CURRICULUM MAPPING IN SCIENCE

SUB-TASKING OF CURRICULUM GUIDE

Grade SEVEN
Science Discipline/Component CHEMISTRY - MATTER
At the end of Grade 7, learners can distinguish mixtures from substances through semi-
importance of air testing when conducting investigations. After studying how organ syst
in the lower grade levels, learners can use a microscope when observing very small organ
living things are organized into different levels: Cells, tissues, organs, organ systems, and o
populations and communities, which interact with non-living things in ecosystems. Learn
in terms of distance and speed, and represent this in tables, graphs, charts, and equation
of energy travel through different mediums. Learners describe what makes up the Philipp
Grade Level Standard in the archipelago. They can explain the occurrence of breezes, monsoons, and ITCZ, and
people. They can explain why seasons change and demonstrate how eclipses occur.

PROPERTIES AND STRUCTURE OF MATTER. In Grade 6, learners learned how to distingu

mixtures. In Grade 7, learners investigate properties of solutions that are homogeneous m
concentrations of solutions qualitatively and quantitatively. They distinguish mixtures fro
Domain properties.
CHANGES THAT MATTER UNDERGO. Learners recognize that materials combine in variou
contributing to the wide variety of materials. Given this diversity, they recognize the impo
become familiar with elements and compounds, metals and non-metals, and acids and b
homogenous mixtures can be separated using various techniques.

The learners shall be able to:

1. perform in groups in guided investigations involving communitybased problems using
2. prepare different concentrations of mixtures according to uses and availability of mat
3. investigate the properties of mixtures of varying concentrations using available materi
purposes
Performance Standard 4. make a chart, poster, or multimedia presentation of common elements showing their
5. properly interpret product labels of acidic and basic mixture, and practice safe ways o
protective clothing and safety gear
4. classifying substances as elements or compounds
5. the common properties of acidic and basic mixtures
6. properties of metals and nonmetals
The learners demonstrate an understanding of:
1. scientific ways of acquiring knowledge and solving problems
2. some important properties of solutions
Content Standard 3. the properties of substances that distinguish them from mixtures
4. classifying substances as elements or compounds
5. the common properties of acidic and basic mixtures
6. properties of metals and nonmetals
The learners shall be able to:
1. perform accurate measurements
2. formulate hypothesis, collect, organize and interpret data about the investigation
Performance Task 3. investigate the properties of mixtures of varying concentrations using available materi
purposes
4. make a chart, poster, or multimedia presentation of common elements showing their
5. properly interpret product labels of acidic and basic mixture, and practice safe ways o
protective clothing and safety gear
CONTENT LEARNING COMPETENCIES
 CONTENT LEARNING COMPETENCIES
I. Doing Scientific Investigations 1. Describe the components of a scientific investigation;
1. Ways of acquiring know- 1.1 Recognize that the design of an investigation should show fair
ledge and solving problems testing
1.2 Identify the components of an investigation research problem,
hypothesis, method for testing hypothesis and conclusions based
on evidence
1.3 Differentiate qualitative from quantitative observation
1.4 Perform accurate measurements
1.5 Differentiate observation from inference
1.6 Formulate hypothesis, collect, organize and interpret data about
the investigation
1.7 Identify the independent, dependent, and controlled variables
1.8 Formulate conclusion/s based on data
SUMMATIVE TEST
2. Diversity of Materials in 2. Investigate properties of unsaturated or saturated solutions;
the Environment 2.1 Define solution operationally
2.1 Solutions 2.2 Identify and describe the components of a solution
2.3 Describe the properties and characteristics of common solutions
2.4 Investigate the effect of the nature of solute and the solvent in a
solution (Solid, Liquid and Gaseous Solutions)
2.5 Investigate the properties of unsaturated, saturated and super-
saturated solutions
a. Perform an experiment on saturation of solution and differentiate
saturated, unsaturated and supersaturated solutions.
3. Express concentrations of solutions quantitatively by preparing
different concentrations of mixtures according to uses and availability
of materials;
3.1 Enumerate and describe the types of solution according to
the proportion of the solute and the solvent (Diluted & Concentrated)
3.2 Identify and describe the types of solution according to the amount
of solute present in a given solvent (Concentration)
a. Calculate the percentage by weight of the given solutions
b. Calculate the percentage by volume of the given solutions
c. Explain the difference between percentage by weight of solution
and by volume solution
SUMMATIVE TEST
2.2 Substances and Mixtures 4. Distinguish mixtures from substances based on a set of properties;
4.1 Distinguish mixtures from compounds according to its composition and
properties (Use Venn diagram, Tabulation, Table organizer, etc.)
4.2 Classify given materials as substances or mixtures (include chemical
formula of substances with their common names and chemical names
of materials found at home or in the community)
4.3 Determine unknown materials as substances mixtures based on the
given descriptions/statements (ex. A material was burned and produced
two new materials. What is the nature of the material?)
2.3 Elements and Compounds 5. Recognize that substances are classified into elements and compounds;
5.1 Differentiate elements from compounds based on their composition
 from the given chemical names and formulas of elements and
compounds
5.2 Describe briefly the history and basis of naming elements
5.3 Recognize important elements and compounds that are useful to humans
5.4 Prepare a slumbook type or the like in introducing one element and one
compound in the class (ex. Name: Gold; Nickname: Au; Date of Birth:
Year of discovery; Likes or Uses, etc.)
5.5 Identify elements and compounds from food labels and other products
available at home, market, and the community
SUMMATIVE TEST
2.4 Acids and Bases 6. Investigate properties of acidic and basic mixtures using natural indicators;
6.1 Differentiate acidic from basic materials according to their properties
and behavior
6.2 Identify useful acidic and basic material found at home and the
community
6.3 Describe and cite examples of acid and base indicators and identify
ways of handling these acids and bases
6.4 Determine acidic and basic materials using prepared plant/flower/etc.
indicators
2.5 Metals and Non-metals 7. Describe some properties of metals and non-metals such as luster,
malleability, ductility, and conductivity.
7.1 Prepare a Venn diagram to describe properties of metals, nonmetals and
metalloids
7.2 Describe some properties of metals and nonmetals through simple
experimentation/demonstration
7.3 Determine ways to detect if a material is metal or nonmetal (Give
situations/conditions like a checklist or the like)
SUMMATIVE TEST
PERIODICAL TEST
TOTAL NUMBER OF DAYS
ULUM MAPPING IN SCIENCE
ING OF CURRICULUM GUIDE

