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Grade 7 Science Curriculum: An Instructional Guide for Content, Teaching and Learning Activities, and Assessment Tasks
- Aria Dana
- Aug 27
- 33 min read
Updated: 1 day ago
A curriculum is more than a list of lessons—it is a structured roadmap that equips learners with the knowledge, skills, and values needed for growth. This guide unpacks the Grade 7 Science Curriculum, providing teachers with clear content outlines, engaging learning activities, and assessment tasks aligned to educational goals.
Table of Contents
Grade 7 Science Curriculum
Grade 7 Science Curriculum instructional guide with content, teaching-learning activities, and assessment tasks for each topic.
This guide provides teachers with a comprehensive framework to deliver the Grade 7 Science Curriculum effectively. Key features include:
Structured content for each topic to ensure comprehensive coverage of Grade 7 Science Curriculum concepts.
Teaching and learning activities (TLA) that promote student centered approach such as Hands-on Activities, Lab Activities / Lab Experiments, and Problem-Based Activities.
Assessment Tasks to help teachers assess student progress and understanding.
Quarterly Organization: Covers four key domains—Matter and Materials, Life Sciences, Physics, and Earth and Space Science—lasting approximately 9–10 weeks per quarter. Each quarter reinforces and expands upon previous learning while introducing new scientific concepts.
Opportunities for developing 21st-century skills, including:
Information, Media, and Technology skills
Learning and Innovation skills
Life and Career skills
Communication skills
Flexibility for lesson planning, allowing teachers to adapt activities and assessments to meet student needs.
Focus on application, helping students not only understand scientific concepts but also use them to explore and solve real-world problems.
Grade 7 Science Curriculum instructional guide is aligned with the K–12 Science Curriculum for Grade 7 and the newly implemented MATATAG Curriculum by the Department of Education. While the guide emphasizes content, teaching and learning activities, and assessment tasks, it reflects the key learning expectations outlined in the MATATAG Curriculum, which is aligned with international frameworks.
K–12 Science Curriculum for Grade 7 Quarterly Organization
First Quarter: Science of Materials
Contents | Teaching / Learning Activities | Assessment Tasks |
Unit 1: Introduction to Scientific Investigation | ||
a. Role of models in science (to explain unseen phenomena) | Demonstration: Teacher show physical models (e.g., DNA model, solar system model) and discuss how they represent real systems.
Online Simulation: Use online simulations to explore phenomena that are invisible or too large/small (e.g., molecular simulation, planetary orbits simulation).
Group Discussion & Analogy Building: Students create analogies to explain unseen phenomena (e.g., atoms as a solar system).
Hands-On Model Making: Small groups build models using craft materials to demonstrate concepts like cell structure, water cycle, or magnetic fields. | Lab Journal: Diagrams explaining the phenomenon using their model.
Peer Feedback Session: Evaluate each other’s models for accuracy and clarity. Quiz: Purpose and types of scientific models. |
b. Scientific Method
| Problem-Based Activity: Present a real-life problem (e.g., plant growth under different light conditions) and have students identify variables, formulate hypothesis, and design experiments.
Flowchart Activity: Students create a flowchart of the scientific method steps using tools like Slides or Canva.
Lab Activity: Conduct a simple experiment following all scientific method steps and record observations.
Think-Pair-Share: Students analyze an example experiment and identify flaws or strengths in its application of the scientific method. Hands-on Activities about Scientific Method | Lab Journal: Documenting each step of a class experiment and what they learned
Poster Making: Experimental design and predicted outcomes.
Quiz: Identifying steps of the scientific method.
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c. Making accurate measurements using standard units
| Measurement Exercises: Measure classroom objects using rulers, measuring tapes, graduated cylinders, and balances.
Data Recording Exercises : Students record measurements in tables and calculate averages.
Conversion Exercises: Group activity converting between metric units (cm → m, g → kg).
Error Analysis Discussion: Compare measurements and discuss possible sources of error. | Lab Journal: Documenting measurements, units, and calculations.
Practical Test: Measure given objects accurately using standard tools.
Quiz: Conversion and proper use of measurement tools.
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d. Proper use and handling of science equipment | Demonstration: Teacher shows correct use of microscopes, beakers, pipettes, thermometers, etc.
Guided Exercises: Students practice handling equipment under supervision.
Safety Rules Brainstorming: In groups, students create a poster of equipment safety guidelines.
Role-Play Scenarios: Students identify unsafe practices and suggest corrections. | Practical Test: Correct handling and use of equipment.
Poster or Infographic: Equipment safety rules.
Lab Journal: Write about mistakes and lessons learned during hands-on practice.
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Unit 2: Particle Model of Matter | ||
a. Particle Model of Matter:
| Demonstration: Teacher show solids, liquids, and gases; ask students to infer that matter is made of particles.
Online Simulations: Use online particle animations to illustrate particle arrangement in solids, liquids, and gases.
Analogy Activity: Compare particles to everyday objects (e.g., marbles for solids, balls in water for liquids).
Group Discussion: Students discuss why substances have different properties, linking it to the type of particles.
| Concept Mapping: Types of particles and their arrangement.
Short Essay: How does particle type affect substance properties?
Group Presentation: Explain the particle arrangement of a given substance using models or online simulations.
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b. Properties of particles:
| Hands-On Simulation: Use beads or balls in trays to model particle motion at different temperatures (e.g., slow movement for cold, faster for hot).
Temperature Experiment: Observe diffusion of food coloring in cold vs. hot water to demonstrate motion and spaces between particles.
Diagrams: Students annotate diagrams showing particle attraction, motion, and spacing.
Think-Pair-Share: Discuss how particle motion explains melting, evaporation, condensation, and expansion.
| Lab Report: Diffusion experiment, describing particle behavior.
Diagram Labeling: Label particle arrangement and properties in solids, liquids, and gases.
Quiz: Effects of heat on particle motion and spacing.
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Unit 3: States of Matter and Changes of State | ||
a. Three states (phases) of matter: solid, liquid, gas
| Demonstration: Teacher show examples of solids, liquids, and gases using water, ice, and air in a balloon. Students classify objects in the classroom. Concept Mapping: Students create a mind map of solids, liquids, and gases with examples. | Classification Test: Give students a list of objects and substances. Ask them to classify each as solid, liquid, or gas, and justify their choice.
Poster Making: 3 examples of each state of matter in everyday life.
