ARCHDIOCESAN NOTRE DAME SCHOOL OF COTABATO

NOTRE DAME OF MASIAG, INC.

Masiag, Bagumbayan , Sultan Kudarat

UNIT LEARNING PLAN

SCIENCE 7
3rd QUARTER
CONTENT STANDARD: The learners demonstrate an understanding of: motion in one dimension
waves as a carriers of energy
the characteristics of sound
the characteristics of light
how heat is transferred
charges and the different charging processes

PERFORMANCE STANDARD: The learners shall be able to: conduct a forum on mitigation and disaster risk reduction
suggest proper lighting in various activities

UNPACKED COMPETENCY STUDENT-CENTEDED ACTIVITY AND PROCEDURES

(FOR A) A1. ACTIVITY TITLE:

A1. describe the motion of an object in terms of distance or displacement, speed or WHERE IS IT?
velocity, and acceleration; PROCEDURES:
S7FE-IIIa1 - The class will be grouped into 4-5 groups. Each group will have a representative. The goal is
to find the object by the representative who is blindfolded with the help of his/ her
groupmates. The groupmates will instruct the representative how to find the object. The
group with the fastest time will have 20 points, 2 nd group will have 15, and so on.
- In this activity, students should be able to realize the importance of the point of reference
(or reference point) and direction in describing the position of an object.
- Students may use the terms such as beside, above, below, left, right, in front of, or behind
when describing the direction of an object from the reference point.
- During the processing, it should be emphasized that once the students have selected their
point of reference, they can easily describe any change in the position of an object. In other
words, they can easily tell whether an object is moving or not. At this point, the definition of
motion, which is the change in position over time, can be introduced.
A1. ACTIVITY TITLE:
How far?
PROCEDURES:
- In this section, students will describe the motion of an object in terms of the distance it
travelled. They will also differentiate distance from displacement.
- Since vector and scalar quantities are not yet introduced in the module, displacement will be
defined as measurement of length plus direction while distance is defined as measurement
 of length only.
- The teacher will post a picture to the blackboard. The following questions are asked to test
students’ understanding of the difference between distance and displacement. Encourage
the students to answer these questions or use them as points for discussion.
What have you noticed about the distance and the displacement in the given examples
above?
When can displacement be equal to distance?
Can displacement be greater than distance? Why?
What if the ball, the car, and the dog in the illustration go back to their starting positions,
what will be their total distances? What will be their displacements?
A1. ACTIVITY TITLE:
How fast?
PROCEDURES:
- In this section, students will describe the motion of an object in terms of its speed. They will
also differentiate speed from velocity (which is defined as speed plus direction) and average
speed from instantaneous speed.
- The teacher will post different traffic signs and give the following questions to the learners:
- Are you familiar with the traffic signs below? These signs tell us the maximum or minimum
speed limits allowed by law for road vehicles. In general, the minimum speed limit in the
Philippines is 60 km/h and the maximum speed limit is 100 km/h.
- What are the units used in the above examples of speed limits? What quantities do these
units represent that are related to speed?
INSTRUCTIONAL MATERIALS/ RESOURCES: . Science – Grade 7 Learner’s Material First Edition, 2013
ISBN: 978-971-9990-58-1, Science – Grade 7 Teacher’s Guide First Edition, 2013 ISBN: 978-971-9990-
59-8, CG, blindfold, pictures of traffic signs

