communities, which interact with non-living things in ecosystems.
Learner should be able to employ appropriate techniques using the compound microscope to
gather data about very small objects.
describe the different levels of biological organization from cell to biosphere 7LT-IIc-3

understanding about the differences in the levels of biological organisation.
The questions are focused on the recognition of each of the levels in the biological organisation
chart. This builds on students’ previous experience in hierarchical taxonomic systems

students will be working on during this lesson. The skills involved in this lesson include reading
diagrams and using technical language both essential requirements for learning science. The concept
involved in this lesson is the concept that there is a hierarchical progression of all living things
starting with the fundamental living thing the cell and each level after that is more complex.

words such as cells, organs and tissues are highlighted as relevant to the text used in component 4
and so students are given the opportunity to show what they think these words mean in everyday
settings and what they mean specifically in science. It is very important to recognise that some
everyday words in the English language have different meanings when used in Science.
17
The main lesson stimulus includes a short story of Jasmine who has been shown the Biological
Organisation Chart by her teacher and is having trouble working out where her favourite animals fit
in. The questions in 4B are directed more at an organism level. Questions in 4C are directed at the
identification of a second diagram of a cell as well as toward the higher levels of the diagram that
include larger numbers of organisms such as are in ecosystems. A common misconception about
cells is that they are about the same size as atoms whereas of course cells are much larger than
atoms as they are in fact made up of atoms.

designed to let the teacher know whether the lesson has assisted students to better understand and
be more comfortable with complex diagrams and whether the lesson has helped them to
understand the levels within it.
their worksheets.
18
Lesson 5: Why Cells?
Prior learning:
compare living and non-living things S3LT-IIe-f-ii
Content section:
3. Animal and plant cells:
Content Standard:
the learners demonstrate an understanding of the difference between animal and plant cells.
The learner should be able to employ appropriate techniques using the compound microscope
to gather data about very small objects.
explain why the cell is considered the basic structural and functional unit of all organisms. 7LT-
IIe-5.
differentiate plant and animal cells according to presence or absence of certain organelles
7LT-IIe-3
Most Essential Learning Competency: Same as LC above (week 4)

understanding about cells in living things, their structure and function. The questions are focused on
the recognition of the significance of cells and their differences. This builds on students’ previous
experience in using a microscope.
diagrams and using technical language, both essential requirements for learning science. The
concept involved in this lesson is the concept that all living things are made of cells and that this is
the basic unit of life. The cell is the smallest unit of life. Organisms may consist of one cell or many
millions of cells.

words such as cells, organs and tissues are highlighted as relevant to the text used in component 4
and so students are given the opportunity to show what they think these words mean in everyday
settings and what they mean specifically in science. It is very important to recognise that some
everyday words in the English language have different meanings when used in Science.

The main lesson stimulus includes a short recount by a student of her lesson on cells and her
struggle to understand it. This will assist students who may not be confident answering some of the
questions. The questions in 4B ask students to distinguish between a plant and animal cell based on
the presence of a cell wall and the parts of a cell as nucleus and cytoplasm. Questions in 4C are
19
directed at the students recalling the functions of the cell and structures inside the nucleus. A
common misconception is that all cells in the human body are the same whereas in fact there are at
least 200 different types of cells in our body with different structure, size, shape and function.

designed to let the teacher know whether the questions in 4B that were based on the text and
diagram were easier than the others in 4C.
their worksheets.
20
Lesson 6 Consolidation: Scientific investigation – how much watering?

Grade -Quarter: Grade 7- First Quarter
Domain: Matter
Prior learning: This lesson builds on work covered in earlier grades.,
Grade-level Standard Grade 6: They can design and conduct an investigation on plant
propagation.
Spiraling Concepts, Grade 7: Learners begin to do guided and semi-guided investigations,
making sure that the experiment they are conducting is a fair test.
Content section:
Doing scientific investigations:
Content Standard:
the learners demonstrate an understanding of scientific ways of acquiring knowledge and
solving problems.
Learner should be able to perform in groups in guided investigations involving community-
based problems using locally available materials.
Describe the components of a scientific investigation S7MT-Ia-1

The questions in the short review are to determine the level of prior knowledge and understanding
about the components of a scientific investigation. The questions are focused on the basic needs of
plants and the critical steps in an investigation that are required for fair testing. This builds on
student participation in guided investigations in previous grades.

writing (and measuring) and how important this is for learning and when answering questions. The
concept involved in this lesson is the concept that plants need certain amounts of abiotic factors to
live and grow. The concept of accurate and reliable measurements, and how well the variables have
been controlled to ensure fair testing.

This activity is designed to highlight the importance for students to be able to read, recognise and
comprehend technical language both for their learning and for answering questions. It is to see if
they can match specific words to their meaning. In this lesson specific words sprout, germinate and
valid are highlighted as they are relevant to the stimulus and the questions in component 4.