distinguish mixtures from substances through semi-guided investigations. They realize the
ducting investigations. After studying how organ systems work together in plants and animals
an use a microscope when observing very small organisms and structures. They recognize that
rent levels: Cells, tissues, organs, organ systems, and organisms. These organisms comprise
h interact with non-living things in ecosystems. Learners can describe the motion of objects
represent this in tables, graphs, charts, and equations. They can describe how various forms
ediums. Learners describe what makes up the Philippines as a whole and the resources found
the occurrence of breezes, monsoons, and ITCZ, and how these weather systems affect
ns change and demonstrate how eclipses occur.

MATTER. In Grade 6, learners learned how to distinguish homogenous from heterogeneous

tigate properties of solutions that are homogeneous mixtures. They learn how to express
vely and quantitatively. They distinguish mixtures from substances based on a set of

. Learners recognize that materials combine in various ways and through different processes,
materials. Given this diversity, they recognize the importance of a classification system. They
compounds, metals and non-metals, and acids and bases. Further,learners demonstrate the
ated using various techniques.

stigations involving communitybased problems using locally available materials

of mixtures according to uses and availability of materials
ures of varying concentrations using available materials in the community for specific
dia presentation of common elements showing their names, symbols, and uses
of acidic and basic mixture, and practice safe ways of handling acids and bases using
ts or compounds
and basic mixtures

ledge and solving problems

distinguish them from mixtures

ts or compounds
and basic mixtures
als

ganize and interpret data about the investigation

ures of varying concentrations using available materials in the community for specific
dia presentation of common elements showing their names, symbols, and uses
of acidic and basic mixture, and practice safe ways of handling acids and bases using
NO. OF DAY/S
ING COMPETENCIES CODE
 ING COMPETENCIES CODE
TAUGHT
entific investigation; S7MT-Ia-b1
an investigation should show fair S7MT-Ia-b1.1 1

n investigation research problem, S7MT-Ia-b1.2 2

hypothesis and conclusions based

quantitative observation S7MT-Ia-b1.3 2

S7MT-Ia-b1.4 2
m inference S7MT-Ia-b1.5 1
t, organize and interpret data about S7MT-Ia-b1.6 1

pendent, and controlled variables S7MT-Ia-b1.7 2

S7MT-Ia-b1.8 1
UMMATIVE TEST 1
ated or saturated solutions; S7MT-Ic-2
S7MT-Ic-2.1 1
mponents of a solution S7MT-Ic-2.2 1
characteristics of common solutions S7MT-Ic-2.3 1
nature of solute and the solvent in a S7MT-Ic-2.4 1
seous Solutions)
unsaturated, saturated and super- S7MT-Ic-2.5

saturation of solution and differentiate S7MT-Ic-2.5.a 1

supersaturated solutions.
ns quantitatively by preparing S7MT-Id-3
res according to uses and availability

types of solution according to S7MT-Id-3.1 1

and the solvent (Diluted & Concentrated)
es of solution according to the amount S7MT-Id-3.2
vent (Concentration)
y weight of the given solutions S7MT-Id-3.2.a 1
y volume of the given solutions S7MT-Id-3.2.b 1
een percentage by weight of solution S7MT-Id-3.2.c 1

UMMATIVE TEST 1
nces based on a set of properties; S7MT-Ie-f4
mpounds according to its composition and S7MT-Ie-f4.1 1
m, Tabulation, Table organizer, etc.)
bstances or mixtures (include chemical S7MT-Ie-f4.2 1
heir common names and chemical names
or in the community)
ls as substances mixtures based on the S7MT-Ie-f4.3 1
s (ex. A material was burned and produced
he nature of the material?)
ssified into elements and compounds; S7MT-Ig-h-5
compounds based on their composition S7MT-Ig-h-5.1 1
 es and formulas of elements and

nd basis of naming elements S7MT-Ig-h-5.2 1

ts and compounds that are useful to humans S7MT-Ig-h-5.3 1
he like in introducing one element and one S7MT-Ig-h-5.4 2
ame: Gold; Nickname: Au; Date of Birth:

ounds from food labels and other products S7MT-Ig-h-5.5 2

d the community
UMMATIVE TEST 1
nd basic mixtures using natural indicators; S7MT-Ii-6
c materials according to their properties S7MT-Ii-6.1 1