A2. differentiate quantities in terms of magnitude and direction; A2. ACTIVITY TITLE:
S7FE-IIIa2 SORT ME OUT!
PROCEDURES:
- The learners will work by pair.
- Each pair will be given a worksheet.
- The worksheet contains different magnitudes and direction. They will have to sort each
examples by the terms of its characteristics.
- They will have 5 minutes to finish the activity.
INSTRUCTIONAL MATERIALS/ RESOURCES: Science – Grade 7 Learner’s Material First Edition, 2013
ISBN: 978-971-9990-58-1, Science – Grade 7 Teacher’s Guide First Edition, 2013 ISBN: 978-971-9990-
59-8, CG, WORKSHEET
(FOR M) A3. ACTIVITY TITLE:
A3. interpret visual representation of the motion of objects such as tape charts and CHARTANALYSIS
motion graphs; PROCEDURES:
NDMI S7FE-IIIb3 - The learners will work by pair.
- Each pair will be given a worksheet.
- The worksheet contains charts and motion graphs. They will have to analyze or interpret the
 motion given in the charts or graphs.
- They will have 5 minutes to finish the activity.
INSTRUCTIONAL MATERIALS/ RESOURCES: Science – Grade 7 Learner’s Material First Edition, 2013
ISBN: 978-971-9990-58-1, Science – Grade 7 Teacher’s Guide First Edition, 2013 ISBN: 978-971-9990-
59-8, CG, WORKSHEET
(FOR T) A4. ACTIVITY TITLE:
A4.Create visual representation of the motion of objects such as tape charts and motion DOING DETECTIVE WORK
graphs; PROCEDURES:
NDMI S7FE-IIIb3 - In this activity, students will analyze an example of motion wherein speed (or velocity) is
changing by examining the record of the dots on a strip of paper.
- Prepare beforehand the paper strips containing dots. The dots should be arranged such that
the distance between two successive dots increases uniformly, like the one shown in the
module.
- However, each group can be also asked to work on a strip having different arrangement of
dots. Some can be decreasing uniformly; others can be increasing or decreasing but not
uniformly.
- During the discussion, emphasize that any change in the velocity of an object results in an
acceleration. This includes change in speed (increasing speed or decreasing speed which is
also called deceleration) or change in direction (although this is not discussed in the
module). This is to correct the common conception among people that acceleration only
refers to objects with increasing speed.
Give the following instruction to the students:
A. Using tape chart
- Obtain from your teacher paper strips with dots.
- Label each dot. Start from 0, then 1, 2, 3, and so on. In this example, each dot occurred
every 1 second.
- Examine the distances between successive dots.
Q1. How will you compare the distances between successive dots?
- Cut the strip at each drop, starting from the first to the last drop, and paste them side by
side on a graph paper to form a tape chart.
Q2. How do the lengths of the tapes compare?
Q3. If each tape represents the distance travelled by the object for 1 second, then what
‘quantity’ does each piece of tape provide?
Q4. What does the chart tell you about the speed of the car?
- The difference in length between two successive tapes provides the object’s acceleration or
its change in speed or velocity for a time interval of 1 second.
Q5. How will you compare the changes in the lengths of two successive tapes?
Q6. What then can you say about the acceleration of the moving car?
B. Using motion graphs
- Measure the distance travelled by the car after 1 second, 2 seconds, and so on by measuring
the distance between drops 0 and 1, 0 and 2, and so on. Enter your measurements in Table.
- Plot the values in Table as points on the graph in Figure 12 on the right.
Q7. How does your distance-time graph look like?
- Join the mid-points of the tops of the tapes with a line. You have now converted your tape
 chart to a speed-time graph.
Q8. How does you graph look like? How is this different from your graph in Figure 12?
Q9. How will you interpret this graph in terms of the speed and acceleration of the moving
car?
Q10. If you found out in your investigation that the arrangement of oil drops left by the car
is similar to what you used in this activity, was the suspect telling the truth when he said
that he was driving with constant speed?
INTRUCTIONAL MATERIALS/ RESOURCES: Science – Grade 7 Learner’s Material First Edition, 2013
ISBN: 978-971-9990-58-1, Science – Grade 7 Teacher’s Guide First Edition, 2013 ISBN: 978-971-9990-
59-8, CG, ruler, paper strips with dots, cutter or pair of scissors

(FOR A)
A5. infer that waves carry energy; A5. ACTIVITY TITLE:
S7LT-IIIc4 Teacher’s demonstration
PROCEDURES:
- Prepare the students for this lesson by giving a demonstration to serve as motivation.
- Demonstration Activity. Introduction to Vibrations
1) Prepare a metal can with both lids removed.
2) Cut a rubber balloon cut and stretched it over one end of the can. Use a rubber band to
hold the stretched balloon in place.
3) Put the can and its balloon end up on a table.
4) Put a small amount of salt on top of the balloon.
5) Ask a student volunteer to shout (not blow) at the can.
6) Tell the class to observe what happens to the salt. Also, invite them to place their
fingers lightly on their throat while creating a sound.
- Guide Questions
What two things are vibrating?
What caused the salt to move?
- Do the warm up activity with the class and relate it with the demonstration activity. The
demonstration and the warm-up activity aim to bring out the following pre-requisite
concepts:
(1) Waves are caused by a source of a vibration and
(2) Waves can set objects into motion.
INSTRUCTIONAL MATERIALS/ RESOURCES: metal can, rubber balloon, rubber band, salt, Science –
Grade 7 Learner’s Material First Edition, 2013 ISBN: 978-971-9990-58-1, Science – Grade 7 Teacher’s
Guide First Edition, 2013 ISBN: 978-971-9990-59-8, CG