The main lesson stimulus includes a picture and text related to a student wishing to carry out an
experiment. This will assist students to consider possible steps required by presenting the problem
in an everyday situation. The questions in 4B and 4C are directed at the steps that need to be
21
followed or the method to ensure that Angela’s experiment is a fair test and that therefore her
results would be valid. For those students for whom this is an introduction to fair testing many
misconceptions can arise particularly in relation to the need for repeat trials to ensure reliability and
the need to keep all other factors constant to ensure that the results are valid.

designed to let the teacher know whether the questions and answers in 4B helped the student to
better understand what a fair test is and whether they found Angela’s experiment interesting.
their worksheets.
22
Lesson 7: Biotic and Abiotic
Spiraling Concepts, Grade 6: Learners are introduced to the interactions among components
of habitats such as tropical rainforests, coral reefs, and mangrove swamps.
Key Stage Standards Grades 6: They can describe larger ecosystems and interactions among
living and non-living things in rainforests, coral reefs, and mangrove swamps.
Key Stage Standards Grades 7: These organisms comprise populations and communities,
which interact with non-living things in ecosystems.
Content section:
1. Ecosystems, Components of an Ecosystem, Ecological relationships, Transfer of energy
through trophic levels
Content Standard:
the learners demonstrate an understanding of organisms interacting with each other and with
their environment to survive.
Performance Standard: Learner should be able to conduct collaborative action to preserve the
ecosystem in the locality.
differentiate biotic from abiotic components of an ecosystem. 7LT-IIh-9

understanding of the terms biotic and abiotic.
The questions are focused on the recognition of the use of the terms biotic and abiotic in relation to
the terms living and non-living. This builds on students’ previous experience in grades 4 and 6.

diagrams and using technical language both essential requirements for learning science. The
concept involved in this lesson is that ecosystems are a geographic area where interactions
between biotic and abiotic factors occur.

words such as biotic, abiotic and ecosystems are highlighted as relevant to the text used in
component 4 and so students are given the opportunity to match the words with their meaning.

The main lesson stimulus includes a short tale about Jacob who wants to go down to the
mangroves to maybe catch some fish. The questions in 4B are directed at the diagram of a
mangrove forest so the students need to identify biotic and abiotic factors present. A common
23
misconception some students have is that things that are now dead are no longer considered as
biotic factors. Until a dead living thing has been completely decomposed by microorganisms it is
considered as biotic. The questions in 4C are directed at the effects some abiotic factors have on
the ecosystem. Placing these questions into a familiar setting will assist students to have
confidence in their answers.

designed to let the teacher know whether the lesson has assisted students to better understand
and be more comfortable with technical language and whether the lesson has helped them to
better recall the meanings of the words used.
their worksheets.
24
Lesson 8: Climate Change
Grade -Quarter: Grade 7 - Second Quarter
Key Stage Standards Grades 6: They can describe larger ecosystems and interactions
among living and non-living things in rainforests, coral reefs, and mangrove swamps.
Key Stage Standards Grades 7: These organisms comprise populations and communities,
which interact with non-living things in ecosystems.
Content section: 1.
Ecosystems, Components of an Ecosystem, Ecological relationships, Transfer of energy
through trophic levels
Content Standard:
the learners demonstrate an understanding of organisms interacting with each other and with
their environment to survive.
Learner should be able to conduct collaborative action to preserve the ecosystem in the
locality.
describe the different ecological relationships found in an ecosystem S7LT-IIh-11
predict the effect of changes in abiotic factors on the ecosystem. S7LT-IIj-12

Component 1 – Short Review
understanding of abiotic factors in an ecosystem.
The questions are focused on the students identifying examples of changes in abiotic factors in
their own environment and in the wider global environment. This builds on students’ previous
experience in grade 6.

complex science texts an essential requirement for learning science. The concept involved in this
lesson is that changes to abiotic factor(s) in an ecosystem can have wide ranging and sometimes
catastrophic effects on both the biotic and abiotic factors.

words such as coral polyp, coral reef and bleaching are highlighted as relevant to the text used in
component 4 and so students are given the opportunity to match the words with their meaning.

The main lesson stimulus includes a short quote from the National Geographic journal and a
paragraph as a very brief synopsis by the writer of the current situation of Australia’s Great Barrier
Reef. The questions in 4B are directed at a coral reef being the ecosystem and the students need
25
to identify biotic and abiotic factors present. It is a common misconception that corals are not
living things. The questions in 4C are directed at what possible changes to abiotic factors, such as
climate change, could occur and what would the effects be on a coral reef ecosystem in the
Philippines.
Component 5 – Lesson Reflection

designed to let the teacher know whether the students feel that the questions in 4C were more
difficult than those in 4B and whether the lesson has alerted them to the effects of climate
change.
26
Lessons 9-12: An Earth and Space lesson sequence
Grade – Quarter: Grade 8 – Second Quarter
Domain: Earth and Space
Content Section:
2. Interactions in the Atmosphere
2.1. Greenhouse effect and global warming
Learning Competency (Code):
5. discuss how energy from the Sun interacts with the layers of the atmosphere; (S7ES-IVd-5)
[6. explain how some human activities affect the atmosphere; (S7ES-IVe-6)]
Content Standard:
The learners demonstrate an understanding of the different phenomena that occur in the
atmosphere.
The learner should be able to analyze the advantage of the location of the Philippines in
relation to the climate, weather, and seasons.
Most Essential Learning Competency (MELCs): Same as Learning Competency 5 (Quarter 4; Week 3)
Writer’s preparation planning:

This sequence of four lessons has been positioned developmentally in response to the location of
relevant physics content within the Philippines Science Curriculum.
Prior learning:
• Spiraling concepts: In Grade 4: After describing the natural objects that are seen in the sky, learners will
now focus on the main source of heat and light on Earth: the Sun, its role in plant growth and
development, and its effect on the activities of humans and other animals.
• Learning Competency (LC): Grade 4: 10. describes the role of the Sun in the water cycle; (S4ES-IVi-10)
• Learning Competency (LC): Grade 4: 11. describe the effects of the Sun
• Spiraling concepts: In Grade 6, learners will explain the occurrence of atmospheric phenomena
(breezes, monsoons, and ITCZ) that are commonly experienced in the country as a result of the
Philippines’ location with respect to the equator, and surrounding bodies of water and landmasses.
Current learning (a precursor towards):
• Grade Level Standard (GLS): At the end of Grade 7, Learners will explain the occurrence of atmospheric
phenomena (breezes, monsoons, and ITCZ) that are commonly experienced in the country as a result of
the Philippines’ location with respect to the equator, and surrounding bodies of water and landmasses.
Progression of Key Ideas in the lesson sequence G7 Week 2; Lessons 9-12:

Lesson Key Idea
9 There is air all around the Earth’s surface but the layer of air is very thin compared to the size of
the Earth.
10 The atmosphere is composed of layers which interact with the Sun. There is less and less air as
altitude increases from the surface. This and the Sun’s energy affect the temperature of the
layers in different ways.
27
11 Energy from the Sun interacts with the Earth’s surface and the layers of the atmosphere which
helps to produce an environment on Earth that allows life to flourish. This is a good greenhouse
effect.
12 The Earth’s delicate energy balance can be upset by human activities. Rapidly adding
greenhouse gases to the atmosphere might be producing a bad greenhouse effect, which will
likely lead to global warming. Global warming can result in changes to the climate, polar ice, sea
levels and weather patterns.
Building vocabulary in the lesson sequence G7 Week 2; Lessons 9-12:

The following summarizes the terms that are used and developed over the sequence of 6 lessons.
Most of these operate as technical science terms when used in science contexts.
Lesson Scientific/technical vocabulary related to Motion
9 Atmosphere; Atmospheric; Diameter; Approximately; Carbon dioxide; Oxygen
10 Boundaries; Troposphere; Stratosphere; Mesosphere; Thermosphere; Exosphere
11 Ultra-violet radiation; Transparent; Infra-red energy; Kinetic energy
12 Energy balance; Industrial Revolution; Greenhouse gas emissions; Impacting; Excess
The four lessons progressively assess and consolidate concepts and related student
understanding of and skills related to the following capabilities:
Lessons
Capabilities being developed
9 10 11 12
• How to extract relevant information from written texts.    
• The location and extent of the Atmosphere.   
• The scale of the Atmosphere in relation to the size of the Earth.  
• The origin and nature of technical language being developed to describe and   
explain scientific phenomena.
• The significance of the Atmosphere for life on Earth and the impacts that affect   
human activities.
• Make inferences based on contextual scientific information .  
• How to summarize information in a table. 
• How to identify trends in tabulated data. 
• Identify and explain mathematical relationships in data and relate to scientific  
phenomena.
• How to present science processes in flow charts.  
• Identify and describe scientific cause and effects relationships.  
• Explaining impact of human activities on the environment and the planet. 
• Suggesting local and global solutions to worldwide problems. 
28
Notes for specific lessons in the sequence:
Grade 7 Lesson 9: The Atmosphere of Earth.
Key Idea: There is air all around the Earth’s surface but the layer of air is very thin compared to the
size of the Earth.
LESSON OVERVIEW:
The lesson consolidates learners’ understanding of how the atmosphere is a layer of air that covers
or blankets the planet Earth.
The lesson requires learners to visualize the atmosphere and our planet because these phenomena
are too big to ‘see’ easily. Learners have the opportunity to interpret data and evidence scientifically
and identify the assumptions, evidence and reasoning in science-related texts.
Component 1: Short Review

The short review provides learners with the opportunity to demonstrate their prior knowledge and
understanding of the atmosphere in everyday terms. Asking learners to consider good and bad
things is useful for them to think about balance which will fit in later in Lesson 12 where leaners are
considering how to restore balance in the atmosphere.
Component 2: Lesson Purpose
While introducing the lesson, consider the possibility of learners’ thinking about how the
atmosphere influences the Earth and life on the planet.
learners will be working on during this lesson.
The lesson consolidates learners’ abilities to:

• extract relevant information from written texts,
• describe the location and extent of the Atmosphere,
• recognize the scale of the Atmosphere in relation to the size of the Earth,
• identify the origin and nature of technical language being developed to describe and
explain scientific phenomena,
• recognize the significance of the Atmosphere for life on Earth and the impacts that affect
human activities.
Component 3: Lesson Language Practice
The teacher might make a judgment on how long to practice. There may be value in helping learners
with form of a term such as Atmosphere (a noun)  Atmospheric (an adjective). There can be value
in discussing with learners what might be the origin or original meaning of the scientific words –
atmos means ‘vapor, steam’ and sphere means a ‘globe’ or ‘ball’. Other terms are associated with
the size of the Earth and the composition of the atmosphere.
Component 4: Lesson Activity

