Unit Learning Plan(consolidated)

Subject: Science Grade Level: 7

Unit Topic: Matter Quarter: 1

UNIT STANDARDS AND COMPETENCIES DIAGRAM

Students on their own and in the long run will be

able to conduct an investigatory project focusing
on community-based programs using locally Investigatory Project
available materials.

Students should be able to perform in groups

in guided investigations involving community-
based problems using locally available
materials

. EQ: How students investigates in solving

Describe the components of a scientific community-based problems by applying scientific
ways?
investigation EU: Students can solve community-based problems
through applying and understanding scientific ways.

The learners should be able to demonstrate

an understanding of scientific ways of
acquiring knowledge and solving problems

EXPLORE

This unit is about: Doing Scientific Investigation

Do we follow certain steps or rules when we solve problems? Scientists do. They use specific steps
and logical approach in discovering and inventing things. We might be doing the same but not as
formal as what a trained scientist does. We are not just aware that we are using even the basic steps
in scientific method in our everyday life.
Let’s start the module by looking at the different steps of scientific method. As you go through this
lesson, keep on thinking about this question: What are the steps in scientific method? How can we
solve problems in a scientific way?
Let us check your ideas on the different steps of scientific method by doing the next activity.

Hook-up Activity:
This video is all about the Steps in Scientific Method
Video Link: https://www.youtube.com/watch?v=qQBZbinoOrI

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 Process Questions:
1. What is the video all about?
2. What information did you get from the video?
3. How useful scientific method in our daily life?

Steps in Scientific Method:

Website: https://www.khanacademy.edu.ph (source)

Activity: Map of Conceptual Change(IRF)-Initial-Revised-Final

Answer the EQ: How students investigates in solving community-based problems by applying scientific
ways?
Use the IRF chart below. Answer only the initial response column.
Initial Revised Final
_________________________
_________________________
_________________________
_________________________
 If the hypothesis was not supported,
You have just given your initial ideas of the essential question. Find out we inwould come
the next section up if with a neware
your ideas
correct. WhatIn you
mostlearned next session will also enable youhypothesis.
cases, inthethescientific For project
to do the final instance,whichtheinvolves
next
scientific investigation that will help
method is an iterative process.you to finish your performance task
hypothesiswhich
mightis investigatory
be that project
there’s a
focusing on community-based programs
In other words, it’s a cycle using locally available materials.
broken wire in the toaster.
LEARNING rather than a straight line. The
COMPETENCY result ofFIRM-UP(ACQUISITION)
one go-round
LC1: Describe the becomes feedback that
components of a In thisimproves the unit,
part of the next you
roundare of going to ACQUIRE facts and skills about the steps in
scientific Investigation question
Scientific asking.To acquire information and acquire skills in this topic, you have to
Method.
do varied strategies that involve collaboration, self-regulation and communication.
Learning Target:
I can describe the Overview:
components of
scientific investigation

Activity 1: Anticipation Reaction Guide: Identifying the Steps in Scientific Method

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 Are you certain with your ideas on the different steps of scientific method? You will
do the anticipation reaction guide below to verify these ideas.
Instruction: Read the statements at the middle column. Match each with the steps below. Write only on the
column marked as BEFORE.

OBSERVATION PROBLEM HYPOTHESIS

CONCLUSION EXPERIMENT

INTERPRETING COMMUNICATING
DATA THE RESULT

BEFORE STATEMENTS AFTER

1. After experiment, Edwin accepts his hypothesis that an increase
in the amount of fertilizer dissolved in water will mean an increase
in the basicity of the solution.
2. Andy would like to help his dad repair their car which is running
poorly. He suggests that if they change the oil of the car, then it
will function properly.
3. After tabulating the experimental results in tables and graphs,
Alex interpreted that when the mass of the moving object is kept
constant, the acceleration of a moving object increases when the
applied force increases.
4. Five plants treated with the new fertilizer were found to have
strong stems while the other five plants with the old fertilizers
have soft and easy to cut stems.
5. The scientists studying global warming want to accurately predict
what the average temperature of the earth's surface will be 100
years from now.
6. After conducting a scientific investigation on DURIO
ZIBETHINUS (Durian) as an effective increaser of platelet count
in ORYCTOLAGUS CUNICULUS (European Rabbit), Therese
tells her parents and teacher about her findings and prepares to
present his project in Science class and in scientific community.
7. To identify which combination of mineral oil and “tanglad” extract
will give the most soothing effect in massage, Caroline prepare
25%, 50% and 75% “tanglad” liniment mixture.