A6. differentiate transverse from longitudinal waves and surface waves, and mechanical A6. ACTIVITY TITLE:
from electromagnetic waves; LET’S MAKE WAVES!
S7LT-IIIc5 PROCEDURES:
- The class will be grouped in 5 groups. The teacher will give the following instructions and
questions:
A. What are transverse waves?
 1. Straighten the rope and place it above a long table. Hold one end of the rope and
vibrate it up and down. You would be able to observe a pulse. Draw three sketches of the
rope showing the motion of the pulse at three subsequent instances (snapshots at three
different times). Draw an arrow to represent the direction of the pulse’s motion.
a. What is the source of the wave pulse?
b. Describe the motion of your hand as you create the pulse.
c. Describe the motion of the pulse with respect to the source.
2. Tie one end of the rope on a rigid and fixed object (e.g heavy table, door knob, etc).
3. Attach a colored ribbon on one part of the rope. You may use adhesive tape to fix the
ribbon. Make a wave by continuously vibrating the end of the rope with quick up-and-
down movements of your hand. Draw the waveform or the shape of the wave that you
have created. Remember that the colored ribbon serves as a marker of a chosen segment
of the rope.
a. Does the wave transport the colored ribbon from its original position to the end of the
rope?
b. Describe the vibration of the colored ribbon. How does it move as waves pass by?
Does it move in the same direction as the wave?
B. What are longitudinal waves?
1. Connect one end of a long table to a wall. Place coil spring on top of table. Attach one
end of the coil spring to the wall while you hold the other end.
Do not lift the coil spring. Ask a friend to vibrate the end of the coil spring by doing a
back-and-forth motion parallel to the length of the spring. Observe the waves along the
coil spring. Draw how the coil spring looks like as you move it back-and-forth.
2. Attach a colored ribbon on one part of the coil spring. You may use an adhesive tape to
fix the ribbon. Ask a friend to vibrate the coil spring back-and-forth while you observe the
motion of the colored ribbon. Remember that the colored ribbon serves as a marker of a
chosen segment of the coil spring.
a. Does the wave transport the colored ribbon from its original position to the end of the
rope?
b. Describe the vibration of the colored ribbon. How does it move as waves pass by?
C. What are surface waves?
1. Place a basin filled with water on top of a level table. Wait until the water becomes
still or motionless. Create a wave pulse by tapping the surface of the water with your
index finger and observe the direction of travel of the wave pulse. Tap the surface of the
water at regular intervals to create periodic waves. View the waves from above and draw
the pattern that you see. In your drawing, mark the source of the disturbance.

2. Wait for the water to become still before you place your paper boat on the surface.
Create periodic waves and observe what happens to your paper boat.
a. Do the waves set the paper boat into motion? What is required to set an object into
A7. relate the characteristics of waves; motion?
S7LT-IIId6 b. If you exert more energy in creating periodic waves by tapping the surface with greater
strength, how does this affect the movement of the paper boat?
3. If you were somehow able to mark individual water molecules (you used a colored
 ribbon to do this earlier) and follow them as waves pass by.
- The students are given 30 minutes to perform the activity and to answer the questions in
the activity sheet. After completing the activity, the teacher will facilitate a brief discussion
of the findings.
- Let the students present their findings on the different parts of the activity.
- The teacher will conclude the meeting by answering the summary part of the activity sheet
with the class.

INSTRUCTIONAL MATERIALS/ RESOURCES: Science – Grade 7 Learner’s Material First Edition, 2013
ISBN: 978-971-9990-58-1, Science – Grade 7 Teacher’s Guide First Edition, 2013 ISBN: 978-971-9990-
59-8, CG, A rope (at least five meters long), A colored ribbon, A coil spring, basin with water

A6. ACTIVITY TITLE:

HOW DO WAVES PROPAGATE?
PROCEDURES:
- The students are given 30 minutes to perform the activity and to answer the questions in
the activity sheet. After completing the activity, the teacher will facilitate a brief discussion
of the findings.
- Before discussing the results of the activity to the class, it is useful to show a set of large
images of the mechanical waves, which the students were able to generate in Activity LET’S
MAKE WAVES!, and a chart of the electromagnetic spectrum which can be used by the
students in answering the questions in the activity sheet. The class must be divided into
small discussion groups until all of each group’s members are able to complete the activity
sheets. Proceed with the discussion of the answers to the class while keeping the small
discussion groups intact. Before giving the correct answers, have each group announce their
answers to the class.
Instructions:
A. What are mechanical waves?

1. When you created waves using a rope in Activity 1 Part A, you were able to observe a
moving pattern. In this case, the medium of wave propagation is the rope.
a. In Activity 1 Part B, what is the medium of wave propagation?
b. In Activity 1 Part C, what is the medium of wave propagation?
2. The waves that you have created in Activity 1 all require a medium for wave propagation.
They are called mechanical waves.
a. How can you generate mechanical waves?
3. All three kinds of waves – transverse, longitudinal, and surface – are sent out by an
earthquake and can be detected many thousands of kilometers away if the quake is a major
one.
a. What do you think is the source of earthquake waves?
b. What is the medium of propagation of earthquake waves?