The component uses a factual Information Box to introduce and explore scientific phenomena and
processes. At the simplest level, it is good if learners can identify relevant information for questions
from the information box.
The questions in Component 4C are likely to be harder for many learners than the questions in
Component 4B. Question 3 in Component 4C might be very challenging for many learners. There is
no need to ensure every student can do the calculations – the main concept to be explored is
29
learners recognizing that the Earth’s atmosphere is a very thin covering. If the learners can’t do
calculations, just help them to realize the very thin atmosphere that we have.
Component 5: Lesson Conclusion

This activity is designed to support learners to take an active role in thinking about their
learning. It is important to let learners know that good learners reflect on their learning. The
questions are designed to let the teacher know what learners know and can do.
At the completion of each lesson, it is recommended that the teacher collects the student
worksheets to review what learners have recorded. Having the learners write down their
answers gives valuable diagnostic evidence/data that the teacher can examine after the
lesson. The teacher then has the opportunity to read some of the learners’ responses to the
questions asked during the lesson on their worksheets.
Grade 7 Lesson 10: The layers of the atmosphere right above the Philippines.
Key Idea: The atmosphere is composed of layers which interact with the Sun. There is less and less
air as altitude increases from the surface. This and the Sun’s energy affect the
temperature of the layers in different ways.
LESSON OVERVIEW:
The lesson consolidates learners’ understanding of the layers of the Atmosphere which have varying
thicknesses. Learners will be reminded of the features of the layers such as their composition and
the changes in temperature and pressure as you go out into space. The lesson models for the
learners how scientific phenomena are described, including through the use of technical scientific
terms.

The questions are designed to engage learners in wondering about the atmosphere in relation to
the Earth and Space.

This component allows the teacher to make explicit not only the science concepts but also the skills
that the learners will be working on during this lesson. The lesson consolidates:
• How to extract relevant information from written texts,
• The location and extent of the Atmosphere,
• The scale of the Atmosphere in relation to the size of the Earth,
• The origin and nature of technical language being developed to describe and explain
scientific phenomena,
• The significance of the Atmosphere for life on Earth and the impacts that affect human
activities.
This component is designed to highlight the importance for learners to be able to interpret word
meanings from their origins, from other similar words or parts of words.
[For teacher background: Tropo- means ‘changing’ and refers to the layer with storms and
turbulence; Strato- means ‘layer’ and refers to different and steadily increasingly warmer
temperature layers it has; Meso- means ‘middle; Thermo- means ‘heat’; ‘Exo- means ‘outside’
or ‘outer. ‘]
30
The main lesson stimulus presents factual information and uses technical scientific terms to
describe scientific phenomena.
Component 4B. The teacher may need to help learners to:
• extract information from the Information box and
• find the correct cells to place information in the table. Try helping with one of two
cells first.
• ‘see’ trends and patterns in the table once all figures are included.

The intention here is to get some quick feedback from the learners on the lesson and their
interests for future lessons. It may be valuable to compare their comments here with their
answers to questions in Component 1.
Grade 7 Lesson 11: The Sun Interacts with our Atmosphere.
Key Idea: Energy from the Sun interacts with the Earth’s surface and the layers of the atmosphere
which helps to produce an environment on Earth that allows life to flourish. This is a good
greenhouse effect.
LESSON OVERVIEW:
The lesson consolidates deeper understanding of 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. The lesson is about establishing that the Earth has a delicate
energy balance. The lesson builds understanding of how the Sun affects our weather.
The lesson assesses and builds concepts and capabilities related to learners understanding:
• How to extract relevant information from written texts.
• The location and extent of the Atmosphere.
activities.
• How to present science processes in flow charts.
• Identify and describe scientific cause and effect relationships.
This identifies prior learning about concepts about the energy types that affect the Earth.

It is good to let learners know that this lesson is about how The Sun Interacts with our
Atmosphere.
The teacher might make a judgment on how long to practice. There may be value in the teacher
helping learners to recognize that terms relate to energy can be found in the Information Box.

Component 4B. Component 4B requires learners to complete a flow chart – which is an effective
31
way to summarize scientific processes. However, some learners might need help to understand the
strategy.

Short questions here are designed build metacognitive skills – helping them to learn HOW they
learn. In this case, time might be well spent discussion with learners about how to answer the harder
questions.
Grade 7 Lesson 12 Are humans upsetting Earth’s delicate energy balance?

Key Idea: The Earth’s delicate energy balance can be upset by human activities. Rapidly adding
greenhouse gases to the atmosphere might be producing a bad greenhouse effect, which
will likely lead to global warming. Global warming can result in changes to the climate,
polar ice, sea levels and weather patterns.
LESSON OVERVIEW:
This is a CONSOLIDATION lesson. The lesson provides an opportunity for learners to reinforce
that Earth has a delicate energy balance and to relate to global warming.
The lesson assesses and builds concepts and capabilities related to learners understanding:
• How to extract relevant information from written texts.
• The origin and nature of technical language being developed to describe and explain
scientific phenomena.
activities.
• Identify and explain mathematical relationships in data and relate to scientific
phenomena.
• How to present science processes in flow charts.
• Identify and describe scientific cause and effect relationships.
• Explaining impact of human activities on the environment and the planet.
• Suggesting local and global solutions to worldwide problems.
Component 1 helps learners to locate the causes of atmospheric pollution over recent history.

