Teacher's Portfolio in Science 7 2024-2025 1st Grading Period

. **TEACHER'S** **PORTFOLIO** **IN** **SCIENCE 7** **A.Y. 2024 - 2025** **PREPARED BY:** **Ms. Jay Anne C. Edreisa** **FIRST** **GRADING** **PERIOD** **\ ** **SECONDGRADING** **PERIOD** **\ ** **THIRD** **GRADING** **PERIOD\ ** **FOURTH** **GRADING** **PERIOD\ ** **CN: [ ] NAME:...

. **TEACHER'S** **PORTFOLIO** **IN** **SCIENCE 7** **A.Y. 2024 - 2025** **PREPARED BY:** **Ms. Jay Anne C. Edreisa** **FIRST** **GRADING** **PERIOD** **\ ** **SECONDGRADING** **PERIOD** **\ ** **THIRD** **GRADING** **PERIOD\ ** **FOURTH** **GRADING** **PERIOD\ ** **CN: [ ] NAME: [ ] SCORE: [\ ]GRADE 7: [ ] DATE: [ ]** **SUBJECT : [SCIENCE 7 (1^ST^ GRADING PERIOD)]\ TYPE OF ACTIVITY : HOOK ACTIVITY\ TITLE OF ACTIVITY : SCIENTIFIC METHOD and MATTER\ LEARNING TARGET/S : I can elicit prior knowledge about Scientific Method and Matter through\ implementing specific Map of Conceptual Change (Background Knowledge)\ [REFERENCE/S : PEAC INSET 2021 Learning Material ]** **GENERAL INSTRUCTION: Kindly [AVOID ERASURES] or [SUPERIMPOSITIONS] in [ALL PARTS] of this activity. Write your answers on the space provided. GOOD LUCK AND GOD BLESS!** **DIRECTION: Let us assess your prior knowledge about our topics with this simple activity. Answer the given question in [2 to 3 sentences only]. Write your idea on the FIRST column (RIGHT NOW, THIS IS MY IDEA!) only.** --------------------------------------------------------------- ----------------------------------------------------------------------------- ---------------------------- **UNIT TOPIC 1: SCIENTIFIC INVESTIGATION/ SCIENTIFIC METHOD** **RIGHT NOW, THIS IS MY IDEA!** **QUESTION** **AFTER THE UNIT SESSION** **How can scientific method help us solve the problems we face every day?** --------------------------------------------------------------- ----------------------------------------------------------------------------- ---------------------------- --------------------------------- ------------------------------------------------------- ---------------------------- **UNIT TOPIC 2: MATTER** **RIGHT NOW, THIS IS MY IDEA!** **QUESTION** **AFTER THE UNIT SESSION** **How is Matter classified based on its properties?** --------------------------------- ------------------------------------------------------- ---------------------------- **\ ** **CN: [ ] NAME: [ ] SCORE: [\ ]GRADE 7: [ ] DATE: [ ]** **SUBJECT : [SCIENCE 7 (1^ST^ GRADING PERIOD)]\ TYPE OF ACTIVITY : PRETEST (FORMATIVE ASSESSMENT)\ TITLE OF ACTIVITY : SCIENTIFIC METHOD and CLASSIFICATION OF MATTER\ LEARNING TARGET/S : I can assess my prior knowledge about Scientific Method and Matter.\ REFERENCE/S : Teacher Supplied\ [ ]** **GENERAL INSTRUCTION: Kindly [AVOID ERASURES] or [SUPERIMPOSITIONS] in [ALL PARTS] of this PRETEST. Use [CAPITAL LETTERS ONLY] in writing your answers on the space provided.\ GOOD LUCK AND GOD BLESS!** **I. SEQUENCING.** Beside are the six components of Scientific Method. Arrange the jumbled stages accordingly. Write numbers **1-6** respectively inside the circle above each component. **(6pts)** **II. MULTIPLE CHOICE**. Read each statement carefully and identify the concepts being defined. Write the LETTER of the correct answer on the blank before each number. Use **[CAPITAL LETTERS ONLY.] (10pts.)** [ ] 1. A systematic way of solving a problem is called:\ A. Science B. Science Inquiry C. Science Method D. Science Investigation\ [ ] 2. The temporary answer to a proposed topic is termed as:\ A. Problem B. Conclusion C. Hypothesis D. Experimentation\ [ ] 3. The two forms of educated guess are:\ A. Null and Alternative C. Qualitative and Quantitative\ B. Primary and Secondary D. Independent and Dependent\ [ ] 4. The two types of data are:\ A. Legit and Fake C. Primary and Secondary\ B. Written and Oral D. Qualitative and Quantitative\ [ ] 5. The final answer to a proposed topic is termed as:\ A. Problem B. Conclusion C. Hypothesis D. Experimentation\ [ ] 6. Anything that occupies space and has mass and volume is known as:\ A. Matter B. Vacuum C. Elements D. Anti- matter\ [ ] 7. All of the following analogies are correct, **EXCEPT for:**\ A. Elements: Acid, Base, and Salt\ B. Mixtures: Homogenous and Heterogenous\ C. Pure Substances: Elements and Compounds\ D. State of Matter: Solid, Liquid, Gas, Plasma, and Bose- Einstein Condensate\ [ ] 8. Among the given mixture, the perfect example of a solution is:\ A. Sugar B. Coffee Jelly C. Elmer's Glue D. Wine with Alcohol\ [ ] 9. Among the given mixture, the perfect example of a suspension is:\ A. Sugar B. Coffee Jelly C. Elmer's Glue D. Wine with Alcohol\ [ ] 10. Among the given mixture, the perfect example of a colloid is:\ A. Sugar B. Coffee Jelly C. Elmer's Glue D. Wine with Alcohol **III. SELECTED RESPONSE.** Complete the table about **"Classifications of Matter"** by filling in the missing words from the **WORD BANK** located on the left. **(10 pts)** --------------------- ------------------------- ---------- ------------------ **Matter** **Pure Substances** **Mixtures** **Compound** **Heterogenous** **Calcium (Ca)** **Milk** **Muriatic Acid (HCl)** **Noodle Soup** --------------------- ------------------------- ---------- ------------------ ------------------------ ------------------------ **WORD BANK** Element Coffee Cereal with Milk Homogenous Carbon Dioxide (CO~2~) Carbon (C) Gravel and Sand Salt Water Oxygen (O) Baking Soda (NaCHO~3~) ------------------------ ------------------------ **IV. MENU PROPOSITION.** Fill in the table. Create a 3 simple menu for the day using mixture of different pure substances available at your household. ------------------------------- -------------------------- ---------------------- **Name of Mixture** **Ingredient A** **Ingredient B** ***Example:* Breakfast Meal** ***Solute:** Milo Power* ***Solvent:** Water* ***1 pt. each*** ***2 pts. each*** ***2 pts. each*** **Menu A: Breakfast Meal** **Solute:** **Solvent:** **Menu B: Lunch Meal** **Solute:** **Solvent:** **Menu C: Dinner Meal** **Solute:** **Solvent:** ------------------------------- -------------------------- ---------------------- **\ ** **CN: [ ] NAME: [ ] SCORE: [\ ]GRADE 7: [ ] DATE: [ ]** **SUBJECT : [SCIENCE 7 (1^ST^ GRADING PERIOD)] FORMATIVE ASSESSMENT \#2\ TYPE OF ACTIVITY : CONCEPT NOTES\ TITLE OF ACTIVITY : Nature of Science: Difference between Science, Pseudoscience and Superstitions\ LEARNING TARGET/S : I can differentiate science, pseudoscience, and superstitions.\ [REFERENCE/S : Science Links Worktext for Scientific and Technological Literacy by Marilou Julian-Tañada et. al., p. 14-15]** Given the ever-changing and complicated nature of the world, science plays an increasingly important role. In the face of global difficulties such as climate change, environmental degradation even including the rapid technological advancements, science provides a means to effectively understand and address these issues.  As a concerned citizen and a grade 7 student, you must know that there are several area that causes conflicts about what science truly is. Here are the first three areas namely science, pseudoscience, and superstitions:  **\ Directions:** Imagine you are explaining the differences between science, pseudoscience, and superstition to a younger sibling or friend or older people who doesn\'t understand these terms well. Write a s**[hort response (2-3 sentences)]** for each question below. 1. **Science:** Explain what science is. Use an example to show how scientists use evidence and experiments to understand the natural world.\ [ ] **2. Pseudoscience:** Describe what pseudoscience means. Give an example of something that might be considered pseudoscience and explain why it is not based on scientific principles.\ [ ] **3. Superstition:** Define superstition. Provide an example of a superstition and explain why it differs from a scientific idea or theory.\ [ ] ***"Remember, your explanations should be clear and easy to understand, as if you are teaching a younger sibling or friend who is learning about these concepts for the first time."*** **CN: [ ] NAME: [ ] SCORE: [\ ]GRADE 7: [ ] DATE: [ ]** **SUBJECT : [SCIENCE 7 (1^ST^ GRADING PERIOD)] FORMATIVE ASSESSMENT \#3\ TYPE OF ACTIVITY : CONCEPT NOTES\ TITLE OF ACTIVITY : SCIENTIFIC METHOD: DEFINITION AND COMPONENTS\ LEARNING TARGET/S : I can define Scientific Method and identify its six components.\ [REFERENCE/S : Science Links Worktext for Scientific and Technological Literacy by Marilou Julian-Tañada et. al., p. 24-31 ]** Ways of Acquiring Knowledge and Solving Problems also known as **[Scientific Investigation] or [Scientific Method]** was developed by Francis Bacon. This includes skills in a keen observation, asking question, data gathering, experimenting, and even logical thinking and analysis. As a student, you can explore the world and solve everyday problems using Scientific Method. As it is important that you know and understand the basic steps involved in the investigatory process. This investigatory process relies on data and involves **six (6)** key processes or steps shown in the diagram below:  **Knowledge Check:** After studying the diagram above, **arrange** the following **steps of Scientific Method.