B. What are electromagnetic waves?

 1. Energy from the sun reaches the earth through electromagnetic waves. As opposed to
mechanical waves, electromagnetic waves require no material medium for their passage.
Thus, they can pass through empty space. Locate the electromagnetic spectrum chart in
your classroom. A smaller image of the chart is shown below. Identify the common name of
each wave shown in the chart.
1. 5. _____________________
_____________________
2. 6. _____________________
_____________________
3. 7. _____________________
_____________________
4. _____________________

2. The electromagnetic spectrum shows the various types of electromagnetic waves, the
range of their frequencies and wavelength. The wave speed of all electromagnetic waves is
the same and equal to the speed of light which is approximately equal to 300 000 000 m/s.

a. Examine the electromagnetic spectrum.

1. Describe the relationship between frequency and wavelength of each electromagnetic
wave.
2. Draw waves to represent each electromagnetic wave. Your illustrations must represent
the wavelength of a wave relative to the others. For instance, gamma rays have a very small
wavelength compared to the other waves in the spectrum.
- The teacher will conclude the meeting by answering the summary part of the activity sheet
with the class.
INSTRUCTIONAL MATERIALS/ RESOURCES: : Science – Grade 7 Learner’s Material First Edition,
2013 ISBN: 978-971-9990-58-1, Science – Grade 7 Teacher’s Guide First Edition, 2013 ISBN: 978-971-
9990-59-8, CG, Findings from Activity Lets make waves!, Chart of the electromagnetic spectrum

A7. ACTIVITY TITLE:

HOW DO YOU DESCRIBE WAVES?
PROCEDURES:
- The students are given 40 minutes to perform the activity and to answer the questions in
the activity sheet. After completing the activity, the teacher will facilitate a brief discussion
of the findings.
- Before discussing the results of the activity to the class, it is useful to show a large image of
a sinusoidal wave and ask the class to name the parts of the wave.
- The activity has three parts so the groups may be asked to assign a different representative
to discuss the result of their work to the class (i.e. those who have been chosen as
presenters in Activity 1 should not be assigned again).
- The teacher will conclude the meeting by answering the summary part of the activity sheet
with the class.
Instructions:
How can you measure the wavelength of a wave?
1. The wavelength of a wave refers to the distance between any successive identical parts of
the wave. For instance, the distance from one crest to the next is equal to one full
wavelength. In the following illustration, this is given by the interval B to F. Identify the other
intervals that represent one full wavelength.

2. Place a basin filled with water on top of a level table. Wait for the water to become still.
Create a vibration by regularly tapping the surface of the water with your index finger. You
would be able to see the subsequent crest of the water waves.
Draw the water waves as you see them from the top of the basin. Label one wavelength in
your drawing.
3. Increase the rate of the vibrations you create by tapping the surface of the water rapidly.
What happens to the wavelength of the waves?
Draw the water waves as you see them from the top of the basin. Compare it with your
drawing in number 2.
How do you measure the frequency of a wave?
1. The frequency of a series of periodic waves is the number of waves that pass a particular
point every one second. Attach a colored ribbon on a rope to serve as a tag. Tie one end of
the rope on a fixed object and ask a friend to create periodic waves by regularly vibrating the
other end of the rope.
2. You will count how many times the colored ribbon reached the crest in 10 seconds. You will
start counting once the ribbon reaches the crest a second time. It means that one wave has
passed by the ribbon’s position. Ask another friend with a watch or a digital timer to alert you
to start counting and to stop counting after 10 seconds. Record the results.
3. It is also useful to consider the period of a wave, which is the time required for one
complete wave to pass a given point. The period of each wave is
From the identified frequency of the observed periodic waves, the period can be calculated.
For example, if two waves per second are passing by, each wave has a period of ½ seconds.
4. If you increase the frequency of vibration by jerking the end of the rope at a faster rate,
 what happens to the wavelength?
C. How do you measure the speed of a wave?
1. Using the rope with ribbon. Create periodic waves and estimate their wavelength. Count
the number of waves that pass by the ribbon in ten seconds. Compute the frequency of the
waves. Record the results.