Teachers should ensure that leaners understand the context for the main lesson activity.

Practice unfamiliar terms as needed. Ask learners to recognize and consider why science uses
complex terms. They might also discuss the meaning of Impact and Excess, as they have special
meanings in science contexts.
The activity consolidates both knowledge and understanding and science communication skills.
Remind learners that the Information box provides many answers or prompts to questions.
It is important that learners can see that there are both good and bad aspects to the Greenhouse
Effect.
32
33
Lessons 13-18: Force, Motion and Energy
Grade – Quarter: Grade 7 – Third Quarter
Domain: Force, Motion and Energy
Content Section:
I. Motion in One Dimension
1. Descriptors of Motion
1.1 Distance or Displacement
1.2 Speed or Velocity
1.3 Acceleration
Learning Competency (Code):
1. Describe the motion of an object in terms of distance or displacement, speed or velocity, and
acceleration (S7FE- IIIa-1)
Content Standard:
The learners demonstrate understanding of motion in one dimension.
The learner should be able to … conduct a forum on mitigation and disaster risk reduction.
Most Essential Learning Competency (MELCs): Same as Learning Competency 1 (Quarter 3: 1.
Week 1-2)
Writer’s preparation planning:

The sequence of six lessons has been positioned developmentally in response to the location of
relevant physics content within the Philippines Science Curriculum.
Prior learning:
• Grade Level Standard (GLS): At the end of Grade 3, … (learners) can describe how objects move and
what makes them move.
• GLS: At the end of Grade 4, … Learners can investigate the effects of push or pull on the size, shape, and
movement of an object.
• Grade 5 content: 1. Motion 1.1 Measuring time and distance using standard units
• Learning Competency (LC): Grade 5: 1. describe the motion of an object by tracing and measuring its
change in position (distance travelled) over a period of time; S5FE-IIIa-1
• LC: Grade 5: 2. use appropriate measuring tools and correct standard units;
Current learning:
• GLS: At the end of Grade 7, … Learners can describe the motion of objects in terms of distance and
speed, and represent this in tables, graphs, charts, and equations. They can describe how various forms
of energy travel through different mediums.
Future Learning:
• GLS: At the end of Grade 8, learners can describe the factors that affect the motion of an object based
on the Laws of Motion. They can differentiate the concept of work as used in science and in layman’s
language.
Progression of Key Ideas in the lesson sequence:
Lesson Key Idea
34
1 Describing the movement of an object in one dimension allows scientists to understand and
calculate its speed from the time it takes to travel a measured distance.
2 Scientists use displacement to find the final position and the net direction an object has moved
from its starting point.
3 Representing motion in and tables graphs helps students to notice patterns and make
connections that develop their thinking about associations between variables.
4 In everyday life, very few things move with a set or uniform velocity – nearly all things are
speeding up, slowing down, or changing direction – they are accelerating! Scientists can
measure acceleration precisely, and make predictions about how objects will move.
5 Acceleration is any change in motion and occurs when something speeds up, slows down or
changes direction. The science understanding of acceleration is often counter-intuitive to what
people think from their everyday experiences.
6 Applying Science knowledge and skills to everyday situations can be very useful to understand
and respond to the world around us.
Building vocabulary to describe Motion over lessons 13-18:

The following summarizes the terms that are used and developed over the sequence of 6 lessons.
Most of these operate as technical science terms when used in science contexts.
Lesson Scientific/technical vocabulary related to Motion
13 Move/Moving; Distance; Speed; Direction; Travel; Travelled; Constant
14 Movement; Start position; Final position; Displacement; Vector; Represents
15 Motion; Displacement; Distance-time; Graph; Axis and axes; Units; Slope
16 Velocity; Acceleration; Force; Concept; Equation; Units
17 Velocity; Accelerate; Stationary; Constant; Uniform; Straight line; Curved line
18 Thunder; Lightning; Speed of sound; Speed of light; 3,000,000 (3 million)
Notes for specific lessons in the sequence:

Grade 7 Lesson 13: Exploring the scientific concept of movement.
Key Idea: Describing the movement of an object in one dimension allows scientists to understand
and calculate its speed from the time it takes to travel a measured distance.
LESSON OVERVIEW:
The lesson consolidates learners’ understanding of movement in a science context. NOTE: Lessons
13 and 14 use the everyday terms move, moving, movement, before the more technical term
‘Motion’ is deliberately used in and beyond Lesson 15. Concepts within Lesson 13:
• Exploring, describing and measuring movement in one dimension – everyday and
qualitative focus now. [building towards a more quantitative and scientific focus in
later lessons.]
• Reinforcing the concept of ‘position’ – providing a ‘frame of reference’ scenario in
this lesson that can be built on later as learners build knowledge and understanding
of motion.
35
The short review models how to describe the movement of an object to determine if
learners can describe other movements. The review seeks to identify if learners have
concepts about:
• measuring movement?
• start and end points?
• time?
• distance?

While introducing the lesson, consider the possibility of learners’ thinking in 1 or 2 dimensions.

The teacher might make a judgment on how long to practice, and whether to use the language
prompt about present tense and past tense.