** Write **[1^st^, 2^nd^, 3^rd^, 4^th^, 5^th^ and 6^th^]** on the space provided. **(6pts.)** [ ] [ ] **CN: [ ] NAME: [ ] SCORE: [\ ]GRADE 7: [ ] DATE: [ ]** **SUBJECT : [SCIENCE 7 (1^ST^ GRADING PERIOD)] EXERCISES\#1\ TYPE OF ACTIVITY : Exercises \#1\ TITLE OF ACTIVITY : SCIENTIFIC METHOD: DEFINITION AND COMPONENTS\ LEARNING TARGET/S : I can define Scientific Method and identify its six components.\ [REFERENCE/S : Science Links Worktext for Scientific and Technological Literacy by Marilou Julian-Tañada et. al., p. 24-31 ]** **Matching Activity: Steps of the Scientific Method.** Match each step of the scientific method (listed on the left as Column A) with its description (listed on the right as Column B).Write the correct letter on the blank before each step of the method. **Column A Column B\ Steps of the Scientific Method Descriptions** 1. [ ] **Statement of the problem** A. This step involves summarizing the results of the experiments and determining if the hypothesis was supported or rejected. 2. [ ] **Formulation of hypothesis** B. Scientists use this step to clearly define what they want to investigate or understand in their research. 3. [ ] **Testing of hypothesis** C. In this step, scientists propose a possible **or experimentation** explanation or answer to the problem based on their observations and prior knowledge. 4. [ ] **Analysis and presentation** D. This step involves designing and conducting **of data** experiments to test the hypothesis and collect data. 5. [ ] **Drawing conclusion** E. This step involves organizing and interpreting the data collected during the experiments. 6. [ ] **Reporting of findings** F. Scientists communicate their findings through oral presentations, posters, or written reports. **CN: [ ] NAME: [ ] SCORE: [\ ]GRADE 7: [ ] DATE: [\ \ ]SUBJECT : [SCIENCE 7 (1^ST^ GRADING PERIOD)] FORMATIVE ASSESSMENT \#4\ TYPE OF ACTIVITY : CONCEPT NOTES\ TITLE OF ACTIVITY : STATEMENT OF THE PROBLEM\ LEARNING TARGET/S : I can define Statement of the Problem and important concepts related to it.\ [REFERENCE/S : Science Links Worktext for Scientific and Technological Literacy by Marilou Julian-Tañada et. al., p. 25 ]** In this lesson, you are going to learn more about the first step of the scientific investigation known as the **SOP,** which means **Statement of the Problem.** All scientific investigations begin with observation. **Observations** are done by utilizing the senses. When you observe, you recognize some properties like color, size, odor, shape, and even texture. All these observations from your senses belong to **qualitative data.** While, observations gathered from tools like rulers, thermometers, beakers and graduated cylinders, etc. are known as **quantitative data.** Observations, however, do not need to be direct and cannot be perceived directly through the senses. Most of the time, you make inferences using observation. **INFERENCE** is a statement of an idea from observation. This inference is the basis for making a **MODEL**, which is used to visually explain something that is not easily seen or understood. Keen observation of the surroundings and awareness of what is going on around can lead to ideas that help identify a **question** that could become a topic or **problem** of a scientific study. In other words, you can ask a question about the observation you made. For valid answers, you may search across different sources, like journals and papers written by researchers. You can also ask a resource person, or use a reliable source on the Internet. A good problem is **clear** and **concise.** It should be **specific, measurable, attainable, realistic, and time - bound (SMART).** The problem involves **variables** that are specific and can be **manipulated, observed, and controlled.** This part answers the following questions: **[What questions do you have about your topic? What do you want to know?]** **\ Apply what you know: Compare and Contrast.** Based on the given picture below, determine whether the given statement is an **observation** or **inference. (5pts.)** [ ] 1. The weather is hot. [ ] 2. There are four plants. [ ] 3. It does not rain much. [ ] 4. The sun is shining. [ ] 5. The child is fanning herself. [ ] 6. The plants need water. [ ] 7. The child feels warm. **Essential Question:** In **one (1) short sentence only,** answer the question below. (1pt.) **Based on your observation, why are observations and inferences important in defining a problem?\ [ ]** **CN: [ ] NAME: [ ] SCORE: [\ ]GRADE 7: [ ] DATE: [\ ]SUBJECT : [SCIENCE 7 (1^ST^ GRADING PERIOD)] FORMATIVE ASSESSMENT \#5\ TYPE OF ACTIVITY : CONCEPT NOTES\ TITLE OF ACTIVITY : FORMULATION OF HYPOTHESIS\ LEARNING TARGET/S : I can define and formulate hypothesis based on the given sample.\ [REFERENCE/S : Science Links Worktext for Scientific and Technological Literacy by Marilou Julian-Tañada et. al., pp. 25-26 ]**  Once the problem is identified and testable questions had been proposed, you can now formulate the hypothesis. In this lesson, you are about to learn more about it and how it is formulated. **HYPOTHESIS** is also known as the **[EDUCATED GUESS].** It is a simple statement that presents the possible solution to a problem. A hypothesis is often stated in a "cause-and-effect" statement. In formulating hypotheses, variables should always be present. **VARIABLES** are the materials or factors used in the experimentation, and mentioned in your statement of the problem or question. There are **three types of variables,** namely: 1. **Independent variable (IV) -** a factor that can be changed or can stand alone 2. **Dependent variable (DV) --** a factor affected by change 3. **Controlled variable (CV) --** a factor that remains constant In addition, hypotheses can be formulated in **TWO WAYS.** It can be in a: a. **NULL HYPOTHESIS (H~O~)** -- stated in **negative** or **least** form b. **ALTERNATIVE HYPOTHESIS (H~a~)** -- stated in **positive** or **most** form **\ ** **Apply what you know:** Read and understand the given situation below. Identify the **independent, dependent, and controlled variable.** And, **formulate null and alternative hypothesis. (5pts.)** **Situation:** A scientist wants to find out the effect of caffeine on the memory ability of a program developer. The scientist gave her experimental group five glasses of soft drinks a day and counted the number of words they remembered in a series of tests. The control group completed the same test without consuming any caffeine. **Independent Variable: [ ]** **Dependent Variable: [ ]** **Controlled Variable: [ ]** **Hypothesis: Alternative- [ ]** **Null- [ ]** **Essential Question:** In **one short sentence** only, answer the question below. **(1pt)** **How does hypothesis help you decide or choose between options?** [ ] **CN: [ ] NAME: [ ] SCORE: [\ ]GRADE 7: [ ] DATE: [\ \ ]SUBJECT : [SCIENCE 7 (1^ST^ GRADING PERIOD)] FORMATIVE ASSESSMENT \#6\ TYPE OF ACTIVITY : CONCEPT NOTES\ TITLE OF ACTIVITY : EXPERIMENTATION, ANALYSIS, AND PRESENTATION OF DATA\ LEARNING TARGET/S : I can define experimentation then, analyze data and present results based on the given sample.\ [REFERENCE/S :Science Links Worktext for Scientific and Technological Literacy by Marilou Julian-Tañada et. al., pp. 26-29 ]**  The first two steps of Scientific Method or Scientific Investigation were discussed in the previous lessons. On this part, you are going to learn the third and fourth steps namely, Experimentation and Analysis of Data. Testing of Hypothesis or **EXPERIMENTATION** is the process of manipulating variables. It is considered as the **highlight** of the scientific method. An experiment is controlled procedure that either **confirms or rejects hypothesis.** **Controlled experiment** generally compares the results obtained from an experimental set-up against the controlled set-up. The experimental set-up differs from the control set-up by one factor namely **independent variable.** It is important to change only the independent variable and keep the others constant. After experimentation, you need to compare if the variable that has been changed affects or not the result of the experiment. Experimentation should be conducted **FAIRLY.** **Fair Test** is when you can change only one factor at a time while keeping all conditions the same. **Prediction Test** (Predict- forecast of future events based on past observations) should be considered in planning for the experiment. Data obtained from the experiments should be analyzed and presented systematically. It may appear in **tabular or graph form** utilized for easy presentation and should backed-up with an explanation in a **paragraph form.** See the example below.  ------------------------------------------ -------------------------------------------- **Controlled Set-up: [ ].** **Experimental Set-up: [ ].** **Reason:** **Reason:** ------------------------------------------ -------------------------------------------- **Essential Question:** In **one (1) sentence only,** answer the question below. (1pt) **What is the advantage of analyzing the data presented before making a decision?