Quiz: Multiple-choice or matching questions identifying the state of matter.
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b. Particle arrangement, spacing, and motion in each state (diagrams/illustrations)
| Diagram Drawing: Students draw particle diagrams for each state, showing spacing and motion.
Simulation Activity: Use an online simulation (e.g., PhET simulation “States of Matter”) to observe particle behavior in different states. Group Discussion: Students explain differences in particle motion and spacing in small groups. | Diagram Drawing and Labeling: Draw particle diagrams for solids, liquids, and gases, showing particle spacing, arrangement, and motion.
Simulation-Based Activity: Interact with an online particle simulation and answer questions about motion and spacing in each state.
Peer Discussion: Explain their diagrams to a partner or group, describing how particles behave in each state.
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c. Changes of state in terms of particle arrangement and energy:
| Lab Experiment: Heat ice to water, then water to steam. Observe condensation and freezing. Students note changes in energy and particle movement.
Flowchart Activity: Students create flowcharts of changes of state with arrows, energy input/output, and particle behavior.
Role-Play: Students act as particles moving from solid → liquid → gas and vice versa. | Flowchart/Concept Map: Changes of state (melting, evaporation, condensation, freezing), including particle arrangement and energy changes (endothermic/exothermic).
Scenario Analysis: Give students a scenario (e.g., ice melting in a glass, steam condensing on a window). Ask them to describe particle motion, spacing, and energy change.
Role-Play: In groups, students act out particles during different changes of state, and the teacher assesses understanding based on accuracy of behavior and explanation.
Video/Slideshow: Make a short video explaining changes of state with particle diagrams and energy description.
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Unit 4: Substances and Mixtures | ||
a. Distinguishing mixtures from pure substances based on properties
| Hands-on Observation: Students examine samples of substances (e.g., salt, sugar, sand, water, saltwater) and note physical properties like solubility, uniformity, and appearance.
Sorting Game: Provide cards with substance names or pictures. Students work in groups to sort them into mixtures and pure substances, justifying their choices.
Class Discussion & Brainstorming: Students discuss why mixtures can be separated physically while pure substances cannot.
Online Simulation: Demonstrate mixtures vs. pure substances (e.g., virtual labs showing dissolving, filtration, evaporation).
| Classification Test on Pure Substances vs. Mixtures: Provide students with descriptions or samples of substances (e.g., sugar, salt, air, sand + water). Ask them to identify whether each is a pure substance or a mixture and justify their answer based on properties.
Lab Journal: Observe simple mixtures (e.g., saltwater, sand + iron filings) and record differences in properties such as solubility, appearance, and uniformity.
Quiz: Categorize substances and mixtures based on given properties. |
b. Classification of substances:
| Concept Mapping: Students create a map showing the difference between elements and compounds, with examples and key properties.
Research Presentation: In pairs or small groups, students research one element and one compound, focusing on properties, uses, and occurrence, then present their findings.
Demonstration/Lab Experiment: Teacher demonstrates chemical combination, e.g., forming water (H₂ + O₂ → H₂O) using simulations or videos. Students note how elements combine to form compounds.
Quiz/Game: Students classify substances as elements or compounds through Kahoot, Quizizz, or other online tools.
Peer Teaching: Students explain to their classmates why certain substances are elements or compounds using models or diagrams.
| Sorting Activity: Provide a list of substances (e.g., oxygen, water, carbon dioxide, gold). Students classify them as elements or compounds and explain their reasoning.
Research Presentation: Select one element and one compound, research their properties and uses, and present findings in a short poster, slideshow, or oral report.
Diagram/Chart Making: Differences between elements and compounds, including examples and key properties.
Scenario-Based Questions: Give scenarios (e.g., dissolving salt in water, burning sugar). Ask students to identify whether elements, compounds, or mixtures are involved, and explain particle-level reasoning.
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Unit 5: Solutions and Solubility | ||
a. Components of a solution: solute and solvent
| Hands-on Activity: Students dissolve salt in water and sugar in water to observe solute-solvent interaction.
Online simulation: Use a virtual lab to visualize solute particles dispersing in solvent.
Think-Pair-Share: Students explain the difference between solute and solvent in their own words.
| Exit Ticket Question: Identify solute and solvent in the given examples.
Poster Making: Show different solute-solvent combinations at home or school.
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b. Properties of solutions:
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Lab Experiment: Students add salt gradually to water until no more dissolves; identify the saturation point.
Class Discussion: Compare observations of unsaturated vs. saturated solutions.
Real-Life Connection: Identify saturated solutions in foods/drinks (e.g., sugar in soda).
Lab Experiment: Dissolve sugar in cold vs. hot water; record solubility differences.
Online Simulation: Show particle movement at different temperatures.
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Lab Journal: Describe the process, record observations, and classify solutions.
Quiz: Multiple-choice or matching on saturated vs. unsaturated solutions.
Data Interpretation: Given a solubility table, identify the best conditions for dissolving a solute.
Short Essay: How temperature affects solubility using observations.
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c. Quantitative expression of solute concentration
| Guided Exercises: Prepare solutions of different concentrations (e.g., 1%, 5%, 10%) in the lab.
Problem Solving: Solve simple problems on concentration (mass/volume %).
Peer Teaching: Students explain to classmates how they prepared solutions.
| Practical Test: Prepare a solution of a given concentration accurately.
Problem Solving: Quantitative expressions of solute concentration
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d. Identifying common solutions at home and school:
| Observation Activity: Collect samples (salt water, sugar water, vinegar) and classify them.
Litmus Test Experiment: Test samples with litmus paper and natural indicators.
Class Discussion: Compare acidic, basic, and neutral solutions and relate to daily life.
| Lab Journal: Record observations, color changes, and solution type.
Group Presentation: Present findings of common solutions with litmus reactions.
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e. Investigating properties of acidic and basic mixtures using natural indicators | Lab Activity: Extract color from red cabbage, turmeric, or beetroot.
Lab Experiment: Test household solutions (vinegar, baking soda solution) using natural indicators.
Group Discussion: Discuss patterns in color change and pH trends.
| Practical Demonstration: Demonstrate indicator preparation and testing.
Lab Journal: Describe observations, link to acidity/basicity, and explain real-life relevance.
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Critical Review of Lesson Sequencing
What do you think is more appropriate flow of discussion for Unit 1?