Activity 1.1-KWL Chart

Below is a KWL Chart. It will help you evaluate your understanding of the lessons that will be taken in this
unit. You will be asked to fill in the information in different sections the table below. As of now, you are just
to answer the first two columns.
The Scientific Method
What I know What I want to know What I have LEARNED

Activity 1.2: Thinking Map

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 Instructions: Complete the Thinking Map below by writing terms that you can relate with
the concept of scientific values.

Thinking Map

Answer the following guide questions:

1. What associations do those words have on scientific values?
2. What values should a scientist have?
3. When can you say that a certain attitude or value can be considered scientific?

Activity 2 (Video Analysis)

Instructions: Students will copy the link on the search box (google.com). After watching the video, students
will construct their generalization.
Website(URL):
https://www.bing.com/videos/search?
q=components+of+scientific+investigation+in+Khan+Academy&&view=detail&mid=50E15F81108D2359895950E15F8
1108D23598959&&FORM=VRDGAR&ru=%2Fvideos%2Fsearch%3Fq%3Dcomponents%2Bof%2Bscientific
%2Binvestigation%2Bin%2BKhan%2BAcademy%26FORM%3DHDRSC3

LC2 Recognize that Activity 3-KWL Chart

substances are Instruction: Below is a KWL Chart. It will help you evaluate your understanding as you go along in this
classified lesson. You will be asked to fill in the information in different sections of the table below. Since you already
into elements and fill-in the first and second column at the Firm Up section, this time you will complete the table by filling in the
compounds last column.
The Scientific Method
Learning Target: What I know What I want to know What I have LEARNED
I can recognize that
substances are
classified
into elements and
compounds

Activity 4 – Labelling Exercise

Instructions: Classify each of the pictures by placing the correct label in the blanks below:
A-Element D-Mixture of Compounds
B-Compound E-Mixture of elements and compounds
C-Mixture of Elements
Each circle represents an atom and each different color represents a different kind of atom. If two atoms are
touching them they are bonded together.

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 1. 2. 3.

4. 5. 6.

7. 8. 9.

10. 11. 12.

13. 14. 15.

Activity 5-Labelling
LC3 Distinguish
Instruction: When substances are mixed, their molecules become mixed up. We call the new material a mixture. A
mixtures from mixture contains more than one type of atom or molecule.
substances The following diagrams show the molecules in two pure substances before mixing, and the mixture of molecules
based on a set of afterwards.
properties Look at the diagrams closely, and label each of them as either a single substance, or a mixture.

Learning Target:
I can distinguish
mixtures from
substances

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 Next two diagrams show a single substance and a mixture. Complete the labels to show you know which is
which:

Scaffold for TRANSFER 1

Activity 5-Making a Research Paper-(OBSERVATION)
Instruction: Identify the existing problem in your community. Then, use it as your subject for the research
paper you will be making. But before that, you need to answer the CER Table as your draft.
CLAIM-EVIDENCE-REASONING TABLE: (Feeling)

LEARNING COMPETENCY: (M)

INSTRUCTIONS: Supply the needed parts of this table
PROBLEM:

QUESTION:

YOUR CLAIM:

Cite from the article two evidences that support your claim:

EVIDENCE 1:

EVIDENCE 2:

Explain how your evidences support your claim.