** [ ] **CN: [ ] NAME: [ ] SCORE: [\ ]GRADE 7: [ ] DATE: [\ ]SUBJECT : [SCIENCE 7 (1^ST^ GRADING PERIOD)] FORMATIVE ASSESSMENT \#7\ TYPE OF ACTIVITY : CONCEPT NOTES\ TITLE OF ACTIVITY : CREATING A CONCLUSION\ LEARNING TARGET/S : I can define Conclusion and other forms of potential explanation.\ [REFERENCE/S : Science Links Worktext for Scientific and Technological Literacy by Marilou Julian-Tañada et. al., p. 30]** On the previous lessons the definition and steps of Scientific Method or Scientific Investigation were discussed. On this part, you are going to understand the meaning of the last step known as Conclusion. **CONCLUSION** is the permanent answer to a given topic or problem. It originally come from the hypothesis that was formulated. It is also the basis in creating theory and scientific law. In experiments, when repeated outcomes or results are gathered, hypothesis can be turned into conclusion. After several series of experimentation and results are consistent, conclusion can evolve into a theory and later become a scientific law. **THEORY** is a statement that utilizes facts and relies on observation, research, and experimentation. It is a formulated concept that explains the ["how"] and ["why"] of an observed occurrence. It is a synthesis of a large body of information to help us understand and explain certain events. On the contrary, **SCIENTIFIC LAW** describes the behavior of the universe under certain conditions. A law is a rule, principle or a general statement that is universally true in nature and has minimal chance to be subjected to change. Nonetheless, all of these are based on observation, research, and experimentation, it is a must that **HONESTY** is observed when stating a conclusion. Leave the results or findings as they are. Also, it is good to have someone, probably an expert, a science or research teacher, to look at your findings to help you find any possible mistakes or discrepancy. **Apply what you know.** Arrange the following level of judgement or answers according to its complexity from **most to least.** Write [1^st^,] [2^nd^], [3^rd^], and [4^th^] on the space provided before each number. (4pts) **Essential Question:** In **one (1) sentence only,** answer the question below. (1pt) **Can you create a conclusion or judgement without enough observation? Why?** [ ] **CN: [ ] NAME: [ ] SCORE: [\ ]GRADE 7: [ ] DATE: [ ]** **SUBJECT : [SCIENCE 7 (1^ST^ GRADING PERIOD)] SUMMATIVE ASSESSMENT \#1\ TYPE OF ACTIVITY : QUIZ NO. 1 SET A (FIRM UP)\ TITLE OF ACTIVITY : SCIENTIFIC METHOD OR SCIENTIFIC INVESTIGATION\ LEARNING TARGET/S : I can define components of Scientific Investigation/ Scientific Method.** **REFERENCE/S : Teacher Supplied PS: 20 PASSING: 12\ [ ]** **\ I. SEQUENCING.** Below are the six components of Scientific Method. Arrange the jumbled steps accordingly. Write **1^st^, 2^nd^, 3^rd^, 4^th^, 5^th^ and 6^th^** respectively on the space provided. **II. MATCHING TYPE.** Match the definition in **column A** with the concepts in **column B** and samples in **column C.** Write the **LETTERS** for column A, **SHAPES** in column B, and **NUMBERS** in column C. ------------------------------------------------------------- ----------------------------------------- ---------------------------------------------------------------------------- **DEFINITIONS (A)** **CONCEPTS (B)** **SAMPLES (C)** [ ] 1.Educated Guess [ ] **A**. Problem [ ] Do mice grow larger if given vitamin C? [ ] 2.Topic or focus of idea [ ] **B.** Conclusion [ ] Mice do not gain weight as a result of vitamin C. [ ] 3.Permanent answer to a given topic [ ] **C.** Hypothesis [ ] If mice are given vitamin C, then they will grow larger. [ ] 4.Explanation of the gathered data [ ] **D.** Analysis of Data [ ] Two groups of mice: one gets vitamin C while one does not. [ ] 5.Highlight of the Scientific Investigation [ ] **E.** Experimentation [ ] The mice after 2 weeks- both groups gain the same weight. ------------------------------------------------------------- ----------------------------------------- ---------------------------------------------------------------------------- **\ CN: [ ] NAME: [ ] SCORE: [\ ]GRADE 7: [ ] DATE: [ ]** **SUBJECT : [SCIENCE 7 (1^ST^ GRADING PERIOD)] SUMMATIVE ASSESSMENT \#1\ TYPE OF ACTIVITY : QUIZ NO. 1 SET B (FIRM UP)\ TITLE OF ACTIVITY : SCIENTIFIC METHOD OR SCIENTIFIC INVESTIGATION\ LEARNING TARGET/S : I can define components of Scientific Investigation/ Scientific Method.** **REFERENCE/S : Teacher Supplied PS: 20 PASSING: 12\ [ ]** **\ I. SEQUENCING.** Below are the six components of Scientific Method. Arrange the jumbled steps accordingly. Write **1^st^, 2^nd^, 3^rd^, 4^th^, 5^th^ and 6^th^** respectively on the space provided. **II. MATCHING TYPE.** Match the concepts in **column A** with the samples in **column B** and definitions in **column C.** Write the **SHAPES** for column A, **NUMBERS** in column B, and **LETTERS** in column C. ----------------------------------------- ----------------------------------------------------------------------------- ------------------------------------------------------------- **CONCEPTS (B)** **SAMPLES (C)** **DEFINITIONS (A)** [ ] **A**. Problem [ ] Do rabbit grow larger if given carrots? [ ] 1.Educated Guess [ ] **B.** Conclusion [ ] Rabbits do not gain weight as a result of eating carrots. [ ] 2.Topic or focus of idea [ ] **C.** Hypothesis [ ] If rabbits are given carrots, then they will grow larger. [ ] 3.Permanent answer to a given topic [ ] **D.** Analysis of Data [ ] Two groups of rabbits: one gets carrots while one does not. [ ] 4.Explanation of the gathered data [ ] **E.** Experimentation [ ] The rabbit after 2 weeks- both groups gain the same weight. [ ] 5.Highlight of the Scientific Investigation ----------------------------------------- ----------------------------------------------------------------------------- ------------------------------------------------------------- **\ CN: [ ] NAME: [ ] SCORE: [\ ]GRADE 7: [ ] DATE: [ ]** **SUBJECT : [SCIENCE 7 (1^ST^ GRADING PERIOD)] SUMMATIVE ASSESSMENT \#2\ TYPE OF ACTIVITY : Video Viewing - QUIZ NO. 2\ TITLE OF ACTIVITY : Models** **LEARNING TARGET/S : I can recognize that scientists used model to explain phenomena that cannot be easily seen or detected.** **[REFERENCE/S : https://www.youtube.com/watch?v=nGauq57P5Bg ]** **[Scientific models]** are simple versions of complicated things that help us understand and predict how they work. They are important because they let scientists and even students study things that are too big, too small, or too hard to see up close, like tiny atoms of matter or faraway stars. **DIRECTIONS:** Fusing your learning from the previous lesson about scientific model and the video to be presented by the teacher. Answer the following question below by using **[only 2 to 3 sentences.]** 1. **Using your own words, what is a scientific model?\ [\ ]** 2. **Why do scientists use models when studying things that are too big, too small, or too complex?\ [\ ]** 3. **Give one example of a scientific model mentioned in the video, and explain its importance.\ [\ ]** 4. **If a model changes, how can it affect our understanding of the subjects it represents?\ [ ]** **\ ** **CN: [ ] NAME: [ ] SCORE: [\ ]GRADE 7: [ ] DATE: [ ]** **SUBJECT : [SCIENCE 7 (1^ST^ GRADING PERIOD)] FORMATIVE ASSESSMENT \#9\ TYPE OF ACTIVITY : CONCEPT NOTES\ TITLE OF ACTIVITY : DEFINITION, TYPES, CHARACTERISTICS AND SAMPLE OF PURE SUBSTANCES** **LEARNING TARGET/S : I can define and describe pure substances.** **[REFERENCE/S : Science Links Worktext for Scientific and Technological Literacy by Marilou Julian-Tañada et. al., pp. 119 -130]** **Matter** refers to all the substances that comprise the universe. It is defined as anything that occupies space and has mass and volume. Absence of matter is called **vacuum or Anti-matter.** All matter is made up of small indestructible particles called **atoms.** There are two major classification of matter namely: **Pure Substances and Mixtures.** **Apply what you know. Directions:** Using your Science Links textbook, read pages 119 - 132. Based on what you read, fill out the table below about **Pure Substances.** +-----------------------+-----------------------+-----------------------+ | | **ELEMENTS** | **COMPOUNDS** | +-----------------------+-----------------------+-----------------------+ | **DEFINITION** | | | +-----------------------+-----------------------+-----------------------+ | **CHARACTERISTICS/** | | | | | | | | **PROPERTIES** | | | +-----------------------+-----------------------+-----------------------+ | **TYPES** | | | +-----------------------+-----------------------+-----------------------+ | **EXAMPLES / | | | | SAMPLES** | | | +-----------------------+-----------------------+-----------------------+ **Essential Question.** In **one (1) sentence only**, answer the question below (1pt) **Why do you think pure substances is very important in your everyday survival?** [ ] [\ ] **CN: [ ] NAME: [ ] SCORE: [\ ]GRADE 7: [ ] DATE: [\ ]SUBJECT : [SCIENCE 7 (1^ST^ GRADING PERIOD)] SUMMATIVE ASSESSMENT \# 3\ TYPE OF ACTIVITY : Quiz 3 (FIRM UP)\ TITLE OF ACTIVITY : TYPES OF PURE SUBSTANCES (ELEMENTS & COMPOUNDS)** **LEARNING TARGET/S : I can recognize and classify examples of Pure Substances: Elements and Compounds.