Eastern Star Academy, Inc.

JUNIOR HIGH SCHOOL DEPARTMENT

Student’s Name:
_______________________________________________________
Grade Level: Grade 7 Learning Modality: Modular Distance Learning
Subject: Science 7 Subject Teacher: Peter D. Cloma Jr., LPT

GENERAL INSTRUCTION:
Please read carefully. You may jot down notes or use highlighter in reading the
information sheets to assure retention and comprehension. DO NOT SUBMIT the
INFORMATION SHEETS. The activity sheets will be submitted according to the
given schedule. PLEASE WRITE LEGIBLY. Always write your name and other
essential data upon submission. PLEASE follow the prescribed schedule to avoid
incomplete outputs and cramming in the process. DO NOT CHEAT. Disciplinary
actions will be taken if caught and proven. Enjoy learning.

Lesson Scientific Investigation

#1

Lesson Description:
Students in science classes often start off the first chapter with that familiar step-by-
step flow chart showing how scientists develop a hypothesis, test a hypothesis,
gather data, and then draw conclusions. These chapters often include an experiment
where students follow directions and answer a question.
Objective:
Perform in groups in guided investigations involving community-based problems
using locally available materials
Scientific Investigation
Investigation is at the heart of science. It improves your thinking skills and
assesses your understanding of science concepts. In doing science investigation you
also develop positive attitude towards science. Do you know how scientists discover
and invent things? Let us find out in this lesson. In Grade 6 you have performed

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activities like science experiments. For example, you mixed sugar and water. In the
process of mixing, you have observed that the resulting sugar-water mixture appears
uniform in appearance. The solid becomes part of the liquid and cannot be seen.
You may say the sugar dissolves in water, or sugar is soluble in water. The sugar
and water mixture is homogeneous and it is called a solution. What is the role of
experiments in scientific inquiry?
In this lesson, you will define what a scientific investigation is and describe its
components.

Chances are you've heard of the scientific method. But what exactly is the scientific
method?

Is it a precise and exact way that all science must be done? Or is it a series of steps
that most scientists generally follow, but may be modified for the benefit of an
individual investigation?

The Scientific Method

"We also discovered that science is cool and fun because you
get to do stuff that no one has ever done before." In the
article Blackawton bees, published by eight to ten-year-old
students: Biology Letters (2010) 

There are basic methods of gaining knowledge that are

common to all of science. At the heart of science is the scientific
investigation, which is done by following the scientific method.
A scientific investigation is a plan for asking questions and
testing possible answers. It generally follows the steps listed.

Steps of a Scientific Investigation. A scientific investigation typically has these steps.

Scientists often develop their own steps they follow in a scientific investigation.
Shown here is a simplification of how a scientific investigation is done.

Making Observations

A scientific investigation typically begins with observations. You make observations

all the time. Let’s say you take a walk in the woods and observe a moth, like the one
in Figure below, resting on a tree trunk. You notice that the moth has spots on its
wings that look like eyes. You think the eye spots make the moth look like the face of
an owl.

Figure 2: Marbled emperor moth Heniocha dyops

in Botswana. (CC-SA-BY-4.0; Charlesjsharp).

Does this moth remind you of an owl?

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Asking a Question

Observations often lead to questions. For example, you might ask yourself why the moth has
eye spots that make it look like an owl’s face. What reason might there be for this
observation?

Forming a Hypothesis

The next step in a scientific investigation is forming a hypothesis. A hypothesis is a possible

answer to a scientific question, but it isn’t just any answer. A hypothesis must be based on
scientific knowledge, and it must be logical. A hypothesis also must be falsifiable. In other
words, it must be possible to make observations that would disprove the hypothesis if it
really is false. Assume you know that some birds eat moths and that owls prey on other
birds. From this knowledge, you reason that eye spots scare away birds that might eat the
moth. This is your hypothesis.