sic material found at home and the S7MT-Ii-6.2 1

f acid and base indicators and identify S7MT-Ii-6.3 1

materials using prepared plant/flower/etc. S7MT-Ii-6.4 1

als and non-metals such as luster, S7MT-Ij-7

scribe properties of metals, nonmetals and S7MT-Ij-7.1 1

metals and nonmetals through simple S7MT-Ij-7.2 2

a material is metal or nonmetal (Give S7MT-Ij-7.3 1

ecklist or the like)
UMMATIVE TEST 1
ERIODICAL TEST 2
L NUMBER OF DAYS 45
 SCIENCE
UNPACKING OF THE CURRICULUM GUIDE
`

GRADE Grade 7

Science
Discipline/Component LIVING THINGS AND THEIR ENVIRONMENT

At the end of Grade 7, learners can distinguish mixtures from substances through semi-guided
investigations. They realize the importance of air testing when conducting investigations. After
studying how organ systems work together in plants and animals in the lower grade levels,
learners can use a microscope when observing very small organisms and structures. 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.
Grade Level Standard
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.
Learners describe what makes up the Philippines as a whole and the resources found in the
archipelago. They can explain the occurrence of breezes, monsoons, and ITCZ, and how these
weather systems affect people. They can explain why seasons change and demonstrate how
eclipses occur.
After learning in Grade 7, learners are introduced to the levels of organization in the human body
and other organisms. They learn that organisms consist of cells, most of which are grouped into
organ systems that perform specialized functions, how flowering and non flowering plants
reproduce, that asexual reproduction results in genetically identical offspring whereas sexual
Domain reproduction gives rise to variation. Learners learn that the cells in similar tissues and organs in
other animals are similar to those in human beings but differ somewhat from cells found in
plants.Learners learn that interactions occur among the different levels of organization in
ecosystems. Organisms of the same kind interact with each other to form populations;
populations interact with other populations to form communities.
 The learners should be able to employ appropriate techniques using the compound microscope to
Performance Standard
gather data about very small objects
The learners demonstrate an understanding of the parts and functions of the compound
Content Standard
microscope
NO. OF
CONTENT LEARNING COMPETENCIES CODE DAYS
TAUGHT

1. LIVING THINGS AND THEIR ENVIRONMENT

I. Parts and Functions 1. identify parts of the microscope and their functions; S7LT-IIa-1

1.1.Microscopy 1.1. Microscope S7LT-IIa-1.1

1.1.a Discuss the history of microscope and its uses (using video
S7LT-IIa-1.1.1a 1
clips)

1.1.b Describe the parts of the microscope and its functions S7LT-IIa-1.1.1b 1

1.1.c Label and color the parts of microscope S7LT-IIa-1.1.1c 1

1.1.d Identify the basic microscope technique and rules to follow S7LT-IIa-1.1.1.d 1

2. focus specimens using the compound microscope; S7LT-IIb-2

 2.1 Simple and Compound Microscope S7LT-IIb-2.2.1 1

2.1.a Differentiate the magnifying power or magnification from

S7LT-IIb-2.2.1a 1
resolving power or resolution.

2.1.bDemonstrate how to focus specimen using the microscope

S7LT-IIb-2.2.1b 1
(using different specimens)

2.2.c Demonstrate appropriate techniques using the compound

S7LT-IIa-2.2.c 1
microscope to gather data about very small objects

SUMMATIVE TEST 1

TOTAL 9

The learners should be able to employ appropriate techniques using the compound microscope to
Performance Standard
gather data about very small objects

Content Standard The learners demonstrate an understanding of the different levels of biological organization

2. Levels of Biological 3. describe the different levels of biological organization

S7LT-IIc-3
Organization from cell to biosphere

3.1 Trace the levels of biological organization from cell to

S7LT-IIc-3.1 1
biospehere using illustrations/diagrams

3.2 Identify the biological organization from cell to biospehere

S7LT-IIc-3.2 1
using illustrations/diagrams
 3.3 Complete the biological organization from cell to biospehere
S7LT-IIc-3.3 1
using paragraph completion worksheets

3.4 Summarize the biological organization from cell to biospehere

S7LT-IIc-3.4 1
in written form

3.5 Identify ways of taking care of the biological organization from

S7LT-IIc-3.5 1
cell to biospehere using Video clips/pictures

The learners should be able to employ appropriate techniques using the compound microscope to
Performance Standard
gather data about very small objects

Content Standard The learners demonstrate an understanding of the difference between animal from plant cells

4. differentiate plant and animal cells according to

3. Animal and Plant Cells S7LT-IId-4
presence or absence of certain organelles

4.1 Describe the parts and function of the plant cell using
S7LT-IIe-4.1 1
illustrations/video clips

4.2 Describe the parts and function of the animal cell using
S7LT-IIe-4.2 1
illustrations/video clips

4.3 Differentiate plant and animal cells according to presence or

absence of certain organelles using worksheets /illustrations S7LT-IIe-4.3 1
(drawing)

4.4 Demonstrate how to focus a plant and animal cell specimen

S7LT-IIe-4.4 1
using the microscope

SUMMATIVE TEST 1
 TOTAL 10

The learners should be able to employ appropriate techniques using the compound microscope to
Performance Standard
gather data about very small objects

Content Standard The learners demonstrate and understanding of the difference between animal from plant cells

5. explain why the cell is considered the basic structural

S7LT-IIe-5
and functional unit of all organisms;

5.1 Identify the different scientists involved in the discovery of the

S7LT-IIe-5.1 1
cell

5.2 Identify the different parts and function the cell S7LT-IIe-5.2 1

5.3Examine the different cell specimens using microscope by

identifying and describing the cell parts ( MMS)microscope move S7LT-IIe-5.3 1
system)

The learners should be able to employ appropriate techniques using the compound microscope to
Performance Standard
gather data about very small objects

The learners demonstrate an understanding of organisms that can only be seen through the
Content Standard
microscope, many of which consist of only one cell.

