7

Quarter 1
Worksheet for
Science
Week 5

PILOT IMPLEMENTATION OF THE MATATAG K TO 10 CURRICULUM

Worksheet for Science Grade 7
Quarter 1: Week 5
SY 2023-2024

This material is intended exclusively for the use of teachers participating in the pilot
implementation of the MATATAG K to 10 Curriculum during the School Year 2023-2024. It
aims to assist in delivering the curriculum content, standards, and lesson competencies. Any
unauthorized reproduction, distribution, modification, or utilization of this material beyond the
designated scope is strictly prohibited and may result in appropriate legal actions and
disciplinary measures.

Borrowed content included in this material are owned by their respective copyright
holders. Every effort has been made to locate and obtain permission to use these materials
from their respective copyright owners. The publisher and development team do not represent
nor claim ownership over them.

Development Team

Writers: Maggel R. Anclote

Content Editor: Juan Dela Cruz
Mechanical Editor: Juan Dela Cruz
Illustrator: Juan Dela Cruz
Layout Artist: Joe Angelo L. Basco

Management Team
Juan Dela Cruz, Juan Dela Cruz, and Juan Dela Cruz

Every care has been taken to ensure the accuracy of the information provided in this
material. For inquiries or feedback, please write or call the Office of the Director of the Bureau
of Learning Resources via telephone numbers (02) 8634-1072 and 8631-6922 or by email at
[email protected].
 PILOT IMPLEMENTATION OF THE MATATAG K TO 10 CURRICULUM

LEARNING ACTIVITY SHEET

Learning Area: SCIENCE Quarter: 1

Week: 5 Day: 1
Lesson Title/Topic:
Name: Grade & Section:

Title and No. of Activity: HYPOTHESIS AND VARIABLES

Objective(s): At the end of the lesson, the learners shall be able to
a. Identify the different types of variables
b. Make hypotheses based on the given scientific problem
Materials Needed: Reading Material, concept map
Duration: 20 minutes
Instructions:
For this activity, the students will be grouped into 4. Each group will have their assigned
station. There will be a situation posted on each station. And the students will identify the
controlled, independent and dependent variable. They will also write the hypotheses of each
station. They After 3 minutes, they will exchange stations.

STATION 1
Manuel is a farmer. He noticed that there are mice that were pests on their rice crops. Their
harvest of rice crops decreases. The supply of rice affects their town. As a result, there was a high
price of rice. He uses three methods, first, he mixed 20g bait phosphorus material into the soil;
second, he places a scarecrow on the farm and lastly, he planted peppermint in between the rice
crops.
STATION 2
Mary’s mother is a “plantita”. During the pandemic, she planted tomatoes. She observed that
her plant growth and its fruits differ, although she planted them at the same time. Because of lack
of space, there were tomatoes planted on the garden soil, others are on the small pots. Her mother
plant the tomatoes near the sunlight, the other was inside on their house. Both were watered and
were given same amount of fertilizers.
STATION 3
During the Brigada eskwela, teacher Mara is cleaning her room. She mops the floor and cleans
the board and chairs. She noticed that there were bubble gum stains on the wall. She wants to
remove the stain before she repaints the wall. She tries to use oil, water and ice to remove the
bubble gum stain.
STATION 4
Joseph loves to eat. One of his favorite food is a sandwich. He makes it with peanut butter,
jams, ham, and even portions of margarine. His mother bought 2 packs of bread. As he was
about to prepare his sandwich, he saw molds on the sides of the bread. He ran to his mom and
told her about the molds. He put a slice of bread inside an air-tight container, the other slice he
put on a paper bag and the remaining slices, he left on the bread plastics.

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 PILOT IMPLEMENTATION OF THE MATATAG K TO 10 CURRICULUM

Tasks/Questions:
Complete the table below.
HYPOTHESIS CONTROLLED INDEPENDENT DEPENDENT
VARIABLE VARIABLE

Formative Assessment
Read and answer the following. Choose the letter of the correct answer.