Testing the Hypothesis

To test a hypothesis, you first need to make a prediction based on the hypothesis. A prediction is a statement
that tells what will happen under certain conditions. It can be expressed in the form: If A occurs, then B will
happen. Based on your hypothesis, you might make this prediction: If a moth has eye spots on its wings, then
birds will avoid eating it.

Next, you must gather evidence to test your prediction. Evidence is any type of data that may either agree or
disagree with a prediction, so it may either support or disprove a hypothesis. Evidence may be gathered by an
experiment. Assume that you gather evidence by making more observations of moths with eye spots. Perhaps
you observe that birds really do avoid eating moths with eye spots. This evidence agrees with your prediction.

Drawing Conclusions

Evidence that agrees with your prediction supports your hypothesis. Does such evidence prove that your
hypothesis is true? No; a hypothesis cannot be proven conclusively to be true. This is because you can never
examine all of the possible evidence, and someday evidence might be found that disproves the hypothesis.
Nonetheless, the more evidence that supports a hypothesis, the more likely the hypothesis is to be true.

Communicating Results

The last step in a scientific investigation is communicating what you have learned with others. This is a very
important step because it allows others to test your hypothesis. If other researchers get the same results as
yours, they add support to the hypothesis. However, if they get different results, they may disprove the
hypothesis.

When scientists share their results, they should describe their methods and point out any possible problems with
the investigation. For example, while you were observing moths, perhaps your presence scared birds away. This
introduces an error into your investigation. You got the results you predicted (the birds avoided the moths while
you were observing them), but not for the reason you hypothesized. Other researchers might be able to think of
ways to avoid this error in future studies.

Student’s Name:
_______________________________________________________
Grade Level: Grade 7 Learning Modality: Modular Distance Learning
Subject: Science 7 Subject Teacher: Peter D. Cloma Jr., LPT

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Activity 1: Poster Making on Nine Characters

Student’s Name:
_______________________________________________________
Grade Level: Grade 7 Learning Modality: Modular Distance Learning
Subject: Science 7 Subject Teacher: Peter D. Cloma Jr., LPT

Activity 2: Field Trip

Procedure
1. Look for three (3) items or products that you see in any part of your house. Write
their names and describe the characteristics of each of these products. You may
make a table similar to Table 1:

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Products found at home Characteristics
1.

2.

3.

2. As you observe each product, describe the products in terms of color,

appearance, odor, feel, taste (for food products only), and number of observable
phase/s.
Products found at home Description in terms of color,
appearance, odor, feel, taste (for food
products only), and number of
observable phase/s
1.

2.

3.

3. Answer the following questions:

a. Based on your observations, which products are homogeneous
mixtures?

b. What common characteristics do the homogeneous mixtures in your

list have?

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c. Which of these products or items do you think are solutions?

As you performed the activity, here are some of the things that you demonstrated:
 Observing samples using your senses
 Defining what to look for
 Guessing what kind of matter the samples are
 Categorizing the sample materials according to their appearance

You have just conducted an inquiry in a scientific way. Isn’t it exciting?

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Student’s Name:
_______________________________________________________
Grade Level: Grade 7 Learning Modality: Modular Distance Learning
Subject: Science 7 Subject Teacher: Peter D. Cloma Jr., LPT

Answer it!

Multiple Choice. Encircle the letter of the best answer.

1. Scientists study about the events of our physical universe by using

A. Law of Nature
B. Scientific Method
C. Big Bang Theory
D. World Timetables

During the bread and pastry class of Julie, she watched closely as her teacher
demonstrated how to bake a pan de sal. She noticed that her teacher added yeast.
She asked her teacher, “Teacher Ramona what is the use of yeast?” Teacher
Ramona replied, “The yeast will make the bread rise. It will release gas as it is feed
on sugar.”
Julie wonders if the amount of sugar will affect the size of the bread.