The component uses storytelling to introduce and explore scientific phenomena and processes.
Visualizing a problem that occurs in one dimension.
Specific information for Component 4C
Some ways that students might use to think out the problem:
 Speed = distance/time; Speed = 1000 m/70 s x 3600 s/1 hr = 51.4 km/hr.
1𝑘𝑘𝑘𝑘 𝑘𝑘𝑘𝑘
 Speed of the bus = =? = 51.4 km/hr.
70 𝑠𝑠𝑠𝑠𝑠𝑠 ℎ𝑜𝑜𝑜𝑜𝑜𝑜
3600𝑠𝑠𝑠𝑠𝑠𝑠
 We need to convert ‘seconds’ to ‘hours’ by multiplying the equation above by
1ℎ𝑟𝑟
= 51.4
km/hr.
These approaches, correctly applied, will all lead to the conclusion that the bus
was NOT speeding.

Questions here are designed to alert learners to their metacognitive skills – helping them to learn
HOW they learn. In this case, there are many questions that learners can answer by directly finding
the correct relevant information in the provided text. It can be helpful to explain to learners that it is
a good learning technique for them to use in assessments to look for answers that might be given in
a text or stimulus. This also helps understanding what is needed to answer questions.
Grade 7 Lesson 14 and Lesson 15
Lessons 2 and 3 together utilize a situation or scenario for learners to explore in detail. The scenario
is about to two students walking to and from school. The approach utilized here is introducing the
use of a system model. As such, the scenario does not explore all movements that the students,
Ana and Bea, might make over a day. In Lesson 2, it just focuses on aspects of distance, displacement
36
and average speed on the walk to school in the morning. In Lesson 3, it focuses on aspects of motion
as considered over the walk to and from school over a day.
It is suggested that teachers might help learners to become aware that any model of a system
incorporates assumptions and approximations; the key is to be aware of what they are and how they
affect the model’s reliability and precision.
Grade 7 Lesson 14: The difference between distance and displacement.

Key Idea: Scientists use displacement to find the final position and the net direction an object has
moved from its starting point.
LESSON OVERVIEW:
The lesson uses a familiar situation to explore scientific phenomena and processes. Science
concepts include:
• exploring, describing and measuring movement in two dimension – everyday focus
now, building towards a more quantitative and scientific focus in later lessons.
• identifying start and end points supports learners to consider a ‘frame of reference’
in studying movement.
The lesson also consolidates science crosscutting concepts, such as:

• Thinking in everyday scale – i.e., macro scale.
• Thinking by using maps that show distances and directions.

The Short review is focused on using questions to help the teacher identify that learners have the
basic concepts needed to gain a deep understanding of displacement. The review also checks for
the teacher that learners can demonstrate a solid understanding of units and the concept of an
average, as these concepts will help them later in the next few lessons.
While introducing the lesson, consider if all learners understand the concept of movement of objects
over a distance, and how this can be measured.

The teacher might make a judgment on how long to practice using the terms provided. Some of
these are terms that relate to conceptual understanding that will take many learners some time to
acquire. Taking some time to discuss Start and Final positions can be helpful to learners.
The teacher should also make a judgement on how much support learners will need to engage in the
scientific and non-scientific terminology contained in the Stimulus box.

The questions in Component 4C are designed to assess student’s ability to transfer their learning
from their understanding of Ana’s movements to an understanding Bea’s movements. We would
expect engaged learners to be better able and quicker to respond to questions for Bea, if they have
previously demonstrated correct answers related to Ana’s movements.
37
Two short questions here are designed to build metacognitive skills – helping them to learn HOW
they learn. In this case, time might be well spent discussion with learners about how to answer the
harder questions.
Grade 7 Lesson 15: Let’s scientifically analyze motion.
Key Idea: Representing motion in tables and graphs helps students to notice patterns and make
connections that develop their thinking about associations between variables.
LESSON OVERVIEW:
This lesson uses the strategy of visualizing a problem in two dimensions. Consider the following
reference:
Concept development:
‘Increasing use of quantification of observations and models of relationships highlight the important role
that mathematics takes in developing ideas in science through inquiry. Mathematics helps students to go
beyond description in words. Organizing data through representation in graphs, charts and tables helps
students to notice patterns and make connections that develop their thinking about associations
between variables, and to formulate hypotheses about causes that ca be test Analyzing data statistically
enables students to make inferences about the probability of relationships and predictions. There is mutual
benefit in coordinating science and mathematics education; mathematical tools help understanding in
science and, at the same time, using data from science investigations helps in the developing appreciation
of the range and application of these tools.’
[REF: Working with Big Ideas of Science Education, The Inter Academy Partnership (IAP), March 2015]

Questions here are providing the teacher opportunities to tell if learners are connecting words to
concepts e.g., Moving  Movement  Motion. The questions also check to see if learners
understand graphs and to what level of recognition. Some learners may only be familiar with column
graphs. If so, the teacher may need to adjust the activity.

This component provides the teacher with options to discuss relationships and derived units (using
time, distance to recognize velocity).
This component provides an opportunity to revisit ideas in Component 1.

Questions in this component provide teachers with many ways to consolidate the levels of thinking
and understanding of their learners. Some learners will need to focus more on Questions 1 and 2;
Other learners may be ready for the harder questions (Q3).