1. Which is the independent variable?

a. The amount of water c. The times of stirring
b. The amount of sugar d. The temperature of water
2. Which is the dependent variable?
a. The dissolving time of sugar c. The number of granules left
b. The heating time of water d. The temperature of water
3. Which are the controlled variables?
I. water temperature
II. amount of water
III. amount of sugar
IV. dissolving time of sugar
V. stirring time
a. I, II, III, IV c. II, III, V
b. II, II, IV d. I, III, IV
4. Mary wants to know in which temperature of water salt will dissolve faster. What is the
independent variable in the situation?
a. The level of water c. The temperature of water
b. The type of water d. The source of water
5. How can a scientist know if his/her hypothesis is effective or not?
a. Rely on wild guess
b. Conclude based on gathered info from others.
c. Test hypothesis thru testing
d. Observe from others

Reflection:
Answer the question below on your notebook. Complete the sentence below.
3 things I learned ……
Extension/Differentiation (if applicable): The teacher can give other examples of situations
and the students will formulate their own hypothesis of the problem and identify the given
variables.

Remember that the format of a learning activity sheet can be adjusted to fit the needs of your learners, the
subject matter, and the level of detail required. The key is to provide clear instructions, engaging tasks, and
the necessary resources to help learners achieve the intended learning outcomes.
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 PILOT IMPLEMENTATION OF THE MATATAG K TO 10 CURRICULUM

LEARNING ACTIVITY SHEET

Learning Area: SCIENCE Quarter: 1

Week: 5 Day: 2
Lesson Title/Topic:
Name: Grade & Section:

Title and No. of Activity: EXPERIMENTATION

Objective(s): At the end of the lesson, the learners shall be able to;
a. Conduct an experiment to prove hypothesis
b. Determine the procedure in a given experiment

Materials Needed: Reading Material, activity or science notebook

Duration: 15 minutes (Group Activity)
Instructions:
For this activity, the students will be grouped into 4. Each group will have their assigned
station. On each station, there will be illustration, text and simple simulation to show the
experimentation.
STATION 1

Manuel is a farmer. He noticed that there are mice that were pests on their rice crops. Their
harvest of rice crops decreases. The supply of rice affects their town. As a result, there was a high
price of rice. He uses three methods, first, he mixed 20g bait phosphorus material into the soil;
second, he places a scarecrow on the farm and lastly, he planted peppermint in between the rice
crops.
Note to illustrator:

ILLUSTRATION A: FARMER PUTTING 20G BAIT MATERIAL ON THE SOIL WITH 3 MICE

ILLUSTRATION B: RICE CROPS WITH SCARECROWS WITH 7 MICE

ILLUSTRATION C: RICE CROPS WITH PEPPERMINT PLANT IN BETWEWEEN NO MICE AT
ALL

STATION 2
Mary’s mother is a “plantita”. During the pandemic, she planted tomatoes. She observed that
her plant growth and its fruits differ, although she planted them at the same time. Because of lack
of space, there were tomatoes planted on the garden soil, others are on the small pots. Her mother
plant the tomatoes near the sunlight, the other was inside on their house. Both were watered and
were given same amount of fertilizers.

Note to illustrator:
ILLUSTRATION A: TOMATO PLANT OUTSIDE HOUSE WITH GREEN LEAVES AND LOTS OF
TOMATO FRUITS

ILLUSTRATION B: TOMATO PLANT IN A POT INSIDE THE HOUSE LEAVES ARE YELLOW
GREEN, WITHOUT FRUIT
3
 PILOT IMPLEMENTATION OF THE MATATAG K TO 10 CURRICULUM

STATION 3

During the Brigada eskwela, teacher Mara is cleaning her room. She mops the floor and cleans
the board and chairs. She noticed that there were bubble gum stains on the wall. She wants to
remove the stain before she repaints the wall. She tries to use oil, water, and ice to remove the
bubble gum stain.

Note to illustrator:
ILLUSTRATION A: BUBBLE GUM STAIN ON WALL WITH WATER

ILLUSTRATION B: BUBBLE GUM STAIN WITH OIL (LITTLE VISIBLE)

ILLUSTRATION C: REMOVED BUBBLE GUM STAIN USING ICE

STATION 4

Joseph loves to eat. One of his favorite food is a sandwich. He makes it with peanut butter, jams,
ham, and even portions of margarine. His mother bought 2 packs of bread. As he was about to
prepare his sandwich, he saw molds on the sides of the bread. He ran to his mom and told her
about the molds. He put a slice of bread inside an air tight container, the other slice he put it on
a paper bag and the remaining slices, he left on the bread plastics.
Note to illustrator:

ILLUSTRATION A: BREAD SLICE IN AN AR TIGHT FOOD KEEPER

ILLUSTRATION B: BREAD SLICE IN A PAPER BAG

ILLUSTRATION C: SLICE BREAD ON ITS OWN PACKAGE

Tasks/Questions:
1. How many experiments were done on each station?