6. identify beneficial and harmful microorganisms; S7LT-Iif-6

6.1 Describe the different microorganism as to Fungi, Protists,

S7LT-IIf-6.1 1
and Bacteria using illustration/video clips
 6.2 Identify the different characteristics of Fungi, Protists, and
S7LT-IIf-6.2 2
Bacteria

6.3 Identify the beneficial and harmful effect of different

S7LT-IIf-6.3 1
microorganism as to Fungi, Protists, and Bacteria

6.4 Examine the different microrganisms (FPB) Fungi, Protists and

Bacteria using microscope by identifying and describing the cell S7LT-IIf-6.4 1
parts ( MMS)microscope move system)

SUMMATIVE TEST 1

TOTAL 9

The learners should be able to employ appropriate techniques using the compound microscope to
Performance Standard
gather data about very small objects

Content Standard The learners demonstrate an understanding of reproduction being both asexual or sexual

II. Heredity :Inheritance and 7. differentiate asexual from sexual reproduction in terms of:
7. 1 number of individuals involved S7LT-IIg-7
Variation

1. Asexual Reproduction 7.1.1 describe the vegetative reproduction S7LT-IIg-7.1.1 1

7.1.2. describe the different types of asexual reproduction using

S7LT-IIg-7.1.2 1
illustrations/video clips, and identify their parts and functions.

7.2 two number of individuals involved 1

 7.2.1 describe the sexual reproduction using illustrations/video
S7LT-IIg-7.2.1 1
clips

7.2.3. using the venn diagram differentiate asexual from the

S7LT-IIg-7.2.2 1
sexual reproduction

8. describe the process of fertilization S7LT-IIg-8

8.1 Explain how fertilization takes place using video clips S7LT-IIg-8 .1 1

8.3 Differentiate external from internal fertilization and give

S7LT-IIg-8 .3 1
examples of organism

SUMMATIVE TEST 1
TOTAL 8

The learners should be able to conduct a collaborative action to preserve the ecosystem in the
Performance Standard
locality

The learners demonstrate an understanding of

Content Standard organisms interacting with each other and with their environment to survive
organisms interacting with each other and with their environment to survive

1. Components of an 9.differentiate biotic from abiotic components of an

S7LT-IIh-9
ecosystem ecosystem;

9.1.1 Describe the abiotic components of the ecosystem S7LT-IIh-9 .1.1 1

 9.1.2 Identify and describe the categories of the abiotic
S7LT-IIh-9 .1.2 1
components (climatic factors,edaphic factors and physiographic factors)

9.1.3 Describe the importance of each component in sustaining

S7LT-IIh-9 .1.3 1
ecological processes

9.1.4 Identify the biotic components and give the important role in
S7LT-IIh-9 .1.4 1
the ecosystem

9.1.5. differentiate the biotic from abiotic ecosystem using the

S7LT-IIh-9.1.5 1
venn diagram

10. 2describe the different ecological relationships found in

2. Ecological relationships S7LT-IIh10
an ecosystem;

10.2 Ecological Relationships

10.2.1Identify and describe the different ecological relationship

2.1 Symbiotic relationships found in the ecosystem(as to mutualism, commensalism & S7LT-IIh10 .2.1 1
parasitism)

2.2 Non symbiotic 10.2.2 Describe the role of the participating organisms in every
S7LT-IIh10 .2.2 1
relationships type of relationship (as to predation and competition)

3. Transfer of energy
10.3 Energy Transfer in the Ecosystem
through trophic levels

10.2.1 Trace the flow of energy in an ecosystem S7LT-IIh10 .3.1 1

10.2.2 Construct a food chain and a food web S7LT-IIh10 .3.2 1

10.2.3 Identify the relationships of an organism among the

1
different trophic levels

11. predict the effect of changes in one population on other

S7LT-IIi-11
populations in the ecosystem; and

11.1 predict the possible effects of changes in the number of one

S7LT-IIi-11.1 1
population to another population living in the the same ecosystem

11.2 explain the effects of human activites on a balanced

S7LT-IIi-11.2 1
ecosystem

12. predict the effect of changes in abiotic factors on the

S7LT-IIj-12
ecosystem.

12.1 identify and explain the factors that can affect the abiotic
S7LT-IIj-12.1 1
components of the ecosystem

SUMMATIVE TEST 1
TOTAL 14
PERIODICAL TEST 1

TOTAL NUMBER OF DAYS 50

 GRADE 7 SCIENCE (THIRD QUAR
SUB-TASKING OF CURRICULUM G

Grade
Science Discpline/ Component

GradeLevel Standard

Domain

Performance Standard

Content Standard

CONTENT
I. Motion in One Dimension
1. Descriptors of Motion

1.1 Distance or Displacement

1.2 Speed or Velocity

1.3 Acceleration

2. Motion Detectors

2.1 Scalar and Vectors

2.2 distance vs displacement and speed vs

velocity
2.3 Acceleration and Velocity
3. Graphing motion
Science Discpline/ Component

GradeLevel Standard

Domain

Performance Standard

Content Standard

CONTENT
II. Waves
1. Nature of waves

2. Types of Waves
2. Characteristics of Waves
2.1 Amplitude
2.2 Wavelength
2.3 frequency
2.4 period
2.5 Velocity

III. Sound

1. Sensory Characteristics of sound waves

1.1.Pitch
1.2 Loudness
1.3 Quality

Science Discpline/ Component

GradeLevel Standard

Domain

Performance Standard
Content Standard

CONTENT
IV. Light
1. Characteristics of Light
1.1 Intensity or Brightness
1.2 Color