2. The wave speed is the distance traveled by the wave per second.
INSTRUCTIONAL MATERIALS/ RESOURCES: Science – Grade 7 Learner’s Material First Edition, 2013
ISBN: 978-971-9990-58-1, Science – Grade 7 Teacher’s Guide First Edition, 2013 ISBN: 978-971-9990-
59-8, CG, A rope (at least five meters long), A colored ribbon, ruler, basin filled with water, timer
A8. describe the characteristics of sound using the concepts of wavelength, velocity, and
amplitude; A8. ACTIVITY TITLE:
S7LT-IIId7 MY OWN SOUNDING BOX
PROCEDURES:
- Class will be grouped into 4- 5 groups.
- Each group will make their own sounding box.
Instructions:
1. Cut and design your shoe box as shown in Figure
2. Put the rubber bands around the box. Make sure that the rubber
bands are almost equally spaced and that the rubber bands are arranged
according to increasing thickness from the lower end to the other end of the box.
3. Use your finger to pluck each rubber band. Listen to the sound produced.
Q1. What physical signs did you observe when you plucked each band. Did you hear any
sound? What produced the sound?
Q2. How different are the sounds produced by each band with different thickness?
4. This time use the fingers of one hand to stretch one of the elastics. Pluck the elastic with the
fingers of the other hand and observe.
Q3. Are there changes in the note when you plucked the stretched band?
5. Repeat step 4 with the other elastic bands.
Q4. Arrange the elastics in sequence from the highest note to the lowest note produced.
INTRUCTIONAL MATERIALS/ RESOURCES: Science – Grade 7 Learner’s Material First Edition, 2013
ISBN: 978-971-9990-58-1, Science – Grade 7 Teacher’s Guide First Edition, 2013 ISBN: 978-971-9990-
59-8, CG, shoe box, variety of elastic or rubber bands (thin and thick), extra cardboard – optional,
pair of scissors or cutter, ruler

A8. ACTIVITY TITLE:

PROPERTIES AND CHARACTERISTICS OF SOUND
PROCEDURES:
- With the same group in the activity “my own sounding box”, each group will perform the
following:
Part 1: Sounding the Box...
1. Label the rubber bands of your sounding box as S1, S2 and so on. Labeling should start
with the thinnest rubber band.
2. Pluck each rubber band. Listen to the sounds produced.
 Q1. What did you observed when you plucked each of the rubber bands and sound is
produced? How then is sound produced?
Q2. Is there a difference in the sound produced by each of the rubber bands? How do they
differ?
Q3. Which band produced a higher sound? Which band produced a lower sound?
Q4. How can you make a softer sound? How can you make a louder sound?
Q5. What factors affect the pitch and loudness of the sound produced by the rubber bands?
3. Stretch one of the rubber bands and while doing so, pluck it again.
Q6. Is there a change in the sound produced when you pluck the rubber band while
stretching it? How does stretching the rubber band affect the pitch of the sound produced?
4. Place a ruler (on its edge) across the sounding box. Pluck each rubber band and observe.
Q7. Is there a difference in the sound produced when the ruler is placed across the box?
5. Move the ruler off center to the left or to a diagonal position so that one side of each
rubber band is shorter than the other side. Pluck again each rubber band on each side of the
ruler and observe.
Q8. Which part of the rubber band (shorter side or longer side) provides higher pitch? Which
part provides lower pitch?
Q9. Again, what factors affect the pitch of the sound produced by the rubber bands?
Part 2: The Guitar...
6. Strum each guitar string without holding the frets. (String #0 is the lower most string while
string #6 is the uppermost string.)
7. Record all you observations in the table provided.
String Pitch (High or Low)
#
0
1
2
3
4
5
6
Q10. Which string vibrates fastest when strummed?
Q11. Which string vibrates slowest when strummed?
Q12. Which string has the highest frequency?
Q13. Which string has the highest pitch?
Q14. Which has the lowest frequency?
Q15. Which string has the lowest pitch?
Q16. How would you relate pitch and frequency?
- Each group will present their output.
- The teacher will conclude the meeting by answering the questions in the activity.
INSTRUCTIONAL MATERIALS/ RESOURCES: Science – Grade 7 Learner’s Material First Edition, 2013
ISBN: 978-971-9990-58-1, Science – Grade 7 Teacher’s Guide First Edition, 2013 ISBN: 978-971-9990-
59-8, CG, Sounding Box, Wooden rod, Ruler, Guitar
A9. describe how organisms produce, transmit, and receive sound of various frequencies
(infrasonic, audible, and ultrasonic sound); A9. ACTIVITY TITLE:
S7LT-IIIe8 VIDEO WATCHING
PROCEDURES:
- The teacher will let the learners watch videos about sounds.
- The teacher will give guide questions to the learners:
How sound produce? Transmit? Receive?
Is it possible to hear all sounds one at a time?
What is infrasonic? Audible? Ultrasonic?
- After watching the video, each students will share their ideas with their seatmates
- After that, call at least 5 students to share their ideas to the class.
INTRUCTIONAL MATERIALS/ RESOURCES: Science – Grade 7 Learner’s Material First Edition, 2013
ISBN: 978-971-9990-58-1, Science – Grade 7 Teacher’s Guide First Edition, 2013 ISBN: 978-971-9990-
59-8, CG, https://www.youtube.com/watch?v=OEj-dnHg6ZQ
https://www.youtube.com/watch?v=qV4lR9EWGlY&t=26s

