SCIENCE ACTIVITY SHEET FOR STE ADD-ONS

QUARTER / DOMAIN
GRADE LEVEL WEEK & DAY NO. LC CODE
1ST QUARTER / ENVIRONMENTAL
GRADE 7 WEEK 2 DAY 2 S7MT-Ia-1
SCIENCE
Name : ________________________________________ Year & Section: ___________________
TOPIC: Introduction to Environmental Science
LEARNING COMPETENCY: Describe the nature and scope of environmental science.

Activity No. 1
Nature and Scope of Environmental Science

I. OBJECTIVES:

1. Present the Environmental Science base to its two major fields.

2. Encourage the learners to act as a “young environmentalist.”
3. Apply the scope of environmental science in the current situation of the country.

II. A.MATERIALS:

Pictures (downloaded or self-taken)

Any editing application/software available

B. REFERENCES:

College of Education (2015). Earth and Environmental Science: Natural Science 3, Nueva
Ecija University of Science and Technology, pp. 32-34.
Brandwein P,et.al. (1980) MATTER:An Earth Science, Curie Edtion. Harcourt Brace
Joavanovich,Inc., pp. 238-239

III. PROCEDURE:

1. The teacher will set partners.

2. Gather pictures or take your own pictures that might represent environmental science.
3. Make a photo-collage for each major fields of environmental science.
4. Paste your collage in the space provided.
5.
Collage 1: “Environmental Science as Environmental Studies”
Collage 2: “Environmental Science as Environmental Engineering”

*use Rubric no. 1

IV. ANALYSIS:

Q1. Analyze the first photo collage and explain the elements that represents Environmental Studies.
_________________________________________________________________________________
_________________________________________________________________________________
_________________________________________________________________________________
Q2. Analyze the second photo collage and explain elements that represents Environmental
Engineering.
_________________________________________________________________________________
_________________________________________________________________________________
_________________________________________________________________________________
*use Rubric no. 2
V. GENERALIZATION:
1. What is environmental science?
2. Environmental Science is considered as multidisciplinary; how does it happen?

VI. APPLICATION:
As a “young environmentalist,” choose one from the six importance of the subject and make
a short statement to encourage the Millennials to study environmental science through explaining the chosen
importance. **use Rubric no. 3

VII. ENRICHMENT ACTIVITY:

Create one comic strip with four frames showing a conversation on how pandemic CoViD-19
helps positively in the current situation/problems of the Philippine Environment. **use Rubric no. 4
 SCIENCE ACTIVITY SHEET FOR STE ADD-ONS
QUARTER / DOMAIN
GRADE LEVEL WEEK & DAY NO. LC CODE
1ST QUARTER / ENVIRONMENTAL
GRADE 7 WEEK 2 DAY 3
SCIENCE
Name : ________________________________________ Year & Section: ___________________

TOPIC: Ecological Concepts

LEARNING COMPETENCY: Describe the different ecological concepts and principles.

Activity No. 2
The Ecosystem

I. OBJECTIVE:

1. Describe the different ecological concepts.

2. Recognize the different Levels of Organization of Life.
3. Predict the effects of the abiotic factors for the future growth of the biotic organisms.

II. A.MATERIALS:

cut outs of 5-8 different types of floras (3 each) toothpicks/barbeque stick o any thin sticks
cut outs of 5-8 different types of fauna (3 each) any art and adhesive material
10x16 base cardboard or any material available at home any material from home or surroundings

B. REFERENCES:

Padpad E. and Madriaga E. (2012) Science Links: Worktext in Science and Health for Grade
Six, Rex Publishing House, Inc., pp. 120-135.
http://www.biodiversitybc.org/assets/pressReleases/BBCPrinciplesWEB.pdf
III. PROCEDURE:
1. Prepare the cut outs and other material night before.
2. Form a diorama of any ecosystem base to your prepared material.
3. Take a video while you are conducting the activity. (For online learners)
4. Place the picture of your diorama below and answer the following questions.