Science Discpline/ Component

GradeLevel Standard

Domain

Performance Standard
Content Standard
CONTENT
V. Heat

1. Heat Transfer
1.1 Conduction
1.2 Convection
1.3 Radiation

Science Discpline/ Component

Grade Level Standard

Domain

Performance Standard
Content Standard

CONTENT

VI. Electricity

1. Charges
2. Charging processes
 GRADE 7 SCIENCE (THIRD QUARTER)
SUB-TASKING OF CURRICULUM GUIDE

Grade 7 (THIRD QUARTER)

Force and Energy
At the end of Grade 7, Learners can describe the motion of objects in terms of distance and speed, and represent this
equations. They can describe how various forms of energy travel through different media.
Force and Motion
From a simple understanding of motion, learners study more scientific ways of describing (in terms of distance, spee
(using motion diagrams, charts, and graphs) the motion of objects in one dimension.

The learners shall create and interpret graphs based on a given contextualized situation.

The learners demonstrate an understanding of motion in one dimension.

LEARNING COMPETENCIES

1. The learners should be able to describe the motion of an object in terms of distance or
displacement, speed or velocity, and acceleration.
1.1 describe motion as a change in position
1.2 define distance and displacement
1.3 differentiate distance from displacement
1.4 describe motion in terms of distance and displacement
1.5 define speed operationally
1.6 differentiate speed from velocity
1.7 describe motion in terms of speed and velocity
1.8 solve problems involving constant speed/constant velocity
1.9 define acceleration
1.10 describe motion in terms of acceleration
1.11 calculate the acceleration of a moving object
2. The learners should be able to differentiate quantities in terms of magnitude and direction.

2.1 differentiate between scalar and vector quantities.

2.2 classify quantities as scalar or vector
2.3 differentiate between distance and displacement
2.1 differentiate between speed and velocity
2.2 differentiate between velocity and acceleration
3. The learners shold be able to create and interpret visual representation of the motion of
objects such as tape charts and motion graphs.
3.1 determine the x and y axes of a motion graph
3.2 plot points that show motion of an object moving in a constant speed on an xy graph
3.3 interpret an xy graph that shows the motion of an object moving in constant speed
3.4 plot points that show motion of an accelerating object on an xy graph
3.5 interpret an xy graph that shows the motion of an accelerating object on an xy graph
3.6 create xy graphs based on a set of tabulated data and tape charts
Suggested Performance Task: Pair Graphing
In this suggested performance task, learners will work in pairs as they create and analyze graphs based on the motion
shown through a short narrative, a table of data, and tape charts.
Summative Assessment on S7FE-IIIa-1, S7FE-IIIa-2, and S&FE-IIIb-3
Force, Motion, and Energy
At the end of Grade 7, Learners can describe the motion of objects in terms of distance and speed, and represent this
equations. They can describe how various forms of energy travel through different mediums.
ENERGY
This time learners recognize that different forms of energy travel in different ways—light and sound travel through w
vibrating particles, and electrical energy travels through moving charges.

The learners shall be able to conduct a forum on mitigation and disaster risk reduction.

The learners demonstrate an understanding of waves as a carrier of energy.

LEARNING COMPETENCIES
4. The learners should be able to infer that waves carry energy.
4.1 describe waves
4.2 demonstrate that a wave carries energy using a rope or slinky
4.3 describe what happens to the particles of a medium as waves are propagated through the medium
4.4 explain how wave motion transfers energy
4.5 identify and describe the different parts of a wave
5. The learners should be able to differentiate transverse from longitudinal waves, and
mechanical from electromagnetic waves.
5.1 describe transverse waves
5.2 identify the different parts of a transverse wave
5.3 describe longitudinal waves
5.4 identify the different parts of a longitudinal wave
5.5 differentiate transverse waves from longitudinal waves
5.6 classify waves as transverse or longitudinal waves
5.7 describe mechanical waves
5.8 describe electromagnatic waves
5.9 differentiate mechanical from electromagnetic waves
5.10 classify waves as mechanical waves or electromagnetic waves
6. The learners should be able to describe and relate the characteristics of waves;
6.1 define the following terms: amplitude, wavelength, frequency, period, and wave velocity
6.2 relate the frequency, wavelength, and wave velocity of a wave using the wave equation
6.3 explain how the energy carried by the wave affects its amplitude
Summative Assessment on S7FE-IIIc-4, S7FE-IIIc-5, and S7FE-IIId-6
7. The learners should be able to describe the characteristics of sound using the concepts of
wavelength, frequency, velocity, and amplitude;
7.1 describe how sound waves are produced and propagated
7.2 compare the speed of sound waves in different media
7.3 solve problems involving relations between speed, wavelength, and frequency of sound waves.
8. The learners should be able to explain sound production in the human voice box, and how
pitch, loudness, and quality of sound vary from one person to another;

8.1 discuss the sensory characteristics of sound waves namely loudness, intensity, pitch and quality

8.2 name the wave characteristics (frequency, wavelength, amplitude, etc.) that affect loudness,
intensity and pitch of sound
8.3 identify the parts and describe the functions of the human voice box
8.4 explain sound production in the human voice box
8.5 explain how loudness, quality and pitch vary from one person to another
9. describe how organisms produce, transmit, and receive sound of various frequencies
(infrasonic, audible, and ultrasonic sound);
9.1 explain how the human ears receive or detect sound waves
9.2 explain how organisms transmit and received sounds
9.3 explain how bats and dolphins used sounds
9.4 discuss infrasonic, audible and ultrasonic sound
9.5 cite applications of ultrasound
Summative Assessment on S7FE-IIId-7, S7FE-IIIe-8, and S&FE-IIIe-9
Force and Energy
At the end of Grade 7, Learners can describe the motion of objects in terms of distance and speed, and represent this
equations. They can describe how various forms of energy travel through different mediums.
ENERGY
This time learners recognize that different forms of energy travel in different ways—light and sound travel through w
vibrating particles, and electrical energy travels through moving charges.