REASONING:

Scaffold for TRANSFER 2

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 Activity 6 - Data Gathering - (Need) (Students will choose on what specific product/output they can make
out of the problem identified. You can choose among the following (examples are also given in each type of
Investigatory Project):
Five Types of Investigatory Project:
A. Experiment (Example: Make Soap out of guava, Making Herbal medicines or beauty products out
of locally available materials)
B. Demonstration (Example: You will demonstrate how to make Soap out of guava, you will show the
steps on how it is done)
C. Research (Example: You will investigate and do research on how to use cooking oil as a
Substitute for Diesel, you will prove and undergo an experiment to make it true)
D. Model (Example: You will make a human torso out of recyclable materials found at home or you
will make battery out of fruits and vegetables)
E. Collection (Example: You will collect plastic wrappers to make an eco-bricks, curtain, flower Vase
and etc. or you will collect old clothes to make rug, dish mat or pot holder)

Self-assessment:
1. FORMATIVE ASSESSMENT: KNOW-SHOW

LEARNING COMPETENCY: Distinguish mixtures from substances based on a set of properties.

KNOW SHOW
Direction: Answer this column by completing the Direction: Answer this column by completing the
statement below. statement below.
Here is what I know about the competency…. I can show what I know about the competency
by…

Interactive Quiz1
Interactive Quiz1
Instructions:
1. Use your own devices, e.g. a phone, tablet, laptop, etc. to join the game through via QUIZIZZ,
2. Wait for your teacher to launch a game and display the unique game PIN, for all players to
see.
3. Enter the game PIN and their nickname.Once all players are in the game will Start.
(This test will be assigned based on the modality and the availability of time on the conduct of
the game. Below are some example of the modes of taking the test)

Link : https://quizizz.com/admin/quiz/start_new/60857a7fd7ee21001c898580

Screenshot:

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 Interactive Quiz2
1. Use your own devices, e.g. a phone, tablet, laptop, etc. to
join the game through via kahoot.it or the Kahoot! app,
2. Wait for your teacher to launch a game and display the
unique game PIN, for all players to see.
3. Enter the game PIN and their nickname.Once all players
are in the game will Start.
4. Your task is to answer the questions you
see on the shared screen with your
devices. Each answer option on the
shared screen is inside a box with a
specific color and shape that matches the
boxes displayed on the players’ screen.
5. After each
question,
a leaderboar
d showing
the top 5
players is
displayed.
You can see their points and place them
on your own devices.
6. At the end of the game, the winner’s
nickname appears on the shared screen,
and you will see their final place on their
device

Link : https://kahoot.it/challenge/?quiz-id=669a564f-
617e-4105-ae2c4457f76eca0e&single-player=true

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 Screenshot:

LEARNING DEEPEN(Make Meaning)

COMPETENCY
LC 4: Investigate
properties of In this part of the quarter, you are going to MAKE MEANING of the facts and skills you acquired in the
unsaturated or previous weeks. To deepen your understanding, you will undergo varied strategies that involve more
saturated solutions critical thinking, communication, creativity, and collaboration.
Learning Targets:
I can investigate Activity 7: Webpage Reading
properties of Instructions: In this activity, you are going to explore more and investigate to enhance your knowledge
unsaturated or about saturated and unsaturated solutions. By doing this, you need to open the link below and follow the
saturated solutions instructions and after reading the page you need to answer the three (3) process questions below.
Open the following link:
 https://courses.lumenlearning.com/cheminter/chapter/saturated-and-unsaturated-solutions/
 https://chem.libretexts.org/Bookshelves/Physical_and_Theoretical_Chemistry_Textbook_Maps/Su
pplemental_Modules_(Physical_a
nd_Theoretical_Chemistry)/Equili
bria/Solubilty/Types_of_Saturatio
n
Process Questions:
1. What is solution?
2. Compare and contrast unsaturated
solutions and saturated solutions.
3. When can you say that the solution is
saturated or unsaturated?
4. Can you think of
some type of
solutions you
encounter in your
every-day life? Why
there are different
forms of matter and
what causes these
changes? How do
changes in matter
affect your everyday

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 life?
Screenshot Sample Tracker (For Webpage Reading)