This is the original flow of discussion: Role of models in science > Scientific Method > Making accurate measurements > Proper use and handling of science equipment
Maybe this is the case: 1.Role of Models in Science
Starting with models introduces big-picture thinking. Students see why science tries to explain unseen or abstract phenomena.
It can engage students’ curiosity early on, helping them connect theory to real-world phenomena before diving into procedural skills.
Models also set the stage for later experiments by helping students visualize what they will investigate.
2. Scientific Method
After understanding the purpose of models, introducing the scientific method gives students a structured approach to investigation.
They can now relate models to experimentation: “How do we test or explore these phenomena?”
This order emphasizes concept before procedure, encouraging higher-order thinking from the start.
3. Making Accurate Measurements Using Standard Units
Once students understand the “why” (models, scientific method), they are ready to learn how to collect data accurately.
Measurement is presented as a practical skill necessary for executing experiments, connecting the scientific method to real action.
4. Proper Use and Handling of Science Equipment
Reasoning:
Ending with equipment handling might be intended to emphasize responsibility and safety before students actually start hands-on experiments.
It also allows discussion of tools in context—students now understand why equipment is important for making accurate measurements and conducting valid experiments.
Conceptual - first approach (models → method) encourages curiosity and understanding before procedural skills.
But then Grade 7 students might struggle with hands-on implementation if equipment handling is taught last—they may need to know the safe handling of science equipment and measurement skills first to do experiments.
This original flow prioritizes conceptual understanding first, then moves to process and skills. This can work well for cognitive engagement and curiosity, but from a practical classroom standpoint, students might benefit from a slightly reversed flow when doing hands-on activities, so safety and measurement skills are mastered before experimenting.
I think it is better to follow this. Suggested Refined Flow:
Proper use and handling of science equipment → Why? Students need to safely handle tools before doing any experiment
Making accurate measurements using standard units → Why? Once they know how to handle tools safely, they can take better measurements.
Scientific Method → Why? With safe handling and measurement skills, they can now design and carry out experiments logically.
Role of models in science → Why? After experimenting and collecting data, students can use models to explain unseen phenomena and abstract concepts.
This sequence moves from practical skills → measurement → process → conceptual understanding, which aligns with cognitive progression and enhances retention.
Second Quarter: Life Science
Contents | Teaching / Learning Activities | Assessment Tasks |
Unit 1: Microscopy and Cell Observation | ||
a. Parts of a compound microscope and their functions
| Labeling Exercise: Students receive a blank diagram of a microscope and drag labels to the correct parts using either physical cards or online tools (ICT skill).
Function Matching Game: Students match each microscope part to its function in groups, promoting collaboration and critical thinking.
Microscope “Parts Scavenger Hunt”: In small groups, students identify actual parts of the microscope in the lab and discuss their functions (hands-on, observational skills). | Quiz: Parts of the microscope on paper.
Short Essay: Explain the function of a specific part verbally or in writing.
Peer Teaching: Teach one microscope part and its function to peers, demonstrating understanding and communication skills.
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b. Proper handling, focusing, and storage of a compound microscope
| Demonstration and Guided Practice: Teacher demonstrates handling and focusing; students then practice step-by-step in pairs.
Checklists for Safe Handling: Students create a safety checklist for microscope use (promotes self-management and life skills).
Role-Play: Students simulate correct and incorrect handling to identify potential mistakes and their consequences (problem-solving and critical thinking). | Practical Observation Test: Teacher observes students as they handle, focus, and store microscopes, using a rubric for safety and correctness.
Lab Journal: Reflection on mistakes they noticed in handling and how to improve.
Peer Review: Evaluate each other’s handling skills and provide constructive feedback.
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c. Techniques in observing and identifying cell structures with a microscope | Hands-On Cell Observation: Students prepare slides of onion or cheek cells and observe under different magnifications.
Guided Sketching: Students draw observed cells and label structures, promoting observation and communication skills.
Online Microscopy Simulation: Use virtual microscopes or apps to manipulate magnification and identify structures (ICT skill, visual learning).
Group Discussion: Compare observations, discuss differences, and hypothesize reasons for variations (collaboration, critical thinking). | Lab Journal: Labeled diagrams and descriptions of cell structures.
Quiz: Identify cell structures from prepared slides or microscope images.
Group Presentation: Present findings of their observed cells and explain the function of each structure
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Unit 2: Cell Biology | ||
a. Cell as the basic structural and functional unit of life
| Concept Mapping: Students create a concept map showing the hierarchy: cells → tissues → organs → organ systems → organism.
Class Discussion: Present images of tissues/organs; students discuss what they are made of, emphasizing cells as building blocks.
Analogy Activity – Students compare a cell to a “factory” or “city” where each part has a specific role (critical thinking, visualization). | Short Essay: Why cells are called the basic unit of life.
Diagram Labeling: Parts of tissues/organs and indicate they are made of cells.
Class Presentation: Analogy of a cell and explain its functions.
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b. Cell structures (organelles) and their functions:
| 3D Models/Hands-On Activity: Students build cell models using craft materials or online 3D modeling apps (visualization, creativity, ICT skills).
Flashcards/Matching Game: Match organelle names to their functions in groups.
Lab Activity: Observe prepared slides of plant and animal cells to identify organelles. | Labeling Diagrams: Identify organelles in provided cell diagrams.
Quiz: Description of organelle functions.
Model Presentation: Explain their cell model to peers, highlighting structure-function relationships.
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c. Differences between plant and animal cells (presence/absence of certain organelles) | Venn Diagram Activity: Students create Venn diagrams comparing plant vs. animal cells.
Lab Activity: Compare prepared plant and animal cell slides to identify differences (chloroplasts, cell wall).
Debate: Groups discuss which organelles are critical for plant vs. animal survival (critical thinking, collaboration). | Comparison Table: Fill a table listing differences and similarities between plant and animal cells.
Quiz: Multiple choice or short answer identifying organelles present/absent in each type of cell.
Group Presentation: Explain the functional reason behind unique organelles (chloroplasts, cell wall).
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d. Unicellular vs. multicellular organisms (examples: bacteria vs. humans)
| Lab Activity: Observe unicellular organisms like Paramecium or Euglena.
Sorting Activity: Students classify examples of organisms as unicellular or multicellular.
Storytelling/Role Play: Students “become” a cell in a unicellular vs. multicellular organism to explore roles and cooperation. | Classification Test: Sort organisms into unicellular/multicellular and justify.