The learners shall be able to suggest proper lighting in various activities.

The learners demonstrate an understanding of the characteristics of light.

LEARNING COMPETENCIES
10. relate characteristics of light such as color and intensity to frequency and wavelength
10.1 identify the colors of light
10.2 relate colors and intensity of light to wavelength and frequency.
10.3 compare the different colors of light in terms of wavelength, frequency, and speed
10.3 explain why objects appear in different colors
11. infer that light travels in a straight line;
11.1 Construct a pinhole camera to verify that light travels in a straight line.
11.2 Explain why the image seen in the pinhole camera screen is inverted.
Suggested Performance Task: Designing Lighting Systems for Different Situations
In this suggested performance task, learners will design and present a lighting system for different contextualized situ
Summative Assessment on S7FE-IIIf-10 and S7FE-IIIg-11
Force, Motion, and Energy
At the end of Grade 7, Learners can describe the motion of objects in terms of distance and speed, and represent this
equations. They can describe how various forms of energy travel through different mediums.
ENERGY
This time learners recognize that different forms of energy travel in different ways—light and sound travel through w
vibrating particles, and electrical energy travels through moving charges.
The learners make an infographic on the different examples showing how heat can be tranasferred.
The learners demonstrate an understanding of how heat is transferred.
LEARNING COMPETENCIES

12. infer the conditions necessary for heat transfer to occur;

12.1 define heat
12.2 differentiate heat from temperature
12.3 investigate what happens to object when heat is added or released
12.4 explain how heat flows from one object to another
12.5 infer that conduction takes place between objects in direct contact
12.6.explain how conduction occurs
12.7 infer that convection takes place between fluids
12.8 explain how convection occurs
12.9 explain how radiation occurs
12.10 infer the conditions necessary for heat transfer to occur
Suggested Performance Task: Infographic on Different Illustrations of Heat Transfer
In this suggested performance task, learners will make an infographic that shows different examples of heat transfer.
Summative Assessment on S7FE-IIIh-i-12
Force, Motion, and Energy

At the end of Grade 7, Learners can describe the motion of objects in terms of distance and speed, and represent this
equations. They can describe how various forms of energy travel through different mediums.
ENERGY
This time learners recognize that different forms of energy travel in different ways—light and sound travel through w
vibrating particles, and electrical energy travels through moving charges.
The learners creatively model the three ways by which an object gets electrically charged.
The learners demonstrate an understanding of charges and the different charging processes.

LEARNING COMPETENCIES

13. The learners should be able to describe the different types of charging processes

13.1. define atom and identify its particles

13.2. define electric charge.
13.3. explain how atoms become electrically charged
13.4 demonstrate charging by friction
13.5 show through diagrams charging by induction
13.6 explain charging by conduction
14. The learners should be able to explain the importance of earthing or grounding.
14.1. explain grounding or earthing and cite its importance
Suggested Performance Task: Modeling Charging Processes
In this suggested performance task, learners will model through role-playing, creative representation, etc. the differen
which an object gets electrically charged.
Third Quarter Summative Exam
 speed, and represent this in tables, graphs, charts, and

(in terms of distance, speed, and acceleration) and representing

NO. OF DAYS
CODE
TAUGHT

S7FE – IIIa – 1 3
S7FE-IIIa-1.1
S7FE-IIIa-1.2
1
S7FE-IIIa-1.3
S7FE-IIIa-1.4
S7FE-IIIa-1.5
S7FE-IIIa-1.6
1
S7FE-IIIa-1.7
S7FE-IIIa-1.8
S7FE-IIIa-1.9
S7FE-IIIa-1.10 1
S7FE-IIIa-1.11
S7FE – IIIa – 2
2
S7FE-IIIa-2.1
1
S7FE-IIIa-2.2
S7FE-IIIa-2.3
S7FE-IIIa-2.4 1
S7FE-IIIa-2.5
S7FE – IIIb – 3 5
S7FE-IIIb-3.1
S7FE-IIIb-3.2 1
 1
S7FE-IIIb-3.3
S7FE-IIIb-3.4
1
S7FE-IIIb-3.5
S7FE-IIIb-3.6 1

raphs based on the motion of an object 1

speed, and represent this in tables, graphs, charts, and

ms.

nd sound travel through waves, heat travels through moving or

NO. OF DAYS
CODE
TAUGHT
S7FE-IIIc-4 2
S7FE-IIIc-4.1
S7FE-IIIc-4.2
1
S7FE-IIIc-4.3
S7FE-IIIc-4.4
S7FE-IIIc-4.5 1
S7FE-IIIc-5 3
S7FE-IIIc-5.1
S7FE-IIIc-5.2
1
S7FE-IIIc-5.3
S7FE-IIIc-5.4
S7FE-IIIc-5.5
1
S7FE-IIIc-5.6
S7FE-IIIc-5.7
S7FE-IIIc-5.8
1
S7FE-IIIc-5.9
S7FE-IIIc-5.10
 S7FE-IIId-6 3
S7FE-IIId-6.1
1
S7FE-IIId-6.2
S7FE-IIId-6.3 1
1
S7FE-IIId-7 2
S7FE-IIId-7.1
1
S7FE-IIId-7.2
S7FE-IIId-7.3 1
S7FE-IIIe-8 2