38
Grade 7 Lesson 16: It is time to accelerate!
Key Idea: In the everyday life, very few things move with a set or uniform/constant velocity – nearly
all things are speeding up, slowing down, or changing direction – they are accelerating,
and scientists can measure that precisely and make predictions about how objects will
move.
LESSON OVERVIEW:
Strategy: Connecting descriptive to quantitative ways to analyze motion.
The main focus of the lesson is supporting learners to think more quantitatively.

This component is checking that learners have developed deeper understandings of speed and
velocity, before moving on to considering acceleration. Questions here are providing the teacher
opportunities to tell if learners are developing their understanding of speed and the units use to
measure it. Some learners might now recognize the difference between speed and velocity –
especially in relation to direction.

This component provides a good opportunity for teachers to help learners recognize
acceleration in everyday situations. The component suggests some everyday situations and
ideas for a short discussion with learners to link acceleration with ‘changing velocity’, or
‘changing direction’.
The teacher might make a judgment on how long to practice using the terms provided. Some of
these are terms that relate to conceptual understanding that will take many learners some time to
acquire. Taking some time to discuss differences between velocity and acceleration can be helpful
to learners.
The teacher should also make a judgement on how much support learners will need to engage in the
scientific and non-scientific terminology contained in the Stimulus box.

This component is focused on concepts of motion and the equations used to calculate speed,
velocity and acceleration. The Stimulus box for this lesson is much more technical and abstract
than those used in previous lessons.

Questions here are designed to alert learners to their metacognitive skills – helping them to learn
HOW they learn. In this case, there are many questions that learners can answer by directly finding
the correct relevant information in the provided text. It can be helpful to explain to learners that it is
a good learning technique for them to use in assessments to look for answers that might be given in
a text or stimulus. This also helps with understanding what is needed to answer questions.
39
Grade 7 Lesson 17: Acceleration can catch you out!
Key Idea: Acceleration is any change in motion and occurs when something speeds up, slows down
or changes direction. (Hazen and Trefil, 1991). The science understanding of acceleration
is often counter-intuitive to what people think from their everyday experiences.
LESSON OVERVIEW:
This lesson uses the strategy of using a scenario to help visualize motion and represent it in
graphs. The lesson establishes a scenario that allows learners to think about the differences
between velocity and acceleration in both everyday terms and scientific terms. The lesson is
designed to help learners develop a truly scientific understanding of acceleration rather
than an everyday understanding. The key is to help learners not to rely on intuitive thinking,
but to think using the definitions and information provided in Lesson 16.

This component provides opportunities to check if learners understand what the terms uniform or
constant mean. It also checks if learners notice that anything that changes direction is
accelerating.
Check if learners know the difference between speed and velocity.
Check if learners understand what uniform (or constant) motion means.

The teachers should decide if the learners are able to use the term variable, or if they might be
better to discuss relationships between the individual aspects of motion (variables) like distance,
time, velocity and acceleration in this activity.

The teacher might make a judgment on how long to practice using the terms provided.

This component is designed to identify if learners can tell the difference between velocity and
acceleration in an everyday sense and in a scientific sense.
It provides ways we can represent an everyday situation involving motion in a distance-time graph.
Explain to learners that scientists use this type of graph, and others, to help explain motion, to
represent trends and patterns in the measurements recorded as objects move. They can be used to
make predictions as well.
It is important to recognize that learners may have misconceptions about what graphs indicate. A
common misconception is that the shape of the graph indicates the actual path the object is moving.
[ref: Perceptions of Physics Teachers in Singapore About Curriculum Sequencing (usfca.edu) p.124
(Hallouin & Hestenes, 1985)
40
Two short questions here are designed build metacognitive skills – helping them to learn HOW
they learn. In this case, time might be well spent discussion with learners about how to answer the
harder questions.
Grade 7 Lesson 18 (Physics 6): Thunder and lightning – very very frightening!
Key Idea: Applying Science knowledge and skills to everyday situations can be very useful to
understand and respond to the world around us.
LESSON OVERVIEW:
This is a CONSOLIDATION lesson. The lesson is about providing a quite different everyday context
for learners to practice how to apply scientific ideas that they have consolidated this week about
motion.
The lesson provides an opportunity to build on learners’ knowledge and understanding about the
differences in speed of light and sound. The lesson consolidates and extends the notion of a frame of
reference of the observer. This is a concept that will be very important for learners as they study
motion and physics in the later grades.
The learning strategy of visualizing is utilized here as well, this time in two dimensions. This helps
learners to analyze and synthesize information to understand a problem, including the scales
involved and the big picture orientation needed to identify the magnitude and direction of vectors.

The questions here are helping the learners to understand the scenario.

Please point out that this lesson provides learners with an everyday situation to apply their science
knowledge and understanding and skills about motion. Give them confidence and encouragement so
that they can use their learning through the week to answer the questions.

This component is designed to help learners understand big numbers for Component 4.

It is important to give learners plenty of time and support to visualize the scenario. Help learners if
they are finding this difficult so they can answer some or all the questions.

41
Curriculum References for Lessons – Weeks 4 and 5
Lesson 19: The Philippine Rainforest
MELC addressed in this lesson: Differentiate biotic from abiotic components of an
ecosystem. (S7LT-IIh-9)
Lesson 20: Temperatures rising!

MELC addressed in this lesson: Predict the effect of change in abiotic factors on the
ecosystem. S7LT-IIj-12
Lesson 21: More about Cells?