Short Answer Essay: Why are humans multicellular, but bacteria are unicellular?
Quiz: Compare the advantages and disadvantages of unicellular vs. multicellular life.
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e. Identification of beneficial and harmful microorganisms | Case Study Discussion: Students explore examples of microbes that cause disease vs. those that are useful in food production or medicine.
Research Activity: Students use credible online resources to find examples of beneficial and harmful microorganisms (ICT, information literacy).
Poster Making: Groups create posters illustrating beneficial and harmful microbes, including effects on humans and the environment. | Quiz: Identify microbes from images or descriptions as beneficial or harmful.
Group Presentation: Groups explain a chosen microbe, its role, and its impact.
Short Essay: Why microorganisms are important for life and human activities.
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Unit 3: Cell Reproduction and Genetics | ||
a. Cell reproduction:
| Diagram Animation: Students watch animations of mitosis and meiosis and identify each stage (ICT, visualization, understanding).
Stage Sorting Activity: Students arrange printed images or slides of mitosis and meiosis in the correct order.
Role-Play: Students act out the stages of mitosis and meiosis to understand the purpose and differences (collaboration, active learning).
Compare and Contrast Chart: Groups create a chart showing differences in purpose, outcome, and chromosome number. | Diagram Labeling: Label stages of mitosis and meiosis.
Short Essay: Explain the purpose of mitosis vs. meiosis.
Group Presentation: Present a stage-by-stage explanation of mitosis or meiosis with props or drawings.
Mitosis and Meiosis Dance: Perform a creative dance routine to illustrate the stages of mitosis and meiosis using a song.
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b. Sexual vs. asexual reproduction:
| Comparison Table Activity: Students fill a table showing number of parents, offspring similarity, and examples.
Scenario Analysis: Students analyze given examples (e.g., bacteria, humans, plants) and identify reproductive type.
Class Debate: Groups discuss advantages and disadvantages of sexual vs. asexual reproduction (critical thinking, communication).
| Classification Test: Categorize organisms based on reproductive type.
Quiz: Multiple-choice on differences between sexual and asexual reproduction.
Short Essay: Which reproductive strategy is advantageous in different environments.
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c. Fertilization process and genetic information transfer | Animated Video Observation: Watch a video showing fertilization and zygote formation.
Gamified Activity: Students simulate gamete fusion with colored beads representing chromosomes to visualize genetic transfer.
Peer Discussion: Discuss how offspring inherit traits from parents (critical thinking, collaboration).
Punnett Square Exercise: Simple exercises showing inheritance of single-gene traits.
| Diagram Labeling: Label gametes, zygote, and stages of fertilization.
Short Essay: Describe how genetic information is passed from parents to offspring.
Punnett Square Quiz: Predict offspring traits for given parental combinations.
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Unit 4: Levels of Biological Organization | ||
a. Levels of biological organization:
| Hierarchy Chart: Students create a physical or online chart showing: Cell → Tissue → Organ → Organ system → Organism → Population → Community → Ecosystem → Biosphere (ICT and visualization skills).
Analogy Activity: Compare levels of organization to nested systems, e.g., parts of a city or company (critical thinking, conceptual understanding).
Sorting Game: Students sort cards or images representing different levels of biological organization into the correct sequence (teamwork, problem-solving).
| Labeling Diagram: Label a blank hierarchy of biological organization.
Short Essay: How one level differs from or relates to the next.
Class Presentation: Present examples from each level (e.g., population = school of fish, community = pond ecosystem).
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b. Connections between levels using labelled diagrams | Diagram Construction: Students draw a diagram showing how cells form tissues, tissues form organs, etc., up to biosphere (communication and visualization skills).
Case Study Analysis: Examine a real-life ecosystem and trace connections from cells to the ecosystem level (critical thinking, real-world application).
Group Discussion: Students discuss how changes at one level (e.g., cell mutation) affect higher levels like tissues, organs, or organisms (systems thinking).
| Diagram Labeling & Explanation: Label levels and describe how each is connected.
Problem-Solving: Predict the effect of damage at one level on other levels (e.g., tissue injury affecting organ function).
Group Presentation: Explain the hierarchy and connections in a chosen organism or ecosystem.
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Unit 5: Ecology | ||
a. Biotic vs. abiotic components of an ecosystem
| Field Observation: Students explore a school garden, nearby park to identify biotic (living) and abiotic (non-living) components.
Sorting Activity: Students categorize a list of items or images into biotic and abiotic.
Class Discussion: Discuss how abiotic factors influence living components (temperature, soil, water).
| Classification Test: Classify components of an ecosystem as biotic or abiotic.
Short Essay: How an abiotic factor affects a specific organism.
Poster Making: Illustrate an ecosystem and label biotic and abiotic components.
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b. Ecological relationships (predation, competition, mutualism, parasitism, etc.)
| Role-Play/Simulation: Students act out different ecological relationships (predator-prey, symbiosis, competition).
Case Study Analysis: Groups analyze real-life examples of ecological interactions.
Diagram: Students create a chart showing different relationships and examples.
| Quiz: Match ecological relationships with definitions and examples.
Group Presentation: Present a case study of an ecological relationship.
Problem-Based Activity: Predict what happens if one species is removed in a relationship.
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c. Trophic levels and energy flow in a food pyramid
| Constructing Food Pyramids: Students build food pyramids using cards with organisms and arrows showing energy flow.
Online Simulation: Energy transfer in ecosystems.
Group Discussion: Discuss efficiency of energy transfer between trophic levels.
| Food Pyramid Worksheet: Label producers, consumers, and decomposers.
Short Essay: Why energy decreases at higher trophic levels.
Group Presentation: Describe energy flow in a selected ecosystem.
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d. Transfer of energy between organisms at different trophic levels
| Energy Flow Experiment/Simulation: Use diagrams or online tools to calculate energy loss at each trophic level.
Problem-Based Activity: Predict population changes based on energy availability.
Storyboarding: Students illustrate energy transfer from producers to top consumers.
| Problem Solving: Calculate energy at each trophic level using the given data.
Diagram Labeling: Show energy transfer in a food chain or web.
Group Presentation: Explain the consequences of energy loss in ecosystems.
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e. Predicting effects of changes in populations on other populations
| Population Simulation Game: Students simulate predator-prey or competitive interactions in groups.