(FOR M)
A10. explain sound production in the human voice box, and how pitch, loudness, and A10. ACTIVITY TITLE:
quality of sound vary from one person to another; VIDEO ANALYSIS
S7LT-IIIe9 PROCEDURES:
- Pick 5 students. Let them speak in front.
- The other students will differentiate the sound of their voice.
- Ask them why people don’t have the same sound of voice?
- Let them share their ideas to the class and let them watch videos about production of
human voice box.
- Let them answer the following questions:
Do you have the same sound voice with your classmate? Why?
How vocal cords work?
- Let them share their ideas with their seatmates and call at least 5 students to share their
ideas to the class.
INSTRUCTIONAL MATERIALS/ RESOURCES: Science – Grade 7 Learner’s Material First Edition, 2013
ISBN: 978-971-9990-58-1, Science – Grade 7 Teacher’s Guide First Edition, 2013 ISBN: 978-971-9990-
59-8, CG, https://www.youtube.com/watch?v=wEL87lznGrg
https://www.youtube.com/watch?v=b89RSYCaUBo
https://www.youtube.com/watch?v=ZLgAQTMgZ6g
(FOR A)
A11. relate characteristics of light such as color and intensity to frequency and A11. ACTIVITY TITLE:
wavelength; MY SPECTRUM WHEEL
S7LT-IIIf10 PROCEDURES:
- Let the class be group into 4-5 groups. Each group will have to bring cardboard or illustration
board, button fastener, glue or paste.
Part 1: Spectrum Wheel
1. Cut the two art files that make up the wheel on the next pages.
2. Cut along the lines drawn on the top wheel. The small window near the center of the
 wheel should be completely cut out and removed.
3. Punch a whole into the center of the two wheels together. You may use a button fastener
to hold the two wheels securely in place, one on top of the other, but they should be free to
rotate relative to each other.
4. When you see a region of the EM spectrum show up in the open window and the "W,F,E"
that correspond to that region showing up under the flaps then you know that you have
done it right.
Part 2: Characteristics of Light
Try out your Spectrum Wheel by positioning the inner most of the flaps on EM SPECTRUM.
This will simultaneously position the other flaps to ENERGY, WAVELENGTH & FREQUENCY.
Turn the upper wheel and observe the combinations.
Fill in the table below with the corresponding combinations you have observed using your
Spectrum Wheel.

Q1. How are frequency and wavelength related for a specific region of the spectrum?
Q2. What can you observe with the values of the product of frequency and wavelength in
the different spectra?
Q3. How is ENERGY related to FREQUENCY?
- After doing the activity, each group will present their output to the class.
INSTRUCTIONAL MATERIALS/ RESOURCES: Science – Grade 7 Learner’s Material First Edition, 2013
ISBN: 978-971-9990-58-1, Science – Grade 7 Teacher’s Guide First Edition, 2013 ISBN: 978-971-9990-
59-8, CG, cardboard or illustration board, button fastener, glue or paste, spectrum wheel pattern

A12. ACTIVITY TITLE:

A12. infer that light travels in a straight line;
LIGHT UP STRAIGHT!
S7LT-IIIg11

PROCEDURES:
- The class will be divided into 4-5 groups.
- Each group will be asked to bring the following materials:
2 pieces of cardboard
cutting tool
ruler or meter stick
permanent marker
pencil
 any object (e.g. medium size Johnson’s face
powder box)
- Given the materials, each group will have to design a 5-6 step procedure to test that light
follows a straight line or not.
- They will be given 20 minutes to finish the activity, after 20 minutes, each group will have to
present their output to the class.
- Their presentation will be scored according to the rubrics given in the module.
INSTRUCTIONAL MATERIALS/ RESOURCES: Science – Grade 7 Learner’s Material First Edition, 2013
ISBN: 978-971-9990-58-1, Science – Grade 7 Teacher’s Guide First Edition, 2013 ISBN: 978-971-9990-
59-8, CG, 2 pieces of cardboard, cutting tool, ruler or meter stick, permanent marker, pencil, any
object (e.g. medium size Johnson’s face powder box)

A13. infer the conditions necessary for heat transfer to occur;