S7FE-IIIe-8.1
1
S7FE-IIIe-8.2
S7FE-IIIe-8.3
S7FE-IIIe-8.4 1
S7FE-IIIe-8.5
S7FE-IIIe-9 2
S7FE-IIIe-9.1
S7FE-IIIe-9.2 1
S7FE-IIIe-9.3
S7FE-IIIe-9.4
1
S7FE-IIIe-9.5
1

speed, and represent this in tables, graphs, charts, and

ms.

nd sound travel through waves, heat travels through moving or

NO. OF DAYS
CODE
TAUGHT
 S7FE-IIIf-10 4
S7FE-IIIf-10.1 1
S7FE-IIIf-10.2 1
S7FE-IIIf-10.3 1
S7FE-IIIf-10.4 1
S7FE-IIIg-11 4
S7FE-IIIg-11.1 1
S7FE-IIIg-11.2 1
1
ifferent contextualized situations.
1

speed, and represent this in tables, graphs, charts, and

ms.

nd sound travel through waves, heat travels through moving or

asferred.

NO. OF DAYS
CODE
TAUGHT

S7FE-IIIh-i12 10
S7FE-IIIh-i-12.1
1
S7FE-IIIh-i-12.2
S7FE-IIIh-i-12.3
1
S7FE-IIIh-i-12.4
S7FE-IIIh-i-12.5 1
S7FE-IIIh-i-12.6 1
S7FE-IIIh-i-12.7 1
S7FE-IIIh-i-12.8 1
S7FE-IIIh-i-12.9 1
S7FE-IIIh-i-12.10 1

1
examples of heat transfer.
1

speed, and represent this in tables, graphs, charts, and

ms.
 nd sound travel through waves, heat travels through moving or

s.
NO. OF DAYS
CODE
TAUGHT

S7FE-IIIj-13 2

S7FE-IIIj-13.1
S7FE-IIIj-13.2 1
S7FE-IIIj-13.3
S7FE-IIIj-13.4
S7FE-IIIj-13.5 1
S7FE-IIIj-13.6
S7FE-IIIj-14 2
S7FE-IIIj-14.1 1

esentation, etc. the different ways by 1

2
TOTAL 45
 Department of Education
National Capital Region

UNPACKED COMPETENCIES IN SCIENCE

Grade SEVEN (7)

Science Discipline/Component Earth and Space

At the end of Grade 7, learners can distinguish mixtures from substances through semi-guided
investigations. They realize the importance of fair testing when conducting investigations.

After studying how organ systems work

together in plants and animals in the lower grade levels, learners can use a microscope when observing very
small organisms and structures. 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.
Grade Level Standard 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.

Learners describe what makes up the Philippines as a whole and the

resources found in the archipelago. They can explain the occurrence of breezes, monsoons, and ITCZ,
and how these weather systems affect people. They can explain why seasons change and demonstrate
how eclipses occur.
 Geology
Learners will explore and locate places using a coordinate system. They
will discover that our country’s location near the equator and along the Ring of Fire influences elements that
make up the Philippine environment (e.g., natural resources and climate).
Meteorology
Learners will explain the
Domain 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. Astronomy
Learners will explain the occurrence of
the seasons and eclipses as a result of the motions of the Earth and the Moon. Using models, learners will
explain that because the Earth revolves around the Sun, the seasons change, and because the Moon revolves
around the Earth, eclipses sometimes occur.

The learners shall be able to analyze the advantage of the location of the Philippines in relation to the
Performance Standard climate, weather, and seasons.

The learners demonstrate an understanding of: 1. the relation

of geographical location of the Philippines to its environment; 2. the different
Content Standard phenomena that occur in the atmosphere; 3. the relationship of
the seasons and the position of the Sun in the sky; and
4. the occurrence of eclipses.