Problem-Based Activity: Given a population increase or decrease, students predict outcomes for other species.
Group Discussion: Explore real-life examples (e.g., overfishing, invasive species).
| Problem-Based Activity: Predict ecological effects of population changes.
Graphing Activity: Plot population changes and explain trends.
Short Essay: Discuss the consequences of removing a species from an ecosystem.
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f. Predicting effects of changes in abiotic factors on ecosystems | Experimental Simulation: Students manipulate abiotic factors in a virtual ecosystem to observe effects on organisms.
Case Study Analysis: Examine real events like droughts, floods, or pollution.
Discussion: Students hypothesize how temperature, light, or pH changes affect living things.
| Short Essay: Explain the impact of an abiotic change on an ecosystem.
Prediction Charts: Draw before-and-after diagrams showing effects of abiotic changes.
Class Presentation: Present findings from online simulations or case studies.
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Third Quarter: Force, Motion, and Energy
Contents | Teaching / Learning Activities | Assessment Tasks |
Unit 1: Forces and Motion | ||
a. Forces acting between objects and how they are measured
| Lab Experiment: Students use spring balances to measure forces between objects (push/pull).
Online Simulation: Visualize forces in PhET simulations.
Group Discussion: Identify forces in everyday life and classify them as contact or non-contact forces. | Lab Journal: Document force measurements with observations.
Quiz: Label types of forces in given scenarios.
Poster Making: Illustrate forces acting in familiar situations.
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b. Balanced and unbalanced forces in everyday situations:
| Role-play: Students act out examples of balanced (standing still) vs. unbalanced forces (pushing a cart).
Lab Experiment: Place boxes on inclined planes, measure motion, and record observations.
Think-Pair-Share: Identify balanced/unbalanced forces in images/videos of everyday life. | Quiz: Determine balanced vs. unbalanced forces in different scenarios.
Video Explanation: Explain a scenario where forces are balanced/unbalanced.
Concept Map: Show relationships between force, motion, and balance.
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c. Free-body diagrams to represent magnitude and direction of forces
| Step-by-step Guided Activity: Draw free-body diagrams for simple objects.
Peer Teaching: Students create diagrams and explain them to a partner.
Use Software Tools: Drag-and-drop vectors to visualize forces. | Diagram Labeling Activity: Show the magnitude and direction of forces in given scenarios.
Mini-Project: Create free-body diagrams of classroom or home objects and present them.
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d. Effects of unbalanced forces on an object’s speed or direction of motion
| Lab Experiment: Roll balls of different masses and record acceleration.
Simulation: Change forces and observe changes in motion.
Predict-Observe-Explain (POE): Predict outcome, perform experiment, discuss results. | Lab Report: Analyze how unbalanced forces change motion.
Problem-Solving: Given a scenario, predict motion changes.
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e. Motion in terms of distance, displacement, speed, velocity, and acceleration
| Motion Tracking: Students measure distance and time in schoolyard experiments.
Graph Plotting: Plot speed vs. time from collected data.
Group Discussion: Compare real-life examples of speed vs. velocity. | Problem Solving: Calculate speed, velocity, and acceleration.
Group Presentation: Difference between distance and displacement using real examples.
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f. Difference between distance and displacement in relation to a reference point
| Demonstration: Walk along different paths and measure distance vs. displacement.
Hands-on Activity: Use string and markers to show shortest path (displacement). | Problem Solving: Identify distance and displacement in scenarios.
Group Presentation: Explain to classmates using classroom objects.
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g. Differentiating speed and velocity using the concept of vectors
| Vector Drawing Exercises: Represent motion on diagrams.
Simulation: Change direction and magnitude to see difference between speed and velocity.
Group Discussion: Everyday examples of constant speed but changing velocity. | Problem Solving: Identify speed and velocity in given situations.
Mini-Project: Record a moving object, show vectors for velocity.
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h. Uniform velocity and its representation using distance-time graphs
| Lab Activity: Students walk/run at a uniform speed and record time/distance.
Graph Plotting: Draw distance-time graphs for uniform motion.
Use of Simulation Software: Vary the velocity to see the effect on graphs. | Graph Interpretation: Analyze distance-time graphs.
Assessment Task: Create a graph that represents uniform motion from experimental data.
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i. Visual representation of motion: tape charts, motion graphs | Lab Experiment: Measure motion with tape and a stopwatch.
Graphing Exercises: Convert tape measurements into motion graphs.
Peer Discussion: Interpret graphs of different motions. | Lab Report: Record and graph motion data.
Problem Solving: Analyze motion from charts and graphs.
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Unit 2: Heat and Energy | ||
a. Difference between heat and temperature
| Demonstration: Teacher show a hot cup of water vs. a cold cup of water, measure temperature using a thermometer, and discuss heat vs. temperature.
Concept Map: Students create a visual map comparing “heat” and “temperature” with examples.
Think-Pair-Share: Students discuss real-life scenarios (e.g., heating a room vs. touching a stove) and identify heat and temperature differences.
Online Simulation: Use an online simulation showing how molecules move at different temperatures. | Exit Ticket: Write a one-sentence difference between heat and temperature.
Quiz: Multiple-choice or short-answer questions distinguishing heat and temperature.
Lab Journal: Describe temperature changes when heating different materials.
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b. Heat transfer methods: conduction, convection, and radiation
| Demonstration Experiments:
Group Activity: Students create a chart showing how each method occurs in daily life.
Video Analysis: Short videos showing natural and artificial examples of heat transfer. | Group Presentation: How heat is transferred in a specific example.
Quiz:
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c. Advantageous and disadvantageous examples of conduction, convection, and radiation
| Case Study Analysis: Students analyze examples like metal cookware, heating systems, or greenhouse effects.
Debate: Pros and cons of each heat transfer method in real-life applications.
Role Play: Students act as engineers or designers choosing materials for specific heat transfer needs. | Scenario-Based Questions: Identify the advantages/disadvantages in a given situation.
Short Essay: Why certain methods are preferred over others.
Project: Design a model showing efficient heat transfer.
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d. Particle model explanation of conduction and convection
| Online Simulations: Heat conduction in metal and wooden pot handles. Convection in the room: air conditioners and stoves.
Lab Activity: Use balls or beads to represent particles moving in solids, liquids, and gases.
Diagram Drawing: Students sketch particle movement during heat transfer. | Labeling Activity: Label particle behavior in conduction and convection diagrams.