** **[REFERENCE/S : TEACHER- SUPPLIED PS: 20 PASSING: 12 ]** **INTRODUCTION:** Matter exhibits in their own unique way of composition, likewise elements and compounds. They can be utilized in our everyday lives as an accessory, part of food diet and vitamins and even in large industry like electrical energy and such. **DIRECTION.** Classify each substance whether it is an **ELEMENT** or a **COMPOUND.** Then, state a short reason of your classification. ------------------- ------------------------- ------------------------------------ **SUBSTANCE** **CLASSIFICATION\ **REASON for your classification** ELEMENTS OR COMPOUNDS** **Aluminum Foil** **Table Salt\ (NaCl)** **Necklace\ (Gold)** **Water** **NaOH** ------------------- ------------------------- ------------------------------------ **CN: [ ] NAME: [ ] SCORE: [\ ]GRADE 7: [ ] DATE: [ ]** **SUBJECT : [SCIENCE 7 (1^ST^ GRADING PERIOD)] SUMMATIVE ASSESSMENT \#4\ TYPE OF ACTIVITY : QUIZ NO. 4 (FIRM UP)\ TITLE OF ACTIVITY : CLASSIFICATION OF MATTER\ LEARNING TARGET/S : I can identify and differentiate classification of Matter (Mixtures and Pure Substances).** **REFERENCE/S : Teacher Supplied PS: 20 PASSING: 12\ [ ]** **COMPARE AND CONTRAST- T-CHART:** From the **BRAINSTORMING LIST** below, identify the appropriate concept that best defines, characterized, serves as types, and samples of classification of matter in the T-chart below. Write your answers on the space provided. (20 pts) ------------------------------------------------------------------------------------------------- -------------- --------------------------------------------------------------------------------------- ------------------------- **BRAINSTORMING LIST** **DEFINITION** **TYPES** **CHARACTERISTICS** **SAMPLE** Substances that consist of combination of two or more pure substances Homogenous Contains one type of atom or molecule only Fruit Salad Original physical properties of the substances remain intact without any changes Water Elements Separations of substances can easily be done as it just a mechanical blending process Soda with Ice Substance does not share any chemical bonding Sugar Single kind of matter that cannot be separated into other kinds of matter by any physical means Heterogenous Usually participates in a chemical reaction Oxygen Compounds Made up of only one kind of particle Cereals with Fresh Milk ------------------------------------------------------------------------------------------------- -------------- --------------------------------------------------------------------------------------- ------------------------- ---------------------------- --------------------- -------------- **PURE SUBSTANCES** **MIXTURES** **DEFINITION (2PTS)** **TYPES (2PTS)** **CHARACTERISTICS (3PTS)** **SAMPLES (3PTS)** ---------------------------- --------------------- -------------- **CN: [ ] NAME: [ ] SCORE: [\ ]GRADE 7: [ ] DATE: [ ]** SUBJECT **: [SCIENCE 7 (1^st^ GP)] MAJOR PERFORMANCE TASK** TYPE OF ACTIVITY **: [MAJOR] PERFORMANCE TASK (Transfer)** ACTIVITY TITLE **: SAPONIFICATION: Unveiling the Science Behind Soap Making Magic** LEARNING TARGET/S **: I can express quantitatively the amount of solute present in a given volume of solvent through soap making process.** REFERENCE/S **: Teacher Supplied PS: 30 PASSING: 23** **\[** **SCENARIO**: Soaps come in many different forms and designs, from bars to bottles to boxes. It is a necessary component of basic hygiene and a vital for preserving cleanliness and preventing disease transmission. However, it has become a major worry for people who live in remote areas far from grocery stores or pharmacies where soap is accessible but frequently at a high cost. In order to solve this issue, you will investigate the use of scientifically prepared soap as a viable alternative for these people, ensuring access to an essential hygiene product regardless of their location or limited resources. You are a **"chemist-in-charge"** who is going to prepare simple, safe, and effective soap to maintain basic hygiene in your everyday life. Your task is to **produce a soap** of your own preferred shape **with the following guidelines: following scientific method steps, accurate measurement of solute and solvent, and an observable liquid-to-solid phase change.** Your product or performance will be assessed based on the following criteria: **Accuracy of Measurement, Clear and Organize Scientific Procedure, Presentation of output, Correctness in following the guidelines, Organization of ideas, and Creativity.** +-----------------------------------+-----------------------------------+ | **SAPONIFICATION: Unveiling the | | | Science Behind Soap Making | | | Magic** | | +-----------------------------------+-----------------------------------+ | **Goal:** | After learning different concepts | | | about solute and solvent, you are | | | going to apply them by | | | determining the concentration of | | | soap produced in saponification | | | reaction and by expressing | | | quantitatively the amount of | | | solute (soap) present in a given | | | volume of solvent (water or oil) | | | wherein the materials are from | | | the available substances for a | | | community in remote areas. | +-----------------------------------+-----------------------------------+ | **Role:** | You are a **"chemist-in-charge"** | | | whom going to prepare simple, | | | safe, and effective soap. | +-----------------------------------+-----------------------------------+ | **Audience:** | Community of remote areas | +-----------------------------------+-----------------------------------+ | **Situation:** | Since there is limited access of | | | soap specially to community | | | located in remote areas. You are | | | assigned to conduct a | | | saponification reaction where you | | | will produce a soap. You need to | | | accurately measure the solutes | | | and solvent to create a safe and | | | effective soap solution with the | | | following guidelines: | | | | | | \* f**ollowing scientific method | | | steps** | | | | | | \***accurate measurement of | | | solute and solvent, and** | | | | | | \***the liquid-to-solid phase | | | change is observable** | +-----------------------------------+-----------------------------------+ | **Product or Performance:** | You are going to produce **a | | | soap**. | +-----------------------------------+-----------------------------------+ | **Standards:** | Your product or performance will | | | be assessed based on the | | | following criteria: | | | | | | 1. Accuracy of measurement | | | (solute and solvent) | | | | | | 2. Clear and organized | | | scientific procedure. | | | | | | 3. Presentation of Output | | | | | | 4. Adherence to the guideline | | | | | | 5. Organization of Ideas | | | (Well-structured report with | | | appropriate scientific | | | explanations and conclusions) | | | | | | 6. Creativity | | | | | | ***\*See given rubric for the | | | detailed explanation of the | | | criteria\**** | +-----------------------------------+-----------------------------------+ **CN: [ ] NAME: [ ] SCORE: [\ ]GRADE 7: [ ] DATE: [ ]** SUBJECT **: [SCIENCE 7 (1^st^ GP)] MAJOR PERFORMANCE TASK** TYPE OF ACTIVITY **: [MAJOR] PERFORMANCE TASK (Transfer)** ACTIVITY TITLE **: SAPONIFICATION: Unveiling the Science Behind Soap Making Magic** LEARNING TARGET/S **: I can make express quantitatively the amount of solute present in a given volume of solvent through soap making process.** REFERENCE/S **: Teacher Supplied PS: 30 PASSING: 23** **RUBRIC FOR THE SAPONIFICATION** +-----------+-----------+-----------+-----------+-----------+-----------+ | **CRITERI | **EXCELLE | **SATISFA | **FAIR** | **NEEDS | **TOTAL** | | A** | NT** | CTORY | | IMPROVEME | | | | | (4)** | **(3)** | NT | **(PS: | | | **(5)** | | | (2)** | 30)** | +-----------+-----------+-----------+-----------+-----------+-----------+ | **Accurac | Measureme | Measureme | Measureme | Measureme | | | y | nts | nts | nts | nts | | | of | are | are | are | are | | | Measureme | precise, | mostly | imprecise | inaccurat | | | nt** | with no | accurate, | , | e, | | | | errors in | with | with | with | | | | the | minor | noticeabl | significa | | | | quantity | errors in | e | nt | | | | of solute | the | errors in | errors in | | | | and | quantity | the | the | | | | solvent. | of solute | quantity | quantity | | | | Data is | and | of solute | of solute | | | | recorded | solvent. | and | and | | | | with | Data is | solvent. | solvent. | | | | complete | generally | Data is | Data is | | | | accuracy. | correct. | inconsist | frequentl | | | | | | ent. | y | | | | | | | incorrect | | | | | | |. | | +-----------+-----------+-----------+-----------+-----------+-----------+ | **Clear | The | The | The | The | | | and | procedure | procedure | procedure | procedure | | | Organize | is | is clear | is | is | | | Scientifi | presented | and | somewhat | unclear | | | c | clearly | organized | clear but | and | | | Procedure | and | , | lacks | disorgani | | | ** | logically | with | organizat | zed. | | | | , | minor | ion. | Many | | | | with each | ambiguiti | Several | steps are | | | | step | es | steps are | confusing | | | | detailed | that do | confusing | or | | | | and easy | not | or | missing, | | | | to | hinder | unclear, | making it | | | | follow. | understan | making it | difficult | | | | There are | ding. | challengi | to | | | | no | Steps are | ng | understan | | | | ambiguiti | mostly | to | d | | | | es. | easy to | follow. | and | | | | | follow. | | follow. | | +-----------+-----------+-----------+-----------+-----------+-----------+ | **Present | The | The | The | The | | | ation | output is | output is | output is | output is | | | of | presented | presented | organized | poorly | | | output** | in a | clearly | but with | presented | | | | highly | with | inconsist | , | | | | professio | organized | encies | with | | | | nal | data and | in data | disorgani | | | | manner, | visuals. | and | zed | | | | with | There are | visuals. | data and | | | | clear | minor | The flow | visuals. | | | | visuals, | issues in | of | The flow | | | | well-orga | the flow | informati | of | | | | nized | of | on | informati | | | | data, and | informati | may be | on | | | | a logical | on. | confusing | is | | | | flow of | |.. | unclear | | | | informati | | | or | | | | on. | | | missing. | | +-----------+-----------+-----------+-----------+-----------+-----------+ | **Correct | The | The | The | The | | | ness | project | project | project | project | | | in | adheres | follows | partially | does not | | | following | strictly | the | follows | follow | | | the | to all | guideline | the | the | | | guideline | provided | s | guideline | guideline | | | s** | guideline | with | s, | s | | | | s | minor | with | well, | | | | and | deviation | noticeabl | with | | | | instructi | s. | e | significa | | | | ons. | Most | deviation | nt | | | | Every | aspects | s. | deviation | | | | aspect is | are | Several | s. | | | | addressed | addressed | aspects | Many | | | | accuratel | correctly | are not | aspects | | | | y. |. | fully | are not | | | | | | addressed | addressed | | | | | |. |. | | +-----------+-----------+-----------+-----------+-----------+-----------+ | **Organiz | The | The | The | The | | | ation | report is | report is | report | report | | | of | well-stru | organized | shows | lacks | | | ideas** | ctured, | with | some | clear | | | | with | logical | organizat | organizat | | | | clear, | ideas. | ion, | ion. | | | | logical | Scientifi | but ideas | Scientifi | | | | organizat | c | may be | c | | | | ion | explanati | disjointe | explanati | | | | of ideas. | ons | d. | ons | | | | Scientifi | and | Scientifi | and | | | | c | conclusio | c | conclusio | | | | explanati | ns | explanati | ns | | | | ons | are clear | ons | are | | | | and | and | and | unclear | | | | conclusio | supported | conclusio | or | | | | ns |. | ns | missing. | | | | are | | are | | | | | thorough | | present | | | | | and | | but lack | | | | | well-supp | | depth. | | | | | orted. | | | | | +-----------+-----------+-----------+-----------+-----------+-----------+ | **Creativ | The | The | The | The | | | ity** | project | project | project | project | | | | demonstra | displays | shows | lacks | | | | tes | creativit | limited | creativit | | | | high | y | creativit | y, | | | | creativit | with | y, | relying | | | | y | original | with | solely on | | | | and | ideas. | conventio | standard | | | | originali | Approache | nal | ideas and | | | | ty, | s | ideas and | approache | | | | using | include | approache | s | | | | innovativ | unique | s. | with no | | | | e | elements, | Originali | original | | | | approache | although | ty | elements. | | | | s | conventio | is | | | | | that | nal | minimal. | | | | | enhance | methods | | | | | | the | are used | | | | | | overall | as well. | | | | | | quality. | | | | | +-----------+-----------+-----------+-----------+-----------+-----------+ | | | | | **TOTAL** | | +-----------+-----------+-----------+-----------+-----------+-----------+ **CN: [ ] NAME: [ ] SCORE: [\ ]GRADE 7: [ ] DATE: [ ]** **SUBJECT : [SCIENCE 7 (1^ST^ GRADING PERIOD)] FORMATIVE ASSESSMENT \#11\ TYPE OF ACTIVITY : CONCEPT NOTES\ TITLE OF ACTIVITY : DEFINITION AND TYPES OF MIXTURES\ LEARNING TARGET/S : I can define Mixtures and recognize its subtypes and common examples.** **[REFERENCE/S : You and the Natural World the New Grade 7 by Teresita F. Religioso et. al., pp 52-54 ]** In previous lesson, you've learned about the definition, states, and classification of matter. On this part, you are going to be more equipped and familiar about one of its classifications called **Mixtures.** **Mixture** is a classification of matter which consists of **two or more** components **physically** combined, and are not in any fixed proportion. Each component of a mixture retains its characteristic properties. The following are its types: **A. HETEROGENOUS MIXTURE** is composed of different substances that remain **physically separated.** They always have **more than one phase.** Each has a region of the uniform composition and properties. It can have two solid phases or two liquid phases. For this to happen, the liquid components must be ***immiscible***- it means unable to mix with other liquids in the mixture. **a.1 SUSPENSION -** consists of solid particles that may remain suspended momentarily or dispersed throughout the liquid by mechanical agitation (shaking). After sometime, the particles settle at the bottom of the container. **a.2 COLLOID --** mixture of dispersed phase and dispersing medium. Particles remain suspended and do not settle. Usually, it is **sticky and cloudy** or opaque and exhibits "**Tyndall Effect"** (scattering of light). **B. HOMOGENOUS MIXTURE** also known as **SOLUTION** is made up of two or more substances spread out **uniformly** and looks similar in appearance and composition throughout the mixture. If you divide this into half, the same amount of components can be found in both halves. Solution consists of a liquid called **solvent** (one that does the dissolving) and **solute** (anything to be dissolved). With that being said, it can turn out to be soluble and miscible at the same time. **Soluble** when solid solutes have the ability to be dissolved in significant amount of the liquid solvent. While, **miscible** is the ability of two (2) liquid substances to be dissolve or mix equally. **Apply what you know.** Identify the following mixture whether it is a **HOMOGENOUS or HETEROGENOUS**. Write your answer on the space provided. (4pts) [ ] 1. Black Coffee [ ] 3. Vinegar and Water [ ] 2. Raisin Bread [ ] 4. Sausage and mushroom pizza **Essential Question:** In **one (1) sentence only**, answer the question below. (1pt) **How are mixtures essential in your daily living?** [ ] **\ ** **CN: [ ] NAME: [ ] SCORE: [\ ]GRADE 7: [ ] DATE: [ ]** **SUBJECT : [SCIENCE 7 (1^ST^ GRADING PERIOD)] FORMATIVE ASSESSMENT \#8\ TYPE OF ACTIVITY : CONCEPT NOTES\ TITLE OF ACTIVITY : TYPES OF MIXTURES: CONCENTRATIONS OF SOLUTION** **LEARNING TARGET/S : I can investigate or determine the properties of saturated and unsaturated solutions.** **[REFERENCE/S : You and the Natural World the New Grade 7 by Teresita F. Religioso et. al., pp 57- 59]**  Solution is a homogenous mixture consists of solute and solvent. As mentioned on the previous lesson, it is soluble when solid solutes have the ability to be dissolved in significant amount of liquid solvent. In relation to that, the concentration of solution will be discussed on this lesson. Take note that **solubility** is the maximum amount of a solute that dissolves in a given amount of solvent at a specified temperature. As you add more solute, you reach a point at which the solvent can no longer dissolve any additional solute, it is a condition known as **dynamic equilibrium.** Any inequalities in the amount of solute and solvent may change the **concentration** (relative amounts of the component) of a solution. There are **three (3)** types of concentrations namely: 1. **SATURATED** -- solute and solvent are in dynamic equilibrium or have an equal ratio 2. **UNSATURATED/ NOT CONCENTRATED** -- amount of solvent is higher than the amount of solute 3. **SUPERSATURATED/ CONCENTRATE** -- amount of solute outnumbers that amount of solvent  **Apply what you know.** Identify the following solutions whether **SATURATED, UNSATURATED, or SUPERSTATURATED.** Write your answers on the space before each number. (3pts) [ ] 1. A pinch of salt mixed in a pitcher of water. [ ] 2. A two (2) teaspoon of salt mixed in a pitcher of water. [ ] 3. Four teaspoon of salt mixed in a pitcher of water. **\ Essential Question:** In **one (1) sentence only**, answer the question below. (1pt) **Why do you need to have a dynamic equilibrium or balance in your life?** [ ] **CN: [ ] NAME: [ ] SCORE: [\ ]GRADE 7: [ ] DATE: [ ]** **SUBJECT : [SCIENCE 7 (1^ST^ GRADING PERIOD)] FORMATIVE ASSESSMENT \#9\ TYPE OF ACTIVITY : CONCEPT NOTES\ TITLE OF ACTIVITY : DEFINITION AND TYPES OF PURE SUBSTANCES** **LEARNING TARGET/S : I can define Pure Substances and recognize its subclassification.