A13. ACTIVITY TITLE:
S7LT-IIIhi-12
WARM ME UP, COOL ME DOWN
PROCEDURES:
- In this activity, students will analyze changes in the temperature of the water inside the
containers to answer the following questions:
a) What is the condition needed for heat transfer to occur between the containers?
b) In which direction does heat transfer between them?
c) Until when will heat transfer continue to occur?
- Since students will gather data using the thermometers, make sure that they know how to
use the device properly and measure temperature accurately. If needed, give them a
detailed review of how to use the thermometer and take data from it. Aside from the tips
on how to measure temperature accurately, the following points may also be emphasized:
a) Handle the thermometer with care to prevent breaking.
b) Do not hold the thermometer by its bulb (the lower end of the tube)
c) Do not ‘shake down’ the thermometer to reset it.
d) Do not use the thermometer to stir the water inside the containers.
e) Do not allow the thermometer to touch the bottom of the container.
- Each group should be provided with 4 thermometers – one for each container. If ever they
have only one or two thermometers, they should be advised to consider one setup at a
time.
- In the absence of a laboratory thermometer, students may use their ‘sense of touch’ to
determine the relative hotness or coldness of the water inside the containers. Just make
sure that if they do, they dip their fingers with care and use a different finger for each
container. Students may be allowed to perform the activity provided in the module to show
them how sense of touch may give different result in their activity.
INSTRUCTIONS FOR THE STUDENTS:
- Label the small and big containers as shown in Figure
2.
- Half fill containers 1, 2, and A with tap water. Half fill
also container B with hot water. Be careful when you pour hot water
 into the container.
- Add few drops of food coloring on the larger containers.
- Measure the initial temperature of water in each of the 4 containers, in degree Celsius (°C).
Record your measurements in Table
- Carefully place container 1 inside container A (Figure 3). This will be your Setup 1.
- Place also container 2 inside container B. This will be your Setup 2.
- Measure the temperature of water in all containers 2 minutes after arranging the setups.
Record again your measurements in the table (after 2 minutes).
- Continue to measure and record the temperature of water after 4, 6, 8, and 10 minutes.
Write all your measurements in the table below.

Q1. In which setup did you find changes in the temperature of water inside the
containers? In which setup did you NOT find changes in the temperature of water inside
the containers?
Q2. In which setup is heat transfer taking place between the containers?
Q3. What then is the condition necessary for heat transfer to take place between
objects?
- Refer to the changes in the temperature of water in the setup where heat transfer is taking
place.
Q4. Which container contains water with higher initial temperature? What happens to its
temperature after 2 minutes?
Q5. Which container contains water with lower initial temperature? What happens to its
temperature after 2 minutes?
Q6. If heat is related to temperature, what then is the direction of heat that transfers
between the containers?
Q7. What happens to the temperature of water in each container after 4, 6, 8, and 10
minutes? What does this tell us about the heat transfer taking place between the
containers?
Q8. Until when do you think will heat transfer continue to take place between the
containers?
- Let the students finish the activity and present their output to the class.
INSTRUCTIONAL MATERIALS/ RESOURCES: Science – Grade 7 Learner’s Material First Edition, 2013
ISBN: 978-971-9990-58-1, Science – Grade 7 Teacher’s Guide First Edition, 2013 ISBN: 978-971-9990-
59-8, CG, 2 small containers (drinking cups or glasses), 2 big containers (enough to accommodate the
small containers), tap water, hot water, food coloring, laboratory thermometers (with reading up to
100oC)
A14. describe the different types of charging processes; and A14. ACTIVITY TITLE:
S7LT-IIIj13 WHICH FEELS COLDER?
PROCEDURES:
* This activity is adapted from the book of Harry Sootin, entitled “Experiments with Heat”
- Let the class work in groups.
- Motivate the students by asking them to touch or feel some objects found inside the
classroom, like the metal bars or grills, the curtains, glass windows, the floor, the wooden
chairs. Then ask some volunteers to share their observations to the class. Let them also try
to explain their observations. Be aware of the misconceptions that students may give, such
as the following:
a) The objects have different temperatures.
b) Some objects contain greater amount of heat than others.
c) Some objects are naturally cooler than others.
- If ever, make sure to discuss for clarifications.
- The first part of the activity must be done at home or in school one day ahead. In case there
is no available refrigerator, students may just bring cooler with ice cubes inside the
classroom where they can place their thermometer and samples before the day ends. –
- For the second part of the activity, make sure that the students read the temperature from
the thermometer or touch their sample objects while these are still inside the freezer
(cooler). Bringing them out may affect the result of their experiment, especially if the
materials are already out for long. Also, make sure that the students feel each sample with a
different finger. Lastly, make sure that each student will touch all the samples to determine
their relative coldness. (Do not compare the coldness of an object with another object that
is examined by another student) They can just compare their conclusions and answers to
the questions with the other members of the group once they are done examining all their
samples.
- During the discussion, emphasize that different objects or materials conduct heat
differently. And this explains why even if they are of the same temperature, they do not feel
(cold) equally. Materials with higher conductivities feel cooler than those with lower
conductivities because they allow more energy to be transferred from the (warmer) finger
than those with lower conductivities.
Instructions for the students:
Part A: To be performed one day ahead.
- Place a laboratory thermometer inside the freezer of the refrigerator.
- Place also your sample objects inside the freezer at the same time. Leave them inside the
freezer overnight.