Oral Presentation: Students explain particle movement to a peer or group.
Quiz: Multiple-choice or short answer on particle behavior. |
e. Conditions necessary for heat transfer to occur
| Class Discussion: Discuss factors like temperature difference, medium, and surface area.
Group Brainstorming: Identify conditions in daily life (e.g., cooking, insulation).
Lab Experiment: Test heat transfer with different materials. | Lab Journal: Record observations and infer conditions necessary.
Problem Solving: Scenarios where heat transfer is blocked or enhanced.
Quiz: Conditions for conduction, convection, and radiation.
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f. Innovative devices that transform heat energy into electrical energy | Research Project: Students explore devices like thermoelectric generators, solar panels, or heat engines.
Class Discussion: How innovation uses heat energy for electricity.
Lab Activity: Build a simple device demonstrating heat-to-electric energy conversion.
Multimedia Presentation: Students create a short video or slideshow. | Project Report: Include working principle, advantages, and applications.
Presentation/Poster: Explain an innovative device to peers.
Lab Journal: Personal insights on energy transformation and sustainability.
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Unit 3: Waves and Sound | ||
a. Waves carry energy
| Demonstration: Teacher use a slinky or rope to show energy transfer in waves without moving the medium.
Online Simulation: Wave simulation showing energy transfer in different media.
Group Discussion: Ask students to identify examples of energy transfer in everyday life (e.g., sound, water waves).
Concept Map: Students draw a diagram showing how waves carry energy.
| Short Essay: How waves carry energy?
Quiz: Identify whether scenarios involve energy transfer by waves.
Poster Making: Wave energy in real-world contexts.
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b. Types of waves:
| Lab Activity : Use a rope (transverse) and slinky (longitudinal) to visualize wave motion.
Peer Teaching: Students explain the differences in pairs/groups.
Video Analysis: Watch animations of seismic waves, light waves, and sound waves.
Brainstorming: List examples of mechanical and electromagnetic waves in daily life.
Online Simulation: Visualize electromagnetic waves (light, radio waves) vs. mechanical waves (sound, water).
| Lab Journal: Identify and classify observed waves in demos.
Diagram Labeling: Transverse vs. longitudinal wave characteristics.
Quiz: Determine wave type from descriptions.
Quiz: Match wave type with examples and medium.
Group Presentation: Comparing mechanical and electromagnetic waves.
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c. Characteristics of waves: wavelength, velocity, amplitude, frequency
| Lab Activity: Use a wave generator or online simulation to measure wave properties.
Graphing: Plot amplitude, frequency, and wavelength from observations.
Think-Pair-Share: Predict how changes in amplitude or frequency affect wave energy.
| Problem Solving: Wave speed, wavelength, or frequency.
Lab Report: Record measured wave characteristics from lab/simulation.
Concept Map: Show relationships among wave properties. |
d. Sound characteristics: wavelength, velocity, amplitude
| Lab Experiment: Measure sound speed using tuning forks or a smartphone app.
Simulation: Visualize sound waves and amplitude differences for loud/soft sounds.
Class Discussion: Relate amplitude and frequency to volume and pitch perception.
| Lab Report: Record and analyze sound measurements.
Quiz: Identify how amplitude and frequency affect sound characteristics.
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e. Sound production in the human voice box; variation in pitch, loudness, and quality
| Demonstration: Teacher show vocal cord vibration with a model or animation.
Lab activity: Students hum/speak at different pitches and volumes; observe effects.
Discussion: How vocal cord tension and air pressure affect pitch and loudness.
| Lab Journal: Record pitch and loudness changes during lab activity
Mini-presentation: How human voice produces sound.
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f. How organisms produce, transmit, and receive sound (infrasonic, audible, ultrasonic) | Video/animation: Show echolocation in bats, dolphins, and elephants.
Group Research: Assign different organisms to explore sound production and reception.
Class Discussion: Compare hearing ranges and adaptations.
| Infographic Making: Visual summary of organisms’ sound mechanisms and ranges.
Quiz: Identify examples of infrasonic, audible, and ultrasonic sounds.
Role-Play: Act different organisms producing or detecting sound.
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Unit 4: Light | ||
a. Characteristics of light: color, intensity, frequency, wavelength
| Lab Activity: Pass white light through a prism to show the spectrum and explain color and wavelength.
Online Simulation: Online tools to manipulate light frequency and intensity.
Lab Experiment: Students use flashlights and colored filters to explore light intensity and color mixing.
Class Discussion: How light color relates to wavelength and frequency in daily life (e.g., rainbows, screens). | Lab Journal: Record effects of prisms or filters on light.
Short Essay: Relate color, frequency, and wavelength.
Group Presentation: How light characteristics affect technology (screens, lasers, LEDs).
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b. Light travels in a straight line | Lab Activity: Pinhole camera, observe how light travels in straight lines.
Laser Pointer Demo: Shine laser through obstacles to show straight paths.
Shadow Activity: Students create shadows with objects and a light source to visualize light’s path.
Predict-Observe-Explain: Students predict what happens when light meets obstacles, observe results, and explain reasoning.
| Lab Journal: Describe observations from shadow or laser experiments.
Diagram Labeling: Draw and label the path of light in different scenarios.
Quiz: Conceptual questions about straight-line propagation and shadow formation.
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Unit 5: Electricity and Charging | ||
a. Different types of charging processes
| Lab Activity: Rub a balloon on hair to show charging by friction; use metal objects to demonstrate conduction; show induction with a charged rod near a neutral object.
Online Simulation: Showing electrons moving during charging.
Think-Pair-Share: Students explain the differences among friction, conduction, and induction in their own words.
Concept Map: Students create a diagram showing the three charging methods and examples.
| Lab Report: Record and explain the charging results from the experiments.
Quiz: Identify type of charging in different scenarios.
Group Presentation: Demonstrate and explain a charging process with a real-life example (e.g., static shock, photocopier).
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b. Importance of earthing/grounding | Demonstration: Teacher shows how grounding prevents charge buildup using simple circuits or static electricity models.
Class Discussion: Real-world importance of earthing in houses, electrical devices, and lightning rods.
Research Activity: Students explore cases of accidents caused by improper grounding.
| Lab Journal: Why grounding is important in their own words.
Quiz: Identify the safest method to prevent electrical hazards in given situations.
Poster Making: Design an educational poster showing the role of grounding in safety.