2. Can you describe the procedure of the experiment on the first station? How about the 2nd? 3rd?
and 4th station?
3. Which of the experiments in the first station worked? How did you say so? How about he 2 nd
station? 3rd station? 4th station?

4. How will you say that the experiment worked well?

5. does the experiment shows a fair testing? How did you say so?
Reflection:

Answer the question below on your notebook. Complete the sentence below.

3 things I learned ……
2 things I wonder…..

Extension/Differentiation (if applicable): The teacher can give other examples of situations with
simple experiment that earners can do at home

Remember that the format of a learning activity sheet can be adjusted to fit the needs of your learners, the
subject matter, and the level of detail required. The key is to provide clear instructions, engaging tasks, and
the necessary resources to help learners achieve the intended learning outcomes.

4
 PILOT IMPLEMENTATION OF THE MATATAG K TO 10 CURRICULUM

LEARNING ACTIVITY SHEET

Learning Area: Science Quarter: 1

Week: 5 Day: 3
Lesson Title/ Topic:
Name: Grade & Section:

Title and No. of Activity: DRAWING CONCLUSIONS

Objective:
a. Define what is conclusion
b. Draw conclusions from a given scientific scenarios
Materials Needed: Reading Material posted on the wall (station 1 to 4), notebook, Duration: 15
min.
Instructions:
For this activity, the students will be grouped into 4. Each group will have their assigned
station. The students will draw their conclusions based on the different scenarios.
STATION 1

Manuel is a farmer. He noticed that there are mice that were pests on their rice crops. Their
harvest of rice crops decreases. The supply of rice affects their town. As a result, there was a high
price of rice. He uses three methods, first, he mixed 20g bait phosphorus material into the soil;
second, he places a scarecrow on the farm and lastly, he planted peppermint in between the rice
crops.

Note to illustrator:
ILLUSTRATION A: FARMER PUTTING 20G BAIT MATERIAL ON THE SOIL WITH 3 MICE

ILLUSTRATION B: RICE CROPS WITH SCARECROWS WITH 7 MICE

ILLUSTRATION C: RICE CROPS WITH PEPPERMINT PLANT IN BETWEWEEN NO MICE AT
ALL

STATION 2
Mary’s mother is a “plantita”. During the pandemic, she planted tomatoes. She observed that
her plant growth and its fruits differ, although she planted them at the same time. Because of lack
of space, there were tomatoes planted on the garden soil, others are on the small pots. Her mother
plant the tomatoes near the sunlight, the other was inside on their house. Both were watered and
were given same amount of fertilizers.

Note to illustrator:

ILLUSTRATION A: TOMATO PLANT OUTSIDE HOUSE WITH GREEN LEAVES AND LOTS OF
TOMATO FRUITS

ILLUSTRATION B: TOMATO PLANT IN A POT INSIDE THE HOUSE LEAVES ARE YELLOW
GREEN, WITHOUT FRUIT

5
 PILOT IMPLEMENTATION OF THE MATATAG K TO 10 CURRICULUM

STATION 3

During the Brigada eskwela, teacher Mara is cleaning her room. She mops the floor and cleans
the board and chairs. She noticed that there were bubble gum stains on the wall. She wants to
remove the stain before she repaints the wall. She tries to use oil, water, and ice to remove the
bubble gum stain.

Note to illustrator:

ILLUSTRATION A: BUBBLE GUM STAIN ON WALL WITH WATER

ILLUSTRATION B: BUBBLE GUM STAIN WITH OIL (LITTLE VISIBLE)

ILLUSTRATION C: REMOVED BUBBLE GUM STAIN USING ICE

STATION 4
Joseph loves to eat. One of his favorite food is a sandwich. He makes it with peanut butter, jams,
ham, and even portions of margarine. His mother bought 2 packs of bread. As he was about to
prepare his sandwich, he saw molds on the sides of the bread. He ran to his mom and told her
about the molds. He put a slice of bread inside an air tight container, the other slice he put it on
a paper bag and the remaining slices, he left on the bread plastics.