Activity 8: Interactive Video Viewing

Instruction: You will watch this video about solutions and it’s types https://youtu.be/k9NTbjgIcF0
Below is the KWL chart.
Screenshot Sample:

Fill in the table after you watch over the video:

What I KNOW What I want to LEARN What I have LEARNED

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 GUIDED GENERALIZATION TABLE
Essential Question Situation 1 Situation 2 Situation 3
Why is it important to Scientific Method isn’t How problem solvers
use scientific method in just for Scientists. use the Scientific
solving problems? Method?
How students https://science.howstuffworks.com/inno
vation/scientific-experiments/scientific-
https://www.google.com/amp/s/workfo
rceinstitute.org/scientific-method-isnt-
https://www.thwink.org/sustain/glossa
investigate in solving method9.htm#:~:text=It%20provides just-scientists/amp/
ry/ScientificMethod.html
%20an%20objective%2C
community-based %20standardized,influence%20of
problems by applying %20personal%2C%20preconceived
%20notions
scientific ways?
Answer: Answer: Answer:
It provides an objective, Everyone face Solution of problems
standardized approach challenges on a regular too complicated for
to conducting basis. As such, we must common sense to solve
experiments and, in know how to solve is achieved by long
doing so, it improves the problems. strings of mixed
result. inductive and deductive
inferences.

Supporting Texts: Supporting Texts: Supporting Texts:

By using standardized A tried and true Scientific method is the
approach in their problem-solving most influential
investigations, Process is the scientific discovery because it
individuals who are method. changed the way we
conducting an think about solving
experiment can feel community-based
confident that they will problems.
stick to the facts and limit
the influence of personal,
preconceived notions.
Reason: Reason: Reason:
Following the scientific Scientific Method have It enables individual to
ways in solving problems been thought since be responsive to what
can lead you to the right school days, but the community is facing
track and will provide students just ignore it. It that maybe can affect
good results. seems that it has no the future of the next
value for them. Where generation.
in fact, it is very useful
in solving even a
common problems that
everyone encounters.
Common Ideas in Reasons:
Scientific Method is very influential and important in solving problems. It enables individual to be
responsive and capable of handling whatever result they have.
Enduring Understanding/Generalization:
Students can solve community-based problems through applying and understanding scientific ways.
C-E-R Questions:
1. In what way does scientific method is useful in solving community-based problems?
2. How does Scientific method helpful to you as a student?
3.
4. EQ: How students investigate in solving community-based problems by applying scientific ways?
Prompt for Generalization:
1.Importance of Scientific Methods to our daily life
2. Scientific Method is not only for scientist but it’s for everyone who wanted to solve problems in scientific
ways.
3. Attitude of individuals in handling different types of problems.

ASYCHRONOUS ONLINE LEARNING MATERIALS

Text 1: Why is it important to use scientific method in solving problems?
Link: https://science.howstuffworks.com/innovation/scientific-experiments/scientific-method9.htm#:~:text=It
%20provides%20an%20objective%2C%20standardized,influence%20of%20personal%2C%20preconceived
%20notions

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 Text 2: Scientific Method isn’t just for Scientists.
Link: https://www.google.com/amp/s/workforceinstitute.org/scientific-method-isnt-just-scientists/amp/

Text 3: How problem solvers use the Scientific Method?

Link: https://www.thwink.org/sustain/glossary/ScientificMethod.html

Instructions: Below is the rubric to be used in assessing your guided generalization.

Holistic Rubric for Guided Generalization:

Activity 9. Perform Your Home Experiment

LC 5: Express Mysterious Mixture
concentrations of Objective:
solutions  To predict the colors that will appear on the different mixtures
quantitatively by Materials:
preparing different  3 disposable cups (8 0z.)
concentrations of  Tap Water
mixtures according to  Food Coloring (red, blue and yellow)
 Masking tape
uses and availability
 Coffee filter (10 cm long and 2 cm wide)
of materials
 Pencil
 Scissors
Learning Targets: Procedures:
I can express 1. Fill each cup with three tablespoons of water.
concentrations of 2. Put three drops of red and three drops of blue food coloring into one cup. Put three drops of red and three drops of
solutions by yellow in a second cup. Put three drops of each color—red, blue, and yellow—in a third cup.
preparing different 3. Write the color combinations in each cup on a piece of masking tape. Tape it to the bottom of the corresponding cup
concentrations of where you cannot see it.
mixtures according to 4. Take an unused coffee filter, and cut three strips about 10 cm long and 2 cm wide. Wrap one end of a strip around a
uses and availability pencil, and lower the other end so that it goes about 1 cm into the water. Tape the filter paper to the pencil, and place
of materials. the pencil on the rim of the cup.
5. Repeat step 4 for your two other cups. Watch what happens.

Note: Always be careful when using scissors and other sharp objects.

In the table below, record your observations of the colors in each cup. Then make a prediction about which colors
appear on the paper. After completing the experiment, record the colors that did appear on the paper.

Cup (No.) Cup(s) Color Color(s) on Paper: Predictions Color(s) on Paper: Actual
(what you think will appear) (what actually appears)
1
2
3
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 Guide Questions:
1. In what order do the colors appear on the different papers? In what order are the colors of the rainbow? Compare.
2. Does green appear on your filter paper? If so, why? What colors make green?
3. Why do the colors separate?
4. If you use black ink, what do you think will happen? Why?
5. Is your hypothesis valid? Why or why not? If not, what would be your next steps?

Scaffold for Transfer 3:

Map of Conceptual Change
Activity: Map of Conceptual Change(IRF)-Initial-Revised-Final
EQ: How students investigate in solving community-based problems by applying scientific ways?
Use the IRF chart below. Answer only the REVISED response column. Let us see if you already have new
ideas as we go along this topic.
Initial Revised Final
_________________________ _________________________
_________________________ _________________________
_________________________ _________________________
_________________________ _________________________

Learning TRANSFER
Competency
LC 6: Conduct an
investigatory project In this part of the quarter, you are going to TRANSFER the facts and skills you acquired and the meaning you
focusing on made in the previous weeks.
In this section, you are going to conduct an investigatory project.
community-based
programs using
locally available Now that you have a deeper understanding of the topic, you are ready to do the tasks in the next
materials. activities. Your goal in this section is to apply your learning to real life situations. You will be given
a practical task which will demonstrate your understanding about scientific method.
Learning Targets: Transfer Goal:
I can conduct an Students on their own and in the long run will be able to conduct an investigatory project focusing on community-based programs
investigatory project using locally available materials.
focusing on
community-based Performance Task
programs using Situation: Now a days, we are experiencing various problems that probably can affect our health. One of
locally available which is our household waste. We don’t even know where it goes when garbage collector get it from our
materials. home? Are we aware of the consequences we will be going through as this trash increase its number? Who
will be blamed in the end? As a concerned individual and a responsible person you are task to conduct an
investigatory project to cater the problems that your respective community may facing today.
Goal: You are task to conduct an investigatory project.
Role: You are one of the following:
1. Environmentalist
2. Herbalist
3. Young Scientist
4. Advocator
Product Choice:
1. Make an herbal medicine out of herbal plants available in your community.
2. Use the recyclable materials found in your home to make an eco-bricks, flower vase, curtains, chairs and
etc.
3. Make a soap or beauty products out of locally available materials.
Audience: People of the community
Standards: accuracy of content, creativity, organization of ideas and clarity of the message.
GRASP Narrative:
Now a days, we are experiencing various problems that probably can affect our health. One of which is our
household waste. We don’t even know where it goes when garbage collector get it from our home. Are we
aware of the consequences we will be going through as these trash increases its number? Who will be
blamed in the end?
In this time of pandemic, where would you buy medicines and other medical needs when all pharmacy near
you are closed due to Community locked down due to Covid-19 virus? You need to be mindful and
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 resourceful when the need arises. Herbal plants are there, wherein you can use immediately either through
concoction or direct preparation. As an advocator, Young scientist, herbalist and environmentalist you are
task to conduct an investigatory project to cater the problems that your respective community may be facing
today. The result of your investigation will then lead you to make your own product/products that are useful
for future use. The product will be exhibited to your community promoting an advocacy that saying, every
problem has a solution or “May Pera sa Basura, Magiging healthy ka pa!”