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Fourth Quarter: Earth and Space Science
Contents | Teaching / Learning Activities | Assessment Tasks |
Unit 1: Earth’s Location and Coordinate System | ||
a. Demonstrating location of places on Earth using a coordinate system
| Online Mapping Activity: Students use an online globe (e.g., Google Earth for online mapping) to identify different cities or countries using latitude and longitude.
Hands-on Grid Activity: Using a printed world map, students plot coordinates of given places.
Role-play as Cartographers: Students create a “coordinate scavenger hunt” where classmates find locations using latitude and longitude clues. | Quiz: Identify locations on a blank map using given coordinates.
Mini-Project: Select five cities worldwide and present their coordinates, including interesting facts about each city.
Peer Teaching: How to locate places using the coordinate system.
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b. Location of the Philippines relative to continents and oceans | Mapping Exercises: Students mark the Philippines and neighboring continents and oceans on a world map.
Group Discussion: Explore why the Philippines’ location is strategic for trade, biodiversity, and climate.
Quiz Game: Use Kahoot or Quizizz to answer questions about continents, oceans, and the Philippines’ relative position. | Map Labeling Test: Label continents, oceans, and the Philippines on a blank map.
Lab Journal: How the Philippines' location affects culture, trade, or environment.
Group Presentation: Philippines' location relative to continents and oceans, and explain its significance.
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Unit 2: Earth Materials and Resources | ||
a. Soil, water, rocks, coal, and fossil fuels as Earth materials used as resources
| Lab Activity: Students examine samples of soil, rocks, coal, and water in the classroom and describe their properties.
Resource Identification Game: Students match different Earth materials with their common uses (e.g., coal for energy, rocks for construction).
Research Activity: Students investigate and create a simple chart showing where major resources like coal and fossil fuels are found worldwide. | Quiz: Identify Earth materials and their uses.
Chart/Poster Making: Earth materials, their sources, and uses.
Oral Presentation: Explain one Earth material, its extraction, and its importance in daily life.
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b. Sustainable use of Earth’s resources | Case Study Analysis: Examine examples of overuse or pollution of Earth’s resources and discuss consequences.
Group Activity: Students brainstorm practical ways to conserve water, soil, and energy in daily life and create a “Sustainability Plan.”
Simulation/Game: Role-play a scenario where students act as policymakers deciding how to allocate limited resources sustainably. | Short Essay: How sustainable use of resources can benefit the environment and people.
Group Presentation: Present a sustainability plan for conserving one resource in the school or community.
Concept Map: Create a visual map showing Earth resources, their uses, and ways to use them sustainably.
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Unit 3: Solar Energy and Atmosphere | ||
a. How energy from the Sun interacts with the atmosphere
| Lab Activity: Use a simple model to show how sunlight is absorbed, reflected, and scattered by the atmosphere.
Online Simulation: Showing how solar energy affects air temperature, weather patterns, and climate.
Group Discussion: Discuss the importance of the Sun’s energy for Earth’s temperature, weather, and life. | Diagram Labeling: Label a diagram showing the Sun’s interaction with the atmosphere (absorption, reflection, scattering).
Quiz: How solar energy affects the atmosphere.
Mini-Report: Explain one effect of solar energy on Earth’s environment or climate.
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b. How human activities affect the atmosphere | Case Study Analysis: Students examine examples of air pollution, greenhouse gases, and ozone depletion caused by human activities.
Role-Play: Students act as government officials proposing solutions to reduce air pollution or greenhouse gas emissions.
Debate: Renewable vs. non-renewable energy sources and their effects on the atmosphere. | Short Essay: How human activities affect the atmosphere and possible solutions.
Poster/Infographic Making: Causes and effects of human impact on the atmosphere.
Group Presentation: Present a plan to reduce human impact on the atmosphere in their community or school. |
Unit 4: Solar Energy, Earth’s Tilt, and Seasons | ||
a. Tilt of the Earth relative to its orbit and its effect on sunlight intensity across the Earth over a year
| Globe and Lamp Demonstration: Teacher uses a globe and a lamp to show how Earth’s tilt affects sunlight intensity at different latitudes.
Online Simulation: Explore online models showing sunlight intensity changes over the year at different latitudes.
Group Discussion: Discuss how the tilt of the Earth results in varying sunlight intensity in different regions | Diagram Activity: Label diagrams showing sunlight intensity variations due to Earth’s tilt.
Quiz: How tilt affects sunlight intensity and climate.
Mini-Report: How tilt affects temperature patterns across the year.
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b. How tilt of the Earth affects the length of daytime at different times of the year
| Lab Activity:
Class Discussion: Analyze the relationship between tilt and changes in day length at different latitudes. | Table/Chart Making: Record and compare day lengths at different times of the year.
Quiz: Day length changes and their causes.
Lab Journal: Describe how day length changes across seasons in their region.
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c. Using models to relate:
| Concept Map: Students create a concept map linking Earth’s tilt, day length, Sun height, energy received, and latitude.
Lab Experiment: Using a tilted globe and flashlight, students measure Sun angles and relate it to energy received on different latitudes.
Small-group Discussion: Explore how changes in Sun height influence energy received at the surface. | Oral Presentation: Show relationships between tilt, day length, Sun height, latitude, and energy received.
Data Analysis Activity: Record and interpret measurements from the globe model to explain energy distribution.
Oral Presentation: Present the model and explain how each factor is related to seasonal energy differences.
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d. Causes of seasonal changes in the Philippines using models | Demonstration: Teacher shows Earth’s position in orbit and how the tilt causes seasons in tropical regions.
Timeline Activity: Students create a visual timeline of seasonal changes in the Philippines.
Group Discussion: Discuss why the Philippines experiences wet and dry seasons instead of four distinct seasons. | Diagram Labeling: Illustrate Earth’s position in orbit and indicate seasonal changes in the Philippines.
Quiz: Causes of seasonal variations in tropical countries.
Short Essay: Why the Philippines has wet and dry seasons using the Earth tilt model.
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Unit 5: Weather Systems and Wind Patterns | ||
a. How solar energy contributes to the occurrence of:
| Lab Activity: Use a simple model with heat lamps and water/land surfaces to demonstrate land and sea breezes.
Online Simulation: Students explore online simulations showing how solar heating creates monsoons and the ITCZ.