MELC addressed in this lesson: Explain why the cell is considered the basic structural and
functional unit of all organisms. S7LT-IIe-5
Lesson 22: Hot or cold water?

MELC addressed in this lesson: Describe the components of a scientific investigation. (S7MT-
1a-1)
Lesson 23: How much sugar?

MELC addressed in this lesson: Express concentrations of solutions quantitively by preparing
different concentrations of mixtures according to uses and availability of materials. (S7MT-
Id-3)
Lesson 24: Scientific investigation – using water from the sea?

This is a CONSOLIDATION lesson.
MELCs addressed in this lesson:
• The benefits of separating mixtures from products in the community (S6MT-Ig-j-3)
• Describe how changes in temperature causes a change in phase (S73MT-Ih-10)
• Predict the effect of changes in abiotic factors on the ecosystem (S7LT-IIj-12)
Lesson 25: Atmospheric layers!

MELCs addressed in this lesson: 5. discuss how energy from the Sun interacts with the
layers of the atmosphere; (S7ES-IVd-5)
42
Lesson 26: How the Atmospheric layers interact with energy from the Sun
MELCs addressed in this lesson: 5. discuss how energy from the Sun interacts with the layers of the
atmosphere; (S7ES-IVd-5)
Lesson 27: Disturbing the Atmosphere’s delicate balance

MELCs addressed in this lesson: 5. discuss how energy from the Sun interacts with the layers of the
atmosphere; (S7ES-IVd-5)
Lesson 28: Around the Racetrack and back to the Start

MELCs addressed in this lesson: 1. Describe the motion of an object in terms of distance or
displacement, speed or velocity, and acceleration (S7FE-IIIa-1)
Lesson 29: Representing Acceleration in Graphs

MELCs addressed in this lesson: 1. Describe the motion of an object in terms of distance or
displacement, speed or velocity, and acceleration (S7FE-IIIa-1)
Lesson 30: The Speed of Sound

This is a CONSOLIDATION lesson.
MELCs addressed in this lesson:
1. Describe the motion of an object in terms of distance or displacement, speed or velocity, and
acceleration (S7FE-IIIa-1)
43

Science 7 Consolidation Teacher Notes

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Science 7 Consolidation Teacher Notes

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An important note about Sample answers

HIGHER ORDER THINKING IN SCIENCE

With a food chain, , the arrow shows energy flows from

• Incorporation of Science crosscutting concepts. Crosscutting concepts have value

TEACHERS REFLECTIONS ON LEARNERS’ RESPONSES TO LESSONS

4B Solving the First Set of Questions

Curriculum: K to 12 Science Curriculum Guide (Grade 3 to Grade 10) August 2016

Component 2 – Lesson Purpose and Intention.

Component 3 – Lesson Language Practice

Component 5 - Lesson Reflection

Curriculum: K to 12 Science Curriculum Guide (Grade 3 to Grade 10) August 2016

LESSON STRUCTURE AND PURPOSE

Component 2 – Lesson Purpose and Intention.

Component 3 – Lesson Language Practice

Component 4 – Lesson Activity

LESSON STRUCTURE AND PURPOSE

Component 1. Short Review

Component 2 – Lesson Purpose and Intention.

Component 3 – Lesson Language Practice

Component 4 – Lesson Activity

Component 5 - Lesson Reflection

Curriculum: K to 12 Science Curriculum Guide (Grade 3 to Grade 10) August 2016

LESSON STRUCTURE AND PURPOSE

Component 2 – Lesson Purpose and Intention.

Component 3 – Lesson Language Practice

Component 4 – Lesson Activity

Component 5 - Lesson Reflection

LESSON STRUCTURE AND PURPOSE

Component 3 – Lesson Language Practice

Component 4 – Lesson Activity

Component 5 - Lesson Reflection

Curriculum: K to 12 Science Curriculum Guide (Grade 3 to Grade 10) August 2016

LESSON STRUCTURE AND PURPOSE

Component 2 – Lesson Purpose and Intention.

Component 3 – Lesson Language Practice

Component 4 – Lesson Activity

Component 5 - Lesson Reflection

LESSON STRUCTURE AND PURPOSE

Component 1. Short Review

Component 2 – Lesson Purpose and Intention.

Component 3 – Lesson Language Practice

Component 4 – Lesson Activity

Component 5 - Lesson Reflection

LESSON STRUCTURE AND PURPOSE

Component 2 – Lesson Purpose and Intention.

Component 3 – Lesson Language Practice

Component 4 – Lesson Activity

Component 5 – Lesson Reflection

Writer’s preparation planning:

Progression of Key Ideas in the lesson sequence G7 Week 2; Lessons 9-12:

Building vocabulary in the lesson sequence G7 Week 2; Lessons 9-12:

10 Boundaries; Troposphere; Stratosphere; Mesosphere; Thermosphere; Exosphere

11 Ultra-violet radiation; Transparent; Infra-red energy; Kinetic energy

12 Energy balance; Industrial Revolution; Greenhouse gas emissions; Impacting; Excess

Component 1: Short Review

The lesson consolidates learners’ abilities to:

Component 4: Lesson Activity

Component 5: Lesson Conclusion

Component 1: Short Review

Component 2: Lesson Purpose

Component 5: Lesson Conclusion

Component 2: Lesson Purpose