2. In science, activities are performed to test a stated hypothesis. These

activities are called
A. Controls
B. Variables
C. Data
D. Experiments
3. The method of gathering information by using your senses in a scientific
inquiry is called
A. Observation
B. Experiment
C. Conclusion
D. Prediction
4. In a scientific investigation, a hypothesis can be described as
A. a tentative explanation
B. a problem statement
C. a generalization
D. an interpretation
5. Which of the following is not considered as a step of the scientific
method?
A. Stating the problem
B. Drawing a conclusion
C. Predicting outcomes
D. Changing Results

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6. The chart would most likely be used during an experiment designed to

answer which of the following problem?

A. Can temperature affect how fast coffee granules can be dissolved water?

B. Which variant of coffee granule dissolves faster in water?

C. How can coffee granules be dissolved in water?

D. Does the energy present in water affects the taste of coffee?

7. Jabar wants to investigate the effect of kalabo-sambong leaves extracts on the

soothing effect of liniment oil. He decided to set up an experiment to find out.

To make a fair test, what would Jabar control?

A. Source of kalabo-sambong leaves

B. Ratio of kalabo-sambong extract

C. Amount of liniment oil produced

D. Volume of water applied

8. After experiment, Timothea accepts her hypothesis that an increase in the

amount of cow manure fertilizer dissolved in water will mean an increase in

the acidity of the soil mixture. Which component of a scientific investigation

is being described?

A. Interpreting data

B. Making a conclusion

C. Writing an observation

D. Defining a problem

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9. Lexi Faith wanted to investigate which combination of rubber tree latex and

cassava starch will give the most heat resistant bioplastic, Which of the

following would be the dependent variable of the experiment?

A. Percentage composition of mixture

B. Heat resistance of bioplastic

C. Amount of rubber latex added

D. Volume of bioplastic produced

10. After conducting a scientific investigation on sinaw-sinaw plant extract as

an effective treatment to control the growth of E.coli, Carl Joseph headed the

group participation in a Regional Science Fair to tell about their findings.

This scenario describes which component of a scientific investigation?

A. Formulating a generalization

B. Stating a problem

C. Communicating with others

D. Drafting a hypothesis

Summary

Science is a discipline that asks and answers questions about things around us. It is
a way of conducting an investigation of our physical world by a series of logical steps
called scientific method. The elements of observation, hypothesis formation,
prediction, and testing together comprise the scientific method. In practice, it is a
never-ending cycle of collecting data, identifying pattern and regularities in the data,
forming hypotheses, and making predictions, which lead to more observations. In
conclusion, scientific investigation is a repeatable human endeavor that allows our
senses, instinct, and logic to acquire knowledge of our natural environment.

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 Eastern Star Academy, Inc.
JUNIOR HIGH SCHOOL DEPARTMENT

Student’s Name:
_______________________________________________________
Grade Level: Grade 7 Learning Modality: Modular Distance Learning
Subject: Science 7 Subject Teacher: Peter D. Cloma Jr., LPT

Content Standard:
Classifying substances as elements or compounds 
Performance Standard:
Make a chart, poster, or multimedia presentation of common elements showing their
names, examples, symbols, and uses 
Most Essential Learning Competency:
Recognize that substances are classified into elements and compounds

Lesson ELEMENTS AND COMPOUNDS

#2

Look around you. Is it amazing that you able to witness the beauty of the
environment? Did you know that everything that you see is a matter? I know that you
are already familiar with what is matter. It is anything that occupies space, has a
mass and volume. It is a chemical substance that can transform into another state. A
chemical substance is a matter that has a definite composition and the same
composition throughout. In this module, you will find out that substances maybe
further classified into two: elements and compounds. Surely you will understand how
elements distinguished from compounds based on a set of properties and you will be
able to recognize the presence of these elements in different food labels as minerals.

Activity 1: The Not-So-Long Story of Elements!

Directions: Below is a story where there are names of elements. List them one at a
time on your notebook as your guardian will read to you the entire story. Hand over
your list to your teacher for verification.