** **[REFERENCE/S : You and the Natural World the New Grade 7 by Teresita F. Religioso et. al., p 68 ]** In the previous lesson, you've learned about Mixtures and its types, as one of the classifications of Matter. Today, you will learn and focus on its other classification known as **Pure Substances.** When a mixture is completely separated using any type of separation technique or by **chemical process,** means that the resulting components are **purified**. The purified component exhibits same properties all throughout. All these purified components are known as **Pure Substances** that exhibits such characteristics that follows: 1. cannot be separated into two or more substances by any physical or mechanical means; 2. with uniform properties throughout the sample, and; 3. has a constant chemical composition. Pure substances have two types: **Elements and Compounds.** **Element** is described as a pure substance that cannot be chemically decomposed. At room temperature most elements are solid, while few others are either liquids or gases. An element is represented by a **chemical symbol**, which can be composed of one or two letters. Take note that the first letter is always **capitalized.** Also, elements are made of **one type of atom only.** Whereas, atoms are composed of smaller particles namely: proton (positive), electron (negative), and neutron (neutral). On the other hand, **Compounds** can be physically separated into their components as they are composed of **two or more type of atoms**. The proportion of the elements in a compound is fixed. The properties of a compound are different from element. A compound is symbolized with **chemical formula.** Whereas, it is composed of the chemical symbol of each individual elements found in the compound.  **Apply what you know.** Identify what is being defined in each number. Write your answer on the space before each number. (5pts) [ ] 1. It is the representation of elements. [ ] 2. It is the representation of compounds. [ ] 3. These are substances that cannot be chemically decomposed. [ ] 4. These are known as the purified components that exhibit same properties. [ ] 5. Substances which can be physically separated into their individual element component. **Essential Question:** In **one (1) sentence only**, answer the question below. (1pt) **How are pure substances essential in your daily living?** [ ] **CN: [ ] NAME: [ ] SCORE: [\ ]GRADE 7: [ ] DATE: [ ]** **SUBJECT : [SCIENCE 7 (1^ST^ GRADING PERIOD)] FORMATIVE ASSESSMENT \#10\ TYPE OF ACTIVITY : CONCEPT NOTES\ TITLE OF ACTIVITY : TYPES OF PURE SUBSTANCES (ELEMENTS & COMPOUNDS)** **LEARNING TARGET/S : I can describe, classify, and recognize examples of Elements and Compounds.** **[REFERENCE/S : Exploring Life through Science Series by Josefina Ma. Ferriols-Pavico, et.al, pp 48-57]** Do you ponder on how elements and compounds differ? Based on the previous lesson, you have learned that elements **cannot** be broken down into simpler components while, compounds can be **chemically** separated into their individual element component. On this topic, you are going to delve more on the concepts about elements and compounds. **Tabular Comparison between ELEMENTS and COMPOUNDS** +-----------------------+-----------------------+-----------------------+ | **Category** | **ELEMENTS** | **COMPOUNDS** | +-----------------------+-----------------------+-----------------------+ | **DEFINITION** | Pure substance | Pure substance | | | composed of **ONE | composed of **TWO O | | | ATOM ONLY.** | MORE ATOMS.** | +-----------------------+-----------------------+-----------------------+ | **TYPES** | **Metals** -- | **Acid** -- came from | | | lustrous, malleable, | the Latin words | | | ductile and good | *acidus-sour and | | | conductors, and solid | acetum- vinegar;* | | | at a room temperature | sour in taste, change | | | | **litmus paper** (an | | | **Semi-metals/ | indicator) from | | | Metalloids** -- | **blue to red,** and | | | exhibits both | **reacts with base to | | | properties of metals | yield salt** | | | and non-metals | | | | | **Base** -- has | | | **Non-metals** -- | bitter and biting | | | mostly are gases and | taste, slippery and | | | liquids; they are | soapy feeling, change | | | dull, not malleable, | litmus paper from | | | not ductile and | **red to blue**, and | | | usually poor | **reacts with acid | | | conductors of | resulting to salt** | | | electricity | | | | | **Salt** -- product | | | | of the neutralization | | | | process between of | | | | acid and base | +-----------------------+-----------------------+-----------------------+ | **IMPORTANT DETAILS** | Represented by | Represented by | | | **chemical symbol** | **chemical formula** | | | listed in **Periodic | which shows the fixed | | | Table,** it is the | **proportions** of | | | list of all elements | the elements in the | | | arranged based on | compound | | | their characteristics | | +-----------------------+-----------------------+-----------------------+ | **EXAMPLES** | - Carbon (C), | - Muriatic Acid | | | Hydrogen (H), | (HCl) | | | Oxygen (O), | | | | Sulfur (S) | - Baking Soda | | | | (NaHCO~3~) | | | - Calcium (Ca), | | | | Potassium (K), | - Table Salt (NaCl) | | | Sodium (Na), | | | | Chlorine (Cl) | | | | | | | | - Iodine (I), | | | | Nickel (Ni), Tin | | | | (Sn), Lead (Pb), | | | | Mercury (Hg) | | +-----------------------+-----------------------+-----------------------+  **Apply what you know.** Identify each substance whether it is an **ELEMENT** or a **COMPOUND.** (4pts) [ ] 1. Iron (Fe) [ ] 3. Sugar (C~12~H~22~O~11~) [ ] 2. Aluminum (Al) [ ] 4. Baking Soda (NaHCO~3~) **Essential Question:** In **one (1) sentence only**, answer the question below. (1pt) **Why do you need pure substances in order to survive?** [ ] **CN: [ ] NAME: [ ] SCORE: [\ ]GRADE 7: [ ] DATE: [ ]** **SUBJECT : [SCIENCE 7 (1^ST^ GRADING PERIOD)] FORMATIVE ASSESSMENT \#11\ TYPE OF ACTIVITY : CONCEPT NOTES\ TITLE OF ACTIVITY : SYNTHESIS: MIXTURES AND PURE SUBSTANCES** **LEARNING TARGET/S : I can identify and distinguish examples in the Classification of Matter.** **[REFERENCE/S : You and the Natural World the New Grade 7 by Teresita F. Religioso et. al., pp 66-77 ]** There is a diversity of materials that can be found in our environment. In this part, you are going to recall concepts about the two classification of matter namely pure substances and mixtures. **Tabular Comparison between MIXTURES and PURE SUBSTANCES** +-----------------------+-----------------------+-----------------------+ | **Category** | **MIXTURES** | **PURE USBSTANCES** | +-----------------------+-----------------------+-----------------------+ | **Definition** | Classification of | Classification of | | | matter with | matter wherein | | | components that are | components are | | | **physically | **chemically | | | combined** | combined** | +-----------------------+-----------------------+-----------------------+ | **Types** | **Homogenous Mixture | **Elements** -- | | | --** also known as | consist of **one** | | | **solution** which | atom only; types are | | | consists of **one** | **metal,** | | | phase only | **semi-metals, and | | | | non-metals** | | | **Heterogenous | | | | Mixture** -- composed | **Compounds** -- | | | of **two** or | consist of **two** or | | | **more** phases and | **more** atoms or | | | has subtypes namely | molecules; types are | | | **Suspension and | **acids, bases, and | | | Colloids** | salts** | +-----------------------+-----------------------+-----------------------+ | **Important Details** | **Dynamic | **Periodic Table** -- | | | Equilibrium** -- with | list of all elements | | | equal concentration | | | | or amount of solute | **Sanderson Line** -- | | | and solvent | division of metals | | | | from non-metals | | | **Tyndall Effect** -- | | | | scattering of light | **Chemical Symbol** | | | | -- representation for | | | | elements | | | | | | | | **Chemical Formula** | | | | -- representation for | | | | compounds | +-----------------------+-----------------------+-----------------------+ | **Examples** | - **Solution** -- | - **Elements** -- | | | coffee powder | Carbon (C), | | | dissolved in a | Hydrogen (H), | | | cup of hot water | Oxygen (O), and | | | | Nitrogen (N) | | | - **Suspension** -- | | | | coffee jelly | - **Compounds** -- | | | | Salt/ Sodium | | | - **Colloid** -- | chloride (NaCl), | | | slime | Muriatic Acid/ | | | | Hydrochloric Acid | | | | (HCl), | | | | Glucose/Sugar | | | | (C~12~H~22~O~11~) | | | | and Baking Soda/ | | | | Sodium | | | | Bicarbonate | | | | (NaHCO~3~) | +-----------------------+-----------------------+-----------------------+  **Apply what you know.** Identify each of the following substance whether it is a **MIXTURE** or **PURE SUBSTANCE.** (4pts) [ ] 1. Salt [ ] 3. Coffee [ ] 2. Slime [ ] 4. Carbon **Essential Question:** In **one (1) sentence only,** answer the question below. (1pt) **What are the benefits of mixtures and pure substances in your life?** [ ] **CN: [ ] NAME: [ ] SCORE: [\ ]GRADE 7: [ ] DATE: [ ]** **SUBJECT : [SCIENCE 7 (1^ST^ GRADING PERIOD)] SUMMATIVE ASSESSMENT \#2\ TYPE OF ACTIVITY : QUIZ NO. 2 SET A (DEEPEN)\ TITLE OF ACTIVITY : VARIABLES AND HYPOTHESIS\ LEARNING TARGET/S : I can analyze variables and formulate hypothesis based on the given topics in** **REFERENCE/S : Teacher Supplied PS: 20 PASSING: 12\ [ ]** **PROBLEM 1:** Will the **time** of **technology usage** affect **eye vision?