Part B: To be performed the next day.

- Take the temperature reading from the thermometer inside the freezer.
Q1. What is the temperature reading inside the freezer?
Q2. If ever there is a way to measure also the temperature of the objects placed inside
the freezer, how do you think will their temperature compare with each other and with
the temperature reading from the thermometer?
 - Touch one object lightly with your finger and feel it.
Q3. Did heat transfer take place between your finger and the object? If yes, how and in
what direction did heat transfer between them?
Q4. Did you feel the object cold? What made it so? (Relate this to your answer in Q3.)
- Touch the rest of the objects inside the freezer using different fingers, then observe.
Q5. Did the objects feel equally cold? What does this tell us about the amount of heat
transferred when you touch each object?
Q6. Which among the objects feels ‘coldest’? Which feels ‘warmest’?
Q7. Which among the objects is the best conductor of heat? Which object is the poorest
conductor of heat?
- Present findings to the class.
INSTRUCTIONAL MATERIALS/ RESOURCES: Science – Grade 7 Learner’s Material First Edition, 2013
ISBN: 978-971-9990-58-1, Science – Grade 7 Teacher’s Guide First Edition, 2013 ISBN: 978-971-9990-
59-8, CG, small pieces of different objects (copper/silver coin, paper, aluminum foil, iron nail, etc.),
laboratory thermometer

(FOR M)
A15. explain the importance of earthing or grounding. A15. ACTIVITY TITLE:
S7LT-IIIj14 TO CHARGE OR NOT TO CHARGE
PROCEDURES:
- Tell the students to follow the procedure accordingly. Take note that charging the balloon
by rubbing it against the hair will only work when the hair is completely dry. If the hair is
slightly wet, the water will prevent the transfer of electrons between the balloon and the
hair.
- Class will work with their groupings
INSTRUCTIONS TO THE STUDENTS:
- Mount the soft drink can on the Styrofoam cup
- Charge the balloon by rubbing it off your hair or your classmate’s hair.
- Place the charged balloon as near as possible to the soft drink can without the two objects
touching
- Touch the can with your finger at the end opposite the balloon.
- Remove your hand and observe how the balloon and the can will interact.
Q1. What do you think is the charge acquired by the balloon after rubbing it against your
hair?
Q2. In which part of the activity did polarization occur? Explain.
Q3. What is the purpose of touching the can in step #4?
Q4. Were you able to charge the soft drink can? Explain how this happened.
Q5. Based on your answer in Q1, what do you think is the charge of the soft drink can?
- Present your output to the class.
INSTRUCTIONAL MATERIALS/ RESOURCES: Science – Grade 7 Learner’s Material First Edition, 2013
ISBN: 978-971-9990-58-1, Science – Grade 7 Teacher’s Guide First Edition, 2013 ISBN: 978-971-9990-
59-8, CG, Styrofoam cup, soft drink can, balloon
(FOR T)
A16. conduct a forum on mitigation and disaster risk reduction A16. ACTIVITY TITLE:
NDMI S7LT-IIIj14 PROJECT DESIGN EXERCISES
PROCEDURES:
- The class will be divided into 2 groups.
- Each group will have to identify different disaster that came in their areas and as students,
they have to find ways to stop/ prevent the disasters they encountered. If it is natural
disaster, they have to share their ideas on what they can contribute to help the people who
encountered the disaster.
- They will present their ideas through song, role playing, dancing, slogan or collage.
- They can browse ideas from the internet or through this selection
https://www.unisdr.org/files/29304_bookunisdrfinishweb.pdf
INSTRUCTIONAL MATERIALS/ RESOURCES: Science – Grade 7 Learner’s Material First Edition, 2013
ISBN: 978-971-9990-58-1, Science – Grade 7 Teacher’s Guide First Edition, 2013 ISBN: 978-971-9990-
59-8, CG, https://www.unisdr.org/files/29304_bookunisdrfinishweb.pdf

Prepared by: Checked by: Noted:

JANINE PHOEBE C. SILVA LANY T. CATAMIN ROSALIE E. CARMELO

Subject Teacher Department Head Academic Coordinator
Approved by:

DANILO B. MONTOY, MAEM

Principal