       

“The Birth of the Elements” 

          Long time ago, there lived two elements named Iron and Oxygen that came
from the Earth below and heavens above. Their love was so great that Oxygen gave
birth to other elements to sustain human life. Gold came first followed by Nitrogen.
That did not end the giving of new birth as the twins, Hydrogen and Helium, came
third. Mercury, Silver, Lead, Platinum, Zinc, Carbon, and Cobalt came next. This

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made the couple happy as they saw how their offspring elements help mankind. This
wonderful unity between them and humans throughout the years led them to decide
to produce more elements. Chlorine, Iodine, Silicon, Phosphorus, Selenium, Nickel,
Copper, Tungsten, Titanium, Magnesium, Potassium, and Argon came out from this
union. The others came after as the centuries went on and made the couple very
satisfied of their existence on Earth. 

Element Defined

          Take a look on the lis below and keenly observe each. What have you
noticed?

          The pictures are materials that contain elements. How do you know if a
substance is an element? An element is a pure substance that cannot be broken
down into simpler substances but can be chemically combined with one another to
produce another substance. This makes elements as a homogenous example of
matter. Meaning when you cut a nail into pieces, it will still be a nail that is made up
of iron. This makes element as the main building block of matter.

Properties of Elements

          Elements could either have physical and chemical properties. To show
distinction of elements found either free in nature or artificial, here are some of its
physical and chemical properties as pure substances.

Table 1. Some Properties of Elements

Physical Chemical
Luster Flammability
Volume Oxidation
Color Toxicity
Mass Acidity
Shape Stability

      When you say physical, this is a property that can be readily observed through
the human senses. Examples were shown on Table 1 wherein one can easily notice
such attributes by just seeing and manipulating, thus acquiring these qualities

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without altering or changing their composition. With the use of your sense organs,
you can easily identify these properties. 

          Chemical properties on the other hand are those properties that can be
attained once an element undergoes change in composition such as burning. 

Physical Properties of Elements

1. Luster-shiny in appearance
2. Volume- amount of space occupied by an object
3. Color-the aspect of the appearance of objects and light sources
4. Mass-the amount of material it contains
5. Shape-appearance or form of a sample matter

Chemical Properties of Elements

1. Flammability-ability to be burnt easily or undergo combustion

2. Oxidation-to be rusted or being oxidized and form oxides
3. Toxicity-the relative degree of being poisonous
4. Acidity-the state of being acidic by nature
5. Stability-resistance to chemical change or to physical disintegration

Periodic Table and the Elements

Now we're getting to the heart and soul of the way the Universe works. You know
that a generic atom  has some protons and  neutrons in the nucleus and
some electrons zipping around in orbitals. When those pieces start combining in
specific numbers, you can build atoms with recognizable traits. If you have eight
protons, neutrons and electrons, you will have an 

oxygen

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 (O) atom. If you have seven protons, neutrons, and electrons, you will have a 

nitrogen

 (N) atom. The atoms for each element are unique, even though they are all made of
similar subatomic parts.

Remember that 'atom' is the general term. Everything is made of atoms. The term
'element' is used to describe atoms with specific characteristics. There are almost
120 known elements. For example, you are made up of billions of billions of atoms
but you probably won't find more than 40 elements (types of atoms) in your body.
Chemists have learned that over 95% of your body is made up of hydrogen (H),
carbon (C), nitrogen, oxygen, phosphorus (P), and calcium (Ca).

The Same Everywhere

As far as we know, there are a limited number of basic elements. Up to this point in
time, we have discovered or created about 120. Scientists just confirmed the
creation of element 117 in 2014. While there are more elements to discover, the
basic elements remain the same. Iron (Fe) atoms found on Earth are identical to iron
atoms found on meteorites. The iron atoms in the red soil of Mars are also the same.

With the tools you learn here, you can explore and understand the Universe. You will
never stop discovering new reactions and compounds, but the elements will be the
same.

The List of Elements

Since the launch of the site, we've been asked, "Why start with 18?" The rules for the
first eighteen elements are very straightforward:

(1) Electrons fit nicely into three orbitals. Remember that the orbitals are the places
you will generally find the electrons as they spin around the nucleus.

(2) These eighteen elements make up most of the matter in the Universe.