** **PROBLEM 2:** Does the **amount** of **water** affect a **plant's growth?** **PROBLEM 3:** How can **height of a person** affect the **distance** the **person** can travel? **PROBLEM 4:** Does **location altitude** affect the **boiling time** of **water?** +-----------+-----------+-----------+-----------+-----------+-----------+ | **Look | **Sample | **Problem | **Problem | **Problem | **Problem | | for | Problem** | 1** | 2** | 3** | 4** | | the:** | | | | | | +-----------+-----------+-----------+-----------+-----------+-----------+ | **Indepen | Temperatu | | | | | | dent | re | | | | | | Variable* | of Water | | | | | | * | | | | | | +-----------+-----------+-----------+-----------+-----------+-----------+ | **Depende | Solubilit | | | | | | nt** | y | | | | | | | Rate | | | | | | **Variabl | | | | | | | e** | | | | | | +-----------+-----------+-----------+-----------+-----------+-----------+ | **Control | Milk | | | | | | led | Powder | | | | | | Variable* | | | | | | | * | | | | | | +-----------+-----------+-----------+-----------+-----------+-----------+ | **Formula | | | | | | | te:** | | | | | | +-----------+-----------+-----------+-----------+-----------+-----------+ | **Alterna | The | | | | | | tive | temperatu | | | | | | Hypothesi | re | | | | | | s** | of water | | | | | | | affects | | | | | | | the | | | | | | | solubilit | | | | | | | y | | | | | | | rate of | | | | | | | milk | | | | | | | powder. | | | | | +-----------+-----------+-----------+-----------+-----------+-----------+ | **Null | The | | | | | | Hypothesi | temperatu | | | | | | s** | re | | | | | | | of water | | | | | | | does not | | | | | | | affect | | | | | | | the | | | | | | | solubilit | | | | | | | y | | | | | | | rate of | | | | | | | milk | | | | | | | powder. | | | | | +-----------+-----------+-----------+-----------+-----------+-----------+ **\ ** **CN: [ ] NAME: [ ] SCORE: [\ ]GRADE 7: [ ] DATE: [ ]** **SUBJECT : [SCIENCE 7 (1^ST^ GRADING PERIOD)] SUMMATIVE ASSESSMENT \#2\ TYPE OF ACTIVITY : QUIZ NO. 2 SET B (DEEPEN)\ TITLE OF ACTIVITY : VARIABLES AND HYPOTHESIS\ LEARNING TARGET/S : I can analyze variables and formulate hypothesis based on the given topics in** **REFERENCE/S : Teacher Supplied PS: 20 PASSING: 12\ [ ]** **PROBLEM 1:** Will the **length of boiling time** of **water** affect its **temperature?** **PROBLEM 2:** Does the **amount** of **sunlight** impact a **plant's height?** **PROBLEM 3:** How can **weight of a person** affect the **distance** the **person** can travel? **PROBLEM 4:** Does **usage of Facebook application** affect the **study habits** of the **students?** +-----------+-----------+-----------+-----------+-----------+-----------+ | **Look | **Sample | **Problem | **Problem | **Problem | **Problem | | for | Problem** | 1** | 2** | 3** | 4** | | the:** | | | | | | +-----------+-----------+-----------+-----------+-----------+-----------+ | **Indepen | Temperatu | | | | | | dent | re | | | | | | Variable* | of Water | | | | | | * | | | | | | +-----------+-----------+-----------+-----------+-----------+-----------+ | **Depende | Solubilit | | | | | | nt** | y | | | | | | | Rate | | | | | | **Variabl | | | | | | | e** | | | | | | +-----------+-----------+-----------+-----------+-----------+-----------+ | **Control | Milk | | | | | | led | Powder | | | | | | Variable* | | | | | | | * | | | | | | +-----------+-----------+-----------+-----------+-----------+-----------+ | **Formula | | | | | | | te:** | | | | | | +-----------+-----------+-----------+-----------+-----------+-----------+ | **Alterna | The | | | | | | tive | temperatu | | | | | | Hypothesi | re | | | | | | s** | of water | | | | | | | affects | | | | | | | the | | | | | | | solubilit | | | | | | | y | | | | | | | rate of | | | | | | | milk | | | | | | | powder. | | | | | +-----------+-----------+-----------+-----------+-----------+-----------+ | **Null | The | | | | | | Hypothesi | temperatu | | | | | | s** | re | | | | | | | of water | | | | | | | does not | | | | | | | affect | | | | | | | the | | | | | | | solubilit | | | | | | | y | | | | | | | rate of | | | | | | | milk | | | | | | | powder. | | | | | +-----------+-----------+-----------+-----------+-----------+-----------+ **CN: [ ] NAME: [ ] SCORE: [\ ]GRADE 7: [ ] DATE: [ ]** **SUBJECT : [SCIENCE 7 (1^ST^ GRADING PERIOD)] SUMMATIVE ASSESSMENT \#3\ TYPE OF ACTIVITY : MINI-PERFORMANCE TASK/ SCAFFOLD 1 (Transfer)\ TITLE OF ACTIVITY : WE ARE THE PLANNERS (STEPS OF SCIENTIFIC METHOD)\ LEARNING TARGET/S : We can create scientific plan regarding preparation of Simple Edible Mixtures.** **REFERENCE/S : Teacher Supplied PS: 15 PASSING: 9\ [ ]** **Introduction: Scientific Method** or Scientific Investigation is a systematic way of answering a problem. It involves five (6) steps: **Observation, Problem** or question, **Hypothesis, Experimentation, Analysis** of data then **Presentation** of result, and **Conclusion.** Scientific Method does not deal only on scientific problems, but it can also used in solving day-to-day queries. Now, your task is to identify basic questions or problems present in your household then use Scientific Method to answer it. **Materials:** To start the group activity, kindly prepare the following: 1. Learning Activity Sheets or Note takings about **[Scientific Method.] *(for reference)*** 2. Mini-Performance Task Sheet 1: We are Planners STEPS OF SCIENTIFIC METHOD) 3. Artwork or Coloring Materials *(for design)* **Procedures:** 1. Read and understand the **Learning Activity Sheets (FA No. 1-5)** or note takings about Scientific Method so that you can refresh your knowledge and concepts about it. 2. On the next page of this worksheet, in **horizontal/ landscape orientation** you will create a simple **scientific plan about how to prepare the 3 -- Edible Meal/ Snack Mixture** showing the 5 basic steps of Scientific Method namely: **Problem, Hypothesis (Null and Alternative), Experimentation (Procedure), Analysis (Findings), and Conclusion.** 3. You will fill in your ideas in the boxes provided, following the example given. 4. After completing the boxes, submit your output to your teacher. **Take Note: Please be guided as your output will be graded according to the scoring rubric below:** **HOLISTIC RUBRIC FOR SCIENTIFIC PLAN:** -------------------------------- ------------------------ ------------------------- **CRITERIA** **PERFECT SCORE (PS)** **SCORE OBTAINED (SO)** **Completeness of the Steps** **6** **Clarity of the Plan** **6** **Creativity and Cleanliness** **3** **TOTAL** **15** -------------------------------- ------------------------ ------------------------- **CN: [ ] NAME: [ ] SCORE: [\ ]GRADE 7: [ ] DATE: [ ]** **OUR SCIENTIFIC PLAN FOR THREE SIMPLE EDIBLE MIXTURES (SET A)** +-------------+-------------+-------------+-------------+-------------+ | **STEPS OF | **SAMPLE | **MENU A:** | **MENU B:** | **MENU C:** | | SCIENTIFIC | SCIENTIFIC | | | | | METHOD** | PLAN:** | **Pancake | **Calamansi | **Cooked | | | | with | / | Rice** | | | **Hot | Chocolate | Lime | | | | Coffee** | Syrup** | Juice** | | +-------------+-------------+-------------+-------------+-------------+ | **PROBLEM** | *Does the | | | | | | temperature | | | | | | of water | | | | | | affect the | | | | | | preparation | | | | | | of hot | | | | | | coffee?* | | | | +-------------+-------------+-------------+-------------+-------------+ | **HYPOTHESI | **Alternati | | | | | S** | ve | | | | | | (Positive): | | | | | | ** | | | | | | | | | | | | *The | | | | | | temperature | | | | | | of the | | | | | | water | | | | | | affects the | | | | | | preparation | | | | | | of hot | | | | | | coffee.* | | | | +-------------+-------------+-------------+-------------+-------------+ | | **Null | | | | | | (Negative): | | | | | | ** | | | | | | | | | | | | *The | | | | | | temperature | | | | | | of the | | | | | | water does | | | | | | not affect | | | | | | the | | | | | | preparation | | | | | | of hot | | | | | | coffee.* | | | | +-------------+-------------+-------------+-------------+-------------+ | **EXPERIMEN | **Set A | | | | | TATION/ | (Control)** | | | | | PROCEDURE** | | | | | | | *Coffee | | | | | | powder | | | | | | dissolve in | | | | | | tap water.* | | | | +-------------+-------------+-------------+-------------+-------------+ | | **Set B | | | | | | (Experiment | | | | | | al)** | | | | | | | | | | | | *Coffee | | | | | | powder | | | | | | dissolve in | | | | | | hot water.* | | | | +-------------+-------------+-------------+-------------+-------------+ | **ANALYSIS/ | *The coffee | | | | | FINDINGS** | powder | | | | | | dissolves | | | | | | faster in | | | | | | hot than in | | | | | | tap water.* | | | | +-------------+-------------+-------------+-------------+-------------+ | **CONCLUSIO | *The | | | | | N** | temperature | | | | | | of water | | | | | | affects the | | | | | | preparation | | | | | | of hot | | | | | | coffee.