Group Discussion: Analyze how solar energy causes air movement and affects local and regional wind patterns. | Diagram Labeling: Label diagrams of land/sea breezes, monsoons, and ITCZ patterns.
Quiz: Role of solar energy in different wind systems.
Mini-Report: Explain one weather system and how solar energy drives it.
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b. Effects of certain weather systems in the Philippines | Case Study Analysis: Examine real-life examples of typhoons, monsoons, or droughts in the Philippines and their impacts.
Group Discussion: Discuss how weather systems affect daily life, agriculture, transportation, and disaster preparedness.
Simulation/Game: Students act as meteorologists, predicting the effects of a weather system on a community. | Short Essay: How a specific weather system affects communities in the Philippines.
Mapping Activity: Plot areas affected by monsoons or typhoons on a map of the Philippines.
Group Presentation: Present a plan for disaster preparedness or mitigation in areas affected by weather systems.
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Unit 6: Earth’s Structure, Faults, and Earthquakes | ||
a. Classification of geological faults according to the angle of the fault plane and direction of slip
| Demonstration: Teacher uses 3D models or clay to create fault planes and demonstrate normal, reverse, and strike-slip faults (hands-on & visual learning).
Online Simulations: Showing fault movement directions.
Small Group Discussion: Students categorize real-life fault examples based on type and angle. | Quiz: Draw and label fault types in a diagram with correct angles and slip directions.
Short Essay: Classify faults from images or diagrams.
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b. Movements along faults and how they generate earthquakes
| Seismograph Simulation Activity: Drop weights or shake a model to show seismic waves.
Role-Play: Students act out movements along faults to feel energy buildup and release. | Lab Journal: Explain how fault movement causes earthquakes.
Short Video Making: Fault movement and wave propagation.
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c. Types of faults most likely to occur in the Philippines and reasons for their occurrence
| Research Activity: Using PHIVOLCS or other credible sources to identify local faults.
Map Annotation Exercises: Plot major Philippine faults on a map. | Written Report or Infographic: Why are certain faults common in the Philippines?
Group Presentation: Geologic reasons behind fault distribution. |
d. Effects of earthquakes on communities depending on magnitude
| Case Study Analysis: Recent Philippine earthquakes and community impacts.
Class Discussion: Students share ideas on human, environmental, and economic effects. | Cause-Effect Chart or Poster: Summarizing earthquake effects by magnitude.
Problem-Based Activity: Decide community actions after hypothetical earthquake magnitudes. |
e. Using PHIVOLCS FaultFinder or other reliable sources to identify nearby fault systems and assess local earthquake risk
| Guided online exploration using PHIVOLCS FaultFinder.
Map-Making Activity: showing proximity to major faults and potential risks. | Risk Assessment Report for their locality.
Short Presentation: Summarizing findings and safety recommendations.
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f. Modeling fault scenarios:
| Tabletop Earthquake Simulation: Shake tray experiments to show epicenter, intensity, and tsunami potential.
Spreadsheet Or App-Based Calculations: Magnitude-to-intensity scenarios. | Lab Report: Show epicenter location, intensity, and tsunami potential.
Oral Presentation: Interpret results from simulations.
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g. Disaster preparedness: local plans and procedures during and after earthquakes
| Community Mapping Activity: Identify safe zones, evacuation routes, and resources.
Role-play Drills: Practice “Drop, Cover, Hold” and emergency response. | Preparedness Plan Poster or Slides Presentation for family/community.
Lab Journal: What they learned from drills and planning.
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h. How earthquakes result in tsunamis affecting shoreline communities
| Online Simulations: Showing underwater earthquakes triggering tsunamis.
Group discussion: Analyze why some coastal areas are more affected than others. | Cause-Effect Diagram: Showing earthquake-tsunami connection.
Oral Presentation: Explaining tsunami formation to peers.
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i. Procedures for tsunami alerts and community response | Simulation of Tsunami Warning System: Students respond to alerts in a timed scenario. Guest Speaker or Video Session: Local disaster management officer explaining procedures. | Checklists or Flowcharts: Showing proper response steps during tsunami alerts.
Scenario-Based Written Assessment: Explain step-by-step actions.
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Unit 7: Eclipses | ||
a. Solar and lunar eclipses: explanation using models
| Lab Activity: Use balls and lamps to demonstrate the Sun-Earth-Moon alignment for solar and lunar eclipses.
Online Simulations: Explore eclipse mechanics and paths of visibility.
Peer Teaching: Students explain the models to classmates, reinforcing understanding. | Diagram Labeling Activity: Draw and label the positions of the Sun, Earth, and Moon for both types of eclipses.
Short Essay: Describe the sequence of events during solar and lunar eclipses.
Quiz: Identify which type of eclipse occurs given specific Sun-Earth-Moon positions. |
b. Collecting, recording, and reporting community beliefs and practices related to eclipses | Fieldwork or Survey Activity: Interview family or community members about local beliefs, stories, or traditional practices during eclipses.
Data Organization Exercise: Categorize responses into themes (e.g., myths, precautions, celebrations).
Class Discussion: Compare and contrast cultural interpretations versus scientific explanations. | Community Report or Infographic: Summarize findings, integrating cultural beliefs and scientific understanding.
Oral Presentation: Share one interesting community belief and explain the scientific perspective.
Lab Journal: What they learned regarding the intersection of culture and science.
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Watch out! Science Curriculum: Instructional Guide Series (in completion)
Grade 7 Science Curriculum: Instructional Guide (this page)
Grade 8 Science Curriculum: Instructional Guide
Grade 9 Science Curriculum: Instructional Guide
Frequently Asked Questions
What are the topics of science in grade 7?
Topics include cells and genetics, human body systems, ecosystems, matter and energy, forces and motion, and Earth’s structure.
What is the first unit in 7th grade science?
The first unit is life science, focuses on cells, cell structure, and function, introducing students to biology basics and preparing them for more complex topics like genetics and ecosystems.
What are the lessons in Grade 7 Science MATATAG Curriculum?
The MATATAG Curriculum for Grade 7 Science includes Science of Materials; Life Science; Force, Motion, and Energy; Earth and Space Science
What are the things you expect to learn and experience in 7th grade science?
Students explore cells, ecosystems, forces, energy, and Earth’s processes. They conduct experiments, analyze data, and participate in projects. Learning emphasizes scientific thinking, problem-solving, teamwork, and hands-on experiences to help students understand concepts and apply knowledge in real-life situations.
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