(3) It's a lot easier to remember facts about 18 elements than over 100 elements.

Element 1: Hydrogen Element 10: Neon

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Element 2: Helium Element 11: Sodium
Element 3: Lithium Element 12: Magnesium
Element 4: Beryllium Element 13: Aluminum
Element 5: Boron Element 14: Silicon
Element 6: Carbon Element 15: Phosphorus
Element 7: Nitrogen Element 16: Sulfur
Element 8: Oxygen Element 17: Chlorine
Element 9: Fluorine Element 18: Argon
   

As we move past the first eighteen elements, you can start to learn about  transition
elements in the fourth period (row) of the periodic table. The transition metals
have electron configurations  that are a little different from the first eighteen. Make
sure you understand the basics of electron orbitals before you move on to this row.

Element 19: Potassium

Element 28: Nickel
Element 20: Calcium
Element 29: Copper
Element 21: Scandium
Element 30: Zinc
Element 22: Titanium
Element 31: Gallium
Element 23: Vanadium
Element 32: Germanium
Element 24: Chromium
Element 33: Arsenic
Element 25: Manganese
Element 34: Selenium
Element 26: Iron
Element 35: Bromine
Element 27: Cobalt
Element 36: Krypton
 

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 Elements and Compounds are all around us. Elements are made up of atom
or atoms of the same kind. They are the simplest type of matter and cannot be
broken
down into components. Each element is made entirely from one type of atom. Each
element is unique, and no two elements have the same set of properties. Some are
in
the same state, but they have different properties. Some elements are metals like
iron, gold, and silver. Others are nonmetals like Nitrogen, Oxygen and Hydrogen.
There are elements that are metalloids like Boron, Silicon and Germanium.
Compounds are combination of two or more elements like water which is a
combination of Hydrogen and Oxygen; salt which is made up of sodium and
chlorine;
and rusts formed when an iron reacts with oxygen. Compounds can be broken
down
into its components through a chemical process and formed when two elements are
combined. It has unique properties that are different from the properties of the
elements that make them up.
Can you name new metallic elements and set of compounds that is not found
in the selection above? Write it inside the box below.

Elements and Compounds have different set of properties. Elements are

somehow like people who prefer to be alone. They are composed only of one atom
with same set of properties. Compounds are somewhat celebrities who preferred to
be with their fans. They are made up of elements that are combined chemically and
composed of two or more elements.

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 ACTIVITY SHEET

Student’s Name: __________________________________________________

Grade Level: Grade 7 Learning Modality: Modular Distance Learning
Subject: Science 7 Subject Teacher: Peter D. Cloma Jr., LPT

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Great job! You successfully answered all the activities prepared for
you and it is such an honor to be with you the whole duration of your journey. This
time, you will be engaged in another activity. You will look for the words being
described in each of the statements below. Write your answers in the space
provided
before the number.

______________1. It is the simplest type of matter.

______________2. It is made up of two or more elements.
______________3. It has a definite composition and unique set of properties.
______________4. It occupies space and has mass.
______________5. It is a compound made up of sodium and chlorine.
______________6. It is one of the components of water when broken down.
______________7. An example of element that is a metal.
______________8. Compounds can be classified as ______ or base.
______________9. The smallest indivisible particle that makes up everything.
______________10. A compound that is formed when iron reacts with oxygen

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Read each situation below. Classify the underlined substances whether
it is an element or a compound. Write 1 if it is an element and 2 if it is a
compound.
___1. Karena brought a sample of iron in the class.
___2. Keybird give a piece of copper to his friend.
___3. Justine buy table salt from a nearby store.
___4. Michaela is fond of eating junk foods with sodium glutamate.
___5. Iniego borrowed an aluminum basin from her Aunt.

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 JOURNAL

Name: _______________________ Topic: _____________________________

Subject: _________________________ Week #: ____________________
Write your realization, understandings, and all things you’ve learned and
experienced in accomplishing the module. Write legibly.
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Parent’s/ Guardian’s Signature: __________________

Teacher’s Feedback:
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