* | | | | +-------------+-------------+-------------+-------------+-------------+ **CN: [ ] NAME: [ ] SCORE: [\ ]GRADE 7: [ ] DATE: [ ]** **OUR SCIENTIFIC PLAN FOR THREE SIMPLE EDIBLE MIXTURES (SET B)** +-------------+-------------+-------------+-------------+-------------+ | **STEPS OF | **SAMPLE | **MENU A:** | **MENU B:** | **MENU C:** | | SCIENTIFIC | SCIENTIFIC | | | | | METHOD** | PLAN:** | **Sunny | **Cheese | **Milk | | | | Side-up | Tacos** | Tea** | | | **Hot | Egg** | | | | | Coffee** | | | | +-------------+-------------+-------------+-------------+-------------+ | **PROBLEM** | *Does the | | | | | | temperature | | | | | | of water | | | | | | affect the | | | | | | preparation | | | | | | of hot | | | | | | coffee?* | | | | +-------------+-------------+-------------+-------------+-------------+ | **HYPOTHESI | **Alternati | | | | | S** | ve | | | | | | (Positive): | | | | | | ** | | | | | | | | | | | | *The | | | | | | temperature | | | | | | of the | | | | | | water | | | | | | affects the | | | | | | preparation | | | | | | of hot | | | | | | coffee.* | | | | +-------------+-------------+-------------+-------------+-------------+ | | **Null | | | | | | (Negative): | | | | | | ** | | | | | | | | | | | | *The | | | | | | temperature | | | | | | of the | | | | | | water does | | | | | | not affect | | | | | | the | | | | | | preparation | | | | | | of hot | | | | | | coffee.* | | | | +-------------+-------------+-------------+-------------+-------------+ | **EXPERIMEN | **Set A | | | | | TATION/ | (Control)** | | | | | PROCEDURE** | | | | | | | *Coffee | | | | | | powder | | | | | | dissolve in | | | | | | tap water.* | | | | +-------------+-------------+-------------+-------------+-------------+ | | **Set B | | | | | | (Experiment | | | | | | al)** | | | | | | | | | | | | *Coffee | | | | | | powder | | | | | | dissolve in | | | | | | hot water.* | | | | +-------------+-------------+-------------+-------------+-------------+ | **ANALYSIS/ | *The coffee | | | | | FINDINGS** | powder | | | | | | dissolves | | | | | | faster in | | | | | | hot than in | | | | | | tap water.* | | | | +-------------+-------------+-------------+-------------+-------------+ | **CONCLUSIO | *The | | | | | N** | temperature | | | | | | of water | | | | | | affects the | | | | | | preparation | | | | | | of hot | | | | | | coffee.* | | | | +-------------+-------------+-------------+-------------+-------------+ **CN: [ ] NAME: [ ] SCORE: [\ ]GRADE 7: [ ] DATE: [ ]** **SUBJECT : [SCIENCE 7 (1^ST^ GRADING PERIOD)] SUMMATIVE ASSESSMENT \#6\ TYPE OF ACTIVITY : QUIZ NO. 4 (DEEPEN)\ TITLE OF ACTIVITY : CLASSIFICATION OF MATTER\ LEARNING TARGET/S : I can analyze and formulate a concept map showing Classification of Matter.** **REFERENCE/S : Teacher Supplied PS: 20 PASSING: 12\ [ ]** **\ Introduction:** Our Earth itself has its own variation from mantle to its core. Each layer has its own composition. In the environment, a variety of materials are present. Humans naturally want to make things simple so that they can be sorted or classified. For example, matter can exist in various forms such as mixtures, elements, pure substances, compounds, and heterogenous or homogenous substances. Each type of matter has its own unique characteristics. Now, in this activity you are going to classify matter and gain an idea of its basic features. **Materials:** To start your simple activity, kindly prepare the following: - Pen and Paper - Summative Assessment no. 5 (**CLASSIFICATION OF MATTER)** - Coloring and other art materials **Procedure:** 1\. Watch and listen to the video animation to be presented by the teacher. 2\. Use your pen and paper to write down important notes mentioned in the video that will be helpful in your concept map creation. 3\. After accomplishing the graphic organizer, submit it to your teacher. **Take Note:** Your concept map and answer will be evaluated using the scoring rubric below: **HOLISTIC RUBRIC for CONCEPT MAP and CONCLUSION:** +-----------------------+-----------------------+-----------------------+ | **CRITERIA** | **PERFECT SCORE | **SCORE OBTAINED | | | (PS)** | (SO)** | +-----------------------+-----------------------+-----------------------+ | **Completeness of | **8** | | | Terms** | | | +-----------------------+-----------------------+-----------------------+ | **Correctness of | **8** | | | Idea** | | | | | | | | **(Concept, | | | | Characteristics, and | | | | Sample)** | | | +-----------------------+-----------------------+-----------------------+ | **Quality of answer | **4** | | | in Conclusion** | | | +-----------------------+-----------------------+-----------------------+ | **TOTAL** | **20** | | +-----------------------+-----------------------+-----------------------+ **CN: [ ] NAME: [ ] SCORE: [\ ]GRADE 7: [ ] DATE: [ ]** **CN: [ ] NAME: [ ] SCORE: [\ ]GRADE 7: [ ] DATE: [ ]** SUBJECT **: [SCIENCE 7 (1^st^ GP)] SUMMATIVE ASSESSMENT \#7** TYPE OF ACTIVITY **: MINI -- PERFORMANCE TASK / SCAFFOLD 2 (Transfer)** ACTIVITY TITLE **: I AM A FOOD ARTIST (MIXTURES)** LEARNING TARGET/S **: I can design a detailed Menu Plan involving varying mixtures using available substances at home.** REFERENCE/S **: Teacher -- Supplied PS: 25 PASSING: 19** **\[** **Introduction:** Raw materials, and many substances around us, are actually examples of mixtures. **Mixtures** are substances that consist of combinations of two or more pure substances, or different particles. Mixtures can be in the form of solids, liquids, and/or gases, in any combination. Since it undergoes physical combination only, it can be separated thru physical means too. Mixtures can be **Homogenous or Heterogeneous.** Now, since you already had the idea about the definition and types of Mixtures, let's have a simple activity to measure your familiarity to the available materials in your household. The goal is for you to list down 3 mixtures based from the available substances at home. **Materials:** To start your simple activity, kindly prepare the following: - Learning Activity Sheets or Note takings about MIXTURES *(for reference)* - Mini-Performance Task Sheet 2**: I AM A FOOD ARTIST (MIXTURES) *(for guide)*** - Coloring Materials **Procedure:** 1\. Read and understand the Learning Activity Sheets (FA nos. 7 & 8) or note takings about Mixtures so that you can recall the key concepts about it. 2\. Look for solid or liquid edible substances available at your home. Based from the available substances that you've found, make **3 simple edible (safe to eat) mixtures**. List it down using the template below. ------------------------------- ---------------------- -------------------------- **Name of Mixture** **Ingredient A** **Ingredient B** ***Example:* Breakfast Meal** ***Solid: Cereals*** ***Liquid: Fresh Milk*** ***1 pt. each*** ***2 pts. each*** ***2 pts. each*** **Menu A: Breakfast Meal** **Solid:** **Solid:** **Menu B: Lunch Meal** **Liquid:** **Liquid:** **Menu C: Dinner Meal** **Solid:** **Liquid:** ------------------------------- ---------------------- -------------------------- 3\. After completing the table, take out your coloring materials and draw it at the next page allotted for each ingredient. ***\*Your output will be graded using the scoring rubric below:*** **HOLISTIC RUBRIC for MENU PLAN:** --------------------------------------------------- ------------------------ ------------------------- **CRITERIA** **PERFECT SCORE (PS)** **SCORE OBTAINED (SO)** **Correctness of the substances in Ingredient A** **6** **Correctness of the substances in Ingredient B** **6** **Viability of each Menu** **3** **TOTAL** **15** --------------------------------------------------- ------------------------ ------------------------- **CN: [ ] NAME: [ ] SCORE: [\ ]GRADE 7: [ ] DATE: [ ]** ---------------------------- ------------------ ------------------ **Ingredient A** **Ingredient B** **Menu A: Breakfast Meal** **Solid:** **Solid:** **Menu B: Lunch Meal** **Liquid:** **Liquid:** **Menu C: Dinner Meal** **Solid:** **Liquid:** ---------------------------- ------------------ ------------------ **CN: [ ] NAME: [ ] SCORE: [\ ]GRADE 7: [ ] DATE: [ ]** SUBJECT **: [SCIENCE 7 (1^st^ GP)] SUMMATIVE ASSESSMENT \#8** TYPE OF ACTIVITY **: MINI -- PERFORMANCE TASK / SCAFFOLD 3 (Transfer)** ACTIVITY TITLE **: I AM A DETECTIVE (PURE SUBSTANCES)** LEARNING TARGET/S **: I can recommend a list of Pure Substances which is commonly available at home.** REFERENCE/S **: Teacher Supplied PS: 15 PASSING: 12** **\[** **Introduction:** A **Pure Substance** is a classification of matter that has a constant composition and properties that are constant throughout the sample. It is composed of one particle only and can be separated only thru chemical means. Pure Substances is classified into Elements and Compounds. Now, since you already had the idea about the definition and types of Pure Substance, let's have a simple activity to measure your familiarity to the available materials in your household. The goal is for you to categorize those materials into their respective classification. **Materials:** To start your simple activity, kindly prepare the following: - Learning Activity Sheets or Note takings about PURE SUBSTANCES *(for reference)* - Mini-Performance Task Sheet 3: **I AM A DETECTIVE (PURE SUBSTANCES) *(for guide)*** **Procedure:** 1\. Read and understand the Learning Activity She