NO. OF DAYS
CONTENT LEARNING COMPETENCIES CODE TAUGHT

1.The Philippine Environment 1. Demonstrate how places on Earth may be located using a coordinate
1.1 Location of the S7ES-IVa-1
system.
Philippines using a coordinate
system 1.1. Identify important imaginary lines in the globe/map used in locating
places. S7ES-IVa-1.1 1
1.2. Location of the Philippines
with respect to landmasses and 1.2. Describe the lines of latitude and lines of longitude. S7ES-IVa-1.2 1
bodies of water
1.3. 1.3. Demonstrate how places on Earth may be located using a coordinate
S7ES-IVa-1.3 1
Protection and conservation of system.
natural resources
1.2. Location of the Philippines
with respect to landmasses and
bodies of water
1.3.
Protection and conservation of
natural resources 2. Describe the location of the Philippines with respect to the continents S7ES-IVa-2
and oceans of the world.
2.1. Identify the major bodies of water and the different landmasses that S7ES-IVa-2.1 1
surrounds the Philippines.
2.2. Describe the location of the Philippines with respect to the continents and S7ES-IVa-2.2 1
oceans of the world.
2.3. Infer the importance of the location of Philippines with respect to the S7ES-IVa-2.3 1
continents and oceans of the world.
 3. Recognize that soil, water, rocks, coal, and other fossil fuels are Earth S7ES-IVb3
materials that people use as resources.
3.1. Discuss the layers of soil and their importance. S7ES-IVb3.1 1
3.2. Identify the mineral deposits and their location across the country. S7ES-IVb3.2 1
3.3. Identify the provinces in the Philippines with mineral and non-mineral
deposits. S7ES-IVb3.3 1
3.4. Describe processes on how minerals are mined from rocks. S7ES-IVb3.4 1
3.5. Discuss the importance of some minerals found in the Philippines. S7ES-IVb3.5 1
3.6. Relate the location of trenches, volcanoes and faults in the Philippines S7ES-IVb3.6 1
with the location of mineral deposits.
4. Describe ways of using Earth’s resources sustainably. S7ES-IVc-4
4.1. Describe the use of the different Earth's resources. S7ES-IVc-4.1 1
4.2. Explain ways on how to sustain Earth's resources. S7ES-IVc-4.2 1
4.3. Identify the human activities that affect the natural resources and S7ES-IVc-4.3 1
describe their effects.
4.4. Suggest ways to reduce the effects of human activities on natural S7ES-IVc-4.4 1
resources.
Suggested Performance Task: Create a brochure or comics strip that shows the 1
beauty of Philippines with respect to its resources.
Summative Assessment for Competencies S7ESIVa-c 1
2.Interactions in the Atmosphere 5. Discuss how energy from the Sun interacts with the layers of the
2.1. Greenhouse effect and global S7ES-IVd5
atmosphere.
warming
2.3. Land and sea breezes 5.1. Describe the different layers of the Earth’s atmosphere. S7ES-IVd5.1 1
2.4. Monsoons
2.5. Intertropical 5.2. Discuss how energy from the Sun interacts with the layers of the atmosphere. S7ES-IVd5.2 1
convergence zone S7ES-IVd5.3 1
5.3. Relate temperature and altitude in each layer of the atmosphere.
5.4. Explain what happens to the air in the surroundings as warm air rises. S7ES-IVd5.4 1
6. Explain how some human activities affect the atmosphere. S7ES-IVe-6
6.1. Identify some greenhouse gases and their effects to the Earth's atmosphere. S7ES-IVe-6.1 1
6.2. Explain how some human activities affect the atmosphere. S7ES-IVe-6.2 1
 7. Account for the occurrence of land and sea breezes, monsoons, and S7ES-IVf-7
intertropical convergence zone (ITCZ).

S7ES-IVf-7.1 1
7.1. Describe the effect of difference in temperature and pressure to movement of air.
7.2. Using a map, determine direction of wind movement during different seasons in S7ES-IVf-7.2 1
the Philippines.
7.3. Infer the occurrence of weather systems experienced in the country as a result of S7ES-IVf-7.3 1
Philippine's location.
8. Describe the effects of certain weather systems in the Philippines. S7ES-IVg8
8.1. Describe the effects of certain weather systems such as ITCZ to monsoon winds 1
in the Philippines. S7ES-IVg8.1

Suggested Performance Task: Create an information ad (like brochure - making,

a song composition, dance interpretation or poem writing) that helps to protect 1
our atmosphere.
Summative Assessment for Competencies S7ESIVd-g 1
3. Seasons in the Philippines
3.1. Relation of seasons to the 9. Using models, relate:
position of the Sun in the sky a. the tilt of the Earth to the length of daytime;
3.2. Causes of seasons in the b. the length of daytime to the amount of energy received;
Philippines c. the position of the Earth in its orbit S7ES-IVh9
to the height of the Sun in the sky;
d. the height of the Sun in the sky
to the amount of energy received; e.
the latitude of an area to the amount of energy the area receives;

9.1. Using a Sun-Earth-Moon model, describe the movement of the Earth's with S7ES-IVh9.1 1
respect to the Sun.
9.2.Relate the tilt of the Earth to the length of daytime. S7ES-IVh9.2
1
9.3. Relate the length of daytime to the amount of energy received. S7ES-IVh9.3
9.4. Relate the position of the Earth in its orbit to the distance of the Sun in the S7ES-IVh9.4
Sky.
1
S7ES-IVh9.5
9.5. Relate the distance of the Sun in the sky to the amount of energy received.
 9.6. Relate the latitude of an area to the amount of energy the area receives. S7ES-IVh9.6 1

9.7. Predict the length of day and night and amount of energy given a certain S7ES-IVh9.7 1
position of Sun and Earth.
S7ES-IVi10
10. Show what causes change in the seasons in the Philippines using models.
10.1. Infer on the effect of length of daytime and nighttime on seasons. S7ES-IVi10.1 1
11.2.Describe the different seasons in the Philippines. S7ES-IVi10.2
1
10.3. Explain the occurrence of seasons in a year. S7ES-IVi10.3
10.4. Illustrate the position of Sun and Earth at different seasons of the year. S7ES-IVi10.4 1
11. Explain how solar and lunar eclipses occur. S7ES-IVj11
11.1. Construct a model to describe the position of the Sun-Moon-Earth system S7ES-IVj11.1 1
during solar and lunar eclipse.
4. Eclipses
4.1. Solar Eclipse 11.2. Illustrate the position of Sun, Earth and Moon during solar and lunar S7ES-IVj11.2
4.2. Lunar Eclipse eclipse. 1
11.3. Differentiate solar and lunar eclipse. S7ES-IVj11.3
11.4. Explain how solar and lunar eclipses occur. S7ES-IVj11.4
1
11.5. Relate partial and total eclipse to penumbra and umbra. S7ES-IVj11.5
12. Collect, record and report data on the beliefs and practices of the S7ES-IVj12
community in relation to eclipses.
12.1 Identify beliefs and practices in relation to eclipses. S7ES-IVj12.1 1
Suggested Performance Task: Make a report/comic strip/role play on the beliefs or S7ES-IVj12.2 1
practices of the community in realtion to eclipses.
Summative Assessment for Cmpetencies S7ES-IVh-j 1
Periodic Exam 1
Total no. of days 46