The output will then be evaluated by your teacher based on its accuracy of content, creativity, organization
of ideas and clarity of the message.

Activity: Map of Conceptual Change(IRF)

REVISITING THE ESSENTIAL QUESTION THRU IRF-Finalizing
Today, you are going to revisit your REVISED answer to the essential question and find out if there’s a
change in your responses after you have transferred the necessary information and skills related to the
standards to real-life situations. You can now have your FINAL RESPONSE.

EQ: EQ: How students investigate in solving community-based problems by applying scientific ways?

Initial Revised Final

________________________
________________________
____________
Process Questions:
1. What is your revised answer to the essential question now?
_____________________________________________________________________________________
_________________________________________________

2. How does this activity reflect the kind of learner you have become for this part of the lesson?
_____________________________________________________________________________________
_____________________________________________________________________________________
________________________________________________.

For Assessing the Performance Task:

Analytic Rubric

Criteria Description Score

5 4 3 2 1

Accuracy of The student The student The student The student The student
Content shows a shows a shows a shows a limited shows a little
deep considerable shallow understanding understanding
understand understanding understanding about the about the
ing about about the about the situation and situation and
the situation and situation and possible solution possible
situation possible possible of the solution of the
and solution of the solution of the community community
possible community community problem problem
solution of problem problem
the
community
problem

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 Organizat- All Most elements There is one There are some The elements
ion of ideas elements in in the product missing elements in the product
the product are logically element in the mentioned in the are somewhat
are logically presented and product. But product that are logically
presented consistent the rest of the logically presented.
and elements are presented
consistent logically
presented

Clarity of A very clear A clear There are The message There is a little
Message message is message is the some conveyed to the message
the conveyed to discrepancies audience is not conveyed.
conveyed the audience. in the clear
to the conveying the
audience. message to
the audience

Creativity The product The product is The product is The product There is a little
is very creative. somewhat lacks creativity. creativity.
creative. creative.

Self-Assessment:
Transfer skills self-assessment template

I can...
I can describe the
components of
scientific
investigation
I can recognize
that substances
are classified
into elements and
compounds
I can distinguish
mixtures from
substances
based on a set of
properties
I can investigate
properties of
unsaturated or
saturated solutions

I can express
concentrations of
solutions by
preparing different
concentrations of
mixtures according
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 to uses and
availability of
materials.
I can conduct an
investigatory
project focusing on
community-based
programs using
locally available
materials.

Values Integration:
Justice and Peace, Engage Citizenship, Environmental Integration, Poverty Reduction, Gender Equality,
Youth Empowerment, Media

CALENDAR OF ACTIVITIES

WEEK 1
MON TUE WED THU FRI
A1.1 KWL Chart A1.2 Thinking Map Video Analysis Multiple Choice
A1.Anticipat-ion (write Guided Assessment for the
Reaction Guide generalization after Components of
watching ) Scientific Investigation

WEEK 2
MON TUE WED THU FRI

*Graphic Organizer: Interactive Video Labelling exercise Answer a labelling Labelling

KWL Chart Viewing (Mixtures) exercise using the (classification of
*Labelling (after watching the uploaded modules in Elements and
(Classifying Elements video students will write your Students’ Portal compounds)
and compounds) a generalizations) using our Learning (Mixtures)
Management System.

WEEK 3
MON TUE WED THU FRI

*Predict-Observe- Interactive Video Interactive Completing the C-E-R

Webpage Reading Explain Viewing Experiment Table
*Writing
Generalization

WEEK 4
MON TUE WED THU FRI

Performance Task
Orientation Scaffold for Transfer 2- Scaffold for Transfer 3- Scaffold for Transfer 3- Product Exhibit
(Scaffold for Transfer 1- Open Prompt Guided Transfer Independent Transfer (Critiquing)
Directed Prompt)

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