Note to illustrator:

ILLUSTRATION A: BREAD SLICE IN AN AR TIGHT FOOD KEEPER

ILLUSTRATION B: BREAD SLICE IN A PAPER BAG

ILLUSTRATION C: SLICE BREAD ON ITS OWN PACKAGE

Tasks/Questions:
1. What conclusion can you drawn from the scenario in station 1? How about in station 2?
Station 3? And station 4?
2. How can you draw conclusions?
3. What is the importance of conclusion in science?

Formative Assessment
Complete the table below by supplying the conclusion based on the given information.

PROBLEM HYPOTHESIS VARIABLES DATA CONCLUSION

GATHERED/RESULTS
Are more Hypothesis Dependent 200 cases of infected
people infected No.1. More Variable: More people are under GCQ
with Covid 19 people are or less people in Area A. 150 cases of
under General infected with are infected infected people are
Community Covid 19 under Independent under MECQ in Area
Quarantine GCQ than Variable: GCQ A. No reported cases
(GCQ) or MECQ? and MECQ for three days under
Modified
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 PILOT IMPLEMENTATION OF THE MATATAG K TO 10 CURRICULUM

Enhanced GCQ but with several

Community Hypothesis Constant cases under MECQ.
Quarantine No.2. Less Variable:
(MECQ)? people are Specific area
infected with under MECQ It was found out that
Covid 19 under and GCQ there are more cases of
GCQ than under study infected people with
MECQ? Covid 19 in Area A
with 200 cases under
GCQ. There were about
50 cases less for people
infected with Covid 19
in Area A under
MECQ.

Reflection:

Answer the question below on your notebook. Complete the sentence below.

3 things I learned ……
2 things I wonder…..

1 question I still have….

Extension/Differentiation (if applicable): The teacher can give other examples of situations
and the students will identify what method of data gathering will they use.

Remember that the format of a learning activity sheet can be adjusted to fit the needs of your learners, the
subject matter, and the level of detail required. The key is to provide clear instructions, engaging tasks, and
the necessary resources to help learners achieve the intended learning outcomes.

7
 PILOT IMPLEMENTATION OF THE MATATAG K TO 10 CURRICULUM

LEARNING ACTIVITY SHEET

Learning Area: Science Quarter: 1

Week: 5 Day: 4
Lesson Title/ Topic:
Name: Grade & Section:

Title and No. of Activity: HYPOTHESES AND VARIABLES

Objective:
a. Define application
b. Apply the scientific method in investigating certain scenario
Materials Needed: 1 whole sheet of paper,
Duration: 15 min.
Instructions:
1. Look for a partner.
2. Complete the table.

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 PILOT IMPLEMENTATION OF THE MATATAG K TO 10 CURRICULUM

Formative Assessment
1.What skill does a scientist show when she listens to the sounds that whales makes?
A. Making a hypothesis C. Interpreting data
B. Making observations D. Drawing conclusion
2. Which question would be the best high level scientific question?
A. How many giraffes live in Africa?
B. Who made the first microscope?
C. How long ago did dinosaurs live on Earth?
D. Does the amount of salt in water affect the temperature at which it boils?
3. What do you call the series of steps designed to help you solve problems and answer questions?
A. Observation C. Hypothesis
B. Scientific Method D. Experiment
4. In science, an educated guess is called a/an
A. Conclusion C. Hypothesis
B. Observation D. Question
5. When you decide whether or not the data supports the original hypothesis, you are
A. Asking questions C. Making observations
B. Drawing conclusions D. Forming a hypothesis
6. When a scientist shares her findings with other scientists, she is
A. Experimenting C. Analyzing data
B. Making a hypothesis D. Communicating results
7. The final part or a summary of reasonable inferences is/an
A. Controlled experiment C. Hypothesis
B. Question D. Conclusion
8. Anything that can change in an experiment is called_________.
A. Variable C. Experiment
B. Hypothesis D. Conclusion
9. All good experiment should be
A. Questionable C. Explainable
B. Testable D. Thoughtful
10. Which of the following does not belong to the group?
A. Hypothesis C. Experiment
B. Conclusion D. Plagiary

Reflection:

To measure your knowledge based on our science activity, you will make your reflection by
completing the following phrases:

“At first I thought…”

and ‘Now I think….”

Extension/Differentiation (if applicable): The teacher can give other examples of situations
and the students can make a simple scientific method activity

Remember that the format of a learning activity sheet can be adjusted to fit the needs of your learners, the
subject matter, and the level of detail required. The key is to provide clear instructions, engaging tasks, and
the necessary resources to help learners achieve the intended learning outcomes.