Name of the Ecosystem:_____________________________________________

Type of Ecosystem:_________________________________________________

Front View Top View

 Left Side View Right Side View

*use Rubric no. 5

IV. ANALYSIS:

Q1. List all the organisms/populations which you include to your own “ecosystem.”
Flora: _________________________________________________________________
_____________________________________________________________________
Fauna: ________________________________________________________________
_____________________________________________________________________
Q2. From the list of organisms/populations above, which of the following might fall on the
following category?
Native Organisms: ________________________________________________________
Keystone Organisms: ______________________________________________________

Q3. What are the common characteristics of these organisms to be part of one community?
_____________________________________________________________________
_____________________________________________________________________
_____________________________________________________________________
Q4. How did you consider the abiotic factors such as the possible type of soil, temperature and
existence of water in your “ecosystem?”
_____________________________________________________________________
_____________________________________________________________________
_____________________________________________________________________
V. GENERALIZATION:

1. Differentiate the Ecosystem concepts vs Ecosystem management

2. State the negative effect of concept 6 Disturbances to concept 4 Population viability/threshold.
3. State the positive effect of concept 5 Ecological resilience s to concept 7
Connectivity/fragmentation
VI. APPLICATION:
Study the table below. What can you infer from the data below?
Level of Acid Content in a Pond Ecosystem
Acid Content Milk fish(Bangus) Tilapia (Tilapiya) Cat fish (Hito)
High 21 2 0
Medium 26 7 2
Low 34 9 12
How does the acid content of the pond affect the population of organisms?
Which acid content can the population of Milk fish, Tilapia at cat fish?
Analyze what Ecological Management concept can be applied to this situation.
VII. ENRICHMENT ACTIVITY:
Read the statement then do the task below.

Situation:
A forest was struck by lightning and a large fire resulted. The trees, bushes, and grasses were
all burned. Predict how the area will change. What kinds of ecosystem, communities and populations
would you expect to find in the area in the future? Defend your answer through a short discussion.

Draw and name the ecosystem, the communities and population of organisms that might occur.

 For online learners: Use any drawing application and send the softcopy and the finalize jpeg with
not more than 8x11 in size.

 For modular learners: Use one whole short bond paper.

*use Rubric no. 2
*use Rubric no. 5
 SCIENCE ACTIVITY SHEET FOR STE ADD-ONS
QUARTER / DOMAIN
GRADE LEVEL ST WEEK & DAY NO. LC CODE
1 QUARTER / ENVIRONMENTAL
GRADE 7 WEEK 3 DAY 3
SCIENCE
Name : ________________________________________ Year & Section: ___________________

TOPIC: Ecological Concepts

LEARNING COMPETENCY: Describe the different ecological concepts and principles.

Activity No. 3
The Ecological Principles

I. OBJECTIVE:

1. Describe and identify the different ecological principles.

2. Apply the ecological principles to the human activities that affects the environment.

II. A.MATERIALS:

Human Activity Sheet

Paper and Pencil

B. REFERENCES:

Padpad E. and Madriaga E. (2012) Science Links: Worktext in Science and Health for Grade
Six, Rex Publishing House, Inc., pp. 165, 184-185.
http://www.biodiversitybc.org/assets/pressReleases/BBCPrinciplesWEB.pdf

III. PROCEDURE:
1. Select three (3) different adult individuals.
2. Ask the interviewees to rank the different human activities base to their priorities for the welfare
of the ecological condition of the Philippines.
3. Summarize through answering questions after.
Human Activities Name:_______________ Name:_______________ Name:_______________ Total
Position:_____________ Position:_____________ Position:_____________
Avoid using any products made
from extinct flora/ fauna.
Responsible visiting of wildlife
sanctuaries.
Against with urbanization &
industrialization of grasslands.
Avoid adding of invasive species
in an stable ecosystem.
Promoting of farming and
harvesting to some forest.
Cancelling all the usage of
aerosols and CFC containing
products.
IV. ANALYSIS:

Q1. Refer to the questioner, which of the following human activities has the highest frequency?
What does it infer?
_____________________________________________________________________
_____________________________________________________________________
Q2. Refer to the questioner, which of the following human activities has the lowest frequency?
What does it infer?
_____________________________________________________________________
 _____________________________________________________________________
Q3. State the principle that may correspond the highest and lowest frequency.
_____________________________________________________________________
_____________________________________________________________________
V. GENERALIZATION:
1. Why is it important for you, as a student to understand the six (6) ecological principles?
VI. APPLICATION:
Read the statement below then state the principle(s) being applied by the concern and how can you
apply the principle(s) to solve the existing problem base to the situation.
Situation:
The lethal combination of explosives and poisons – on top of overfishing with nets, traps, and
spear guns – was increased to pandemic portions from the emote South Pacific islands to the coast of East
Africa, including portion of the coastline of the Philippines. Meanwhile, living coral reefs are being mined
for construction materials, displaced by shoreline projects, and fragmented for sale as aquarium ornaments
or jewelry. A far greater number of reefs are suffering from chemical runoff and increased silt loads caused
by intensive farming and logging.
*use Rubric no. 2

VII. ENRICHMENT ACTIVITY:

“Ecologi-calendar Principles”

1. Design a school year calendar showing the effects of the different activities that disrupt our
ecosystem.
-Use the software PowerPoint Presentation (For online class)
-Use any art material with the size of 8x11. (For modular class)
2. Download / draw pictures related to the ecosystem.
3. Use the following as your guide for the monthly theme of your calendar.
June – Deforestation
July – Destruction of Coral Reefs
August – Destructive Fishing Methods
September – Constructing of Subdivision
October – Overuse of Fertilization & Pesticides
November – Improper Water Disposal
December – Overuse Population
January – Overgrazing
February – Pollution
March – Destructive Mining
4. Below the picture is the Ecological Principle that can help to solve the problem for each month.

Format:

Picture

Month
Ecological Principle
S M T W TH F S
1 2 3 4 5 6
7 8 9 10 11 12 13
14 15 16 17 18 19 20
21 22 23 24 25 26 27
28 29 30 31
 *use Rubric no. 7

SCIENCE ACTIVITY SHEET FOR STE ADD-ONS

QUARTER / DOMAIN
GRADE LEVEL ST WEEK & DAY NO. LC CODE
1 QUARTER / ENVIRONMENTAL
GRADE 7 WEEK 5 DAY 2
SCIENCE
Name : ________________________________________ Year & Section: ___________________

TOPIC: The Four Major Biogeochemical Cycles

LEARNING COMPETENCY: Analyze diagrams in explaining how materials cycle in the environment.

Activity No. 4
The Biogeochemical Cycles

I. OBJECTIVE:

1. Analyze a scenario of how biogeochemical cycles interact with each other.

2. Explain the how each biogeochemical affects different material in the environment.

II. A.MATERIALS:

Paper and Pencil

B. REFERENCES:

Asuncion, A., et al. 2017. Science 7 Teachers Guide. pg. 289.

College of Education (2015). Earth and Environmental Science: Natural Science 3, Nueva
Ecija University of Science and Technology, pp. 32-34.
https://commons.wikimedia.org/wiki/File:Aquarium-NitrogenCycle.png

III. PROCEDURE:
1. Analyze the photo below.
2. Using one scenario apply all four the biogeochemical cycles.
3. Draw arrows for the directions and label the compounds of the different biogeochemical.
Note: You can add other species if needed.
The four biogeochemical cycles must be one cycle only or interact with each other.
 Credits to: Mr. Eranio Doronio
Teacher I, ZNHS
IV. ANALYSIS:

Q1. Which part of your diagram does Nitrogen cycle occur? Explain how does it happen.
_____________________________________________________________________
_____________________________________________________________________
Q2. Which part of your diagram does Hydrogen cycle occur? Explain how does it happen.
_____________________________________________________________________
_____________________________________________________________________
Q3. Which part of your diagram does Carbon cycle occur? Explain how does it happen.
_____________________________________________________________________
_____________________________________________________________________
Q4. Which part of your diagram does Oxygen cycle occur? Explain how does it happen.
_____________________________________________________________________
_____________________________________________________________________
V. GENERALIZATION:
1. What is Biogeochemical?
2. What are the importance of the Four Major Biogeochemical Cycles with regards to the balance of
ecosystem?
VI. APPLICATION:
Read the statements below then state the biogeochemical that might occur and explain how does it
happen?
a. Burning of leaves resulting to form ashes. - __________________________________________
______________________________________________________________________________
b. Left slice of mango resulting to dryness on its surface. - _________________________________
______________________________________________________________________________
c. Formation of gas during boiling of water. - ___________________________________________
______________________________________________________________________________
d. Using of disinfectants to kill germs and viruses. - ______________________________________
______________________________________________________________________________
VII. ENRICHMENT ACTIVITY:
Biogeo-“cHELPmical” Plan.
1. Observe or research some issues in our environment concerning the intrusion of the different
Biogeochemical cycles, either effect of human activities or natural phenomenon.
2. Make a plan on how you can help to solve the problem you choose.
3. Accomplish the template of Biogeo-“cHELPmical” Plan Matrix.
 Implementation of the
Biogeochemical Cycle Problem/Issue Title of the Project Time Frame
Project
Nitrogen Cycle
Hydrogen Cycle
Carbon Cycle
Oxygen Cycle
 Bio
ge
o-“

Person Involve
cH
EL
Pm
ica
l”
Pla
*use Rubric no. 8 n
Ma
trix

SCIENCE ACTIVITY SHEET FOR STE ADD-ONS

QUARTER / DOMAIN
GRADE LEVEL WEEK & DAY NO. LC CODE
1ST QUARTER / ENVIRONMENTAL
GRADE 7 WEEK 6 DAY 5
SCIENCE
Name : ________________________________________ Year & Section: ___________________

TOPIC: Food Chain/Web and Energy Pyramid

LEARNING COMPETENCY: Trace the pathway of materials and that of energy in the environment.

Activity No. 5
Food or energy?

J. OBJECTIVE:

1. Identify the components of food / energy transfer.

2. Develop the importance of energy transfer for the needs of different organisms.

II. A.MATERIALS:

Art material (coloring material pencil, etc.)

Paper and Pencil

B. REFERENCES:

Padpad E. and Madriaga E. (2012) Science Links: Worktext in Science and Health for Grade
Six, Rex Publishing House, Inc., pp. 165, 142-148.
http://www.biodiversitybc.org/assets/pressReleases/BBCPrinciplesWEB.pdf

III. PROCEDURE:

1. Construct a food chain food for each ecosystem.

2. Draw the organism that correspond to the ecosystem.
3. Name the all the organisms.
4. Label the position of the organism base to the components of food chain.
Note: No repetition of any flora or fauna organism use each organism once.
Ec Ec Ec
os os os
ys ys ys
te te te
m m m
: : :
G F P
ar ar on
de m d
n E E
E co co
co sy sy
5. From your food chains, form a food web.
6. Make sure to include all the organisms you have on your food chain.
7. Use the space provided.
IV. ANALYSIS:

Q1. Base to your food chains and food web, what is common to your producers?
_____________________________________________________________________
_____________________________________________________________________
Q2. Base to your food chains and food web, what is the difference between the first, second and
third degree consumers? Indicate their modes of consumption (herbivores/ carnivores/ omnivores).
_____________________________________________________________________Bio
_____________________________________________________________________ge
o-“
Q3. Base to your food chains and food web, how do decomposers do their task? cH
_____________________________________________________________________EL
_____________________________________________________________________Pm
ica
V. GENERALIZATION: l”
1. Why do sun is the main source of energy? Pla
2. Why is it important to eat? n
3. What is the importance of the arrows in construction of food chain and food web? Ma
VI. APPLICATION: trix

Read the situations below. Form different energy pyramids that you can suggest to help each
individual in receiving the prescribe energy. Indicate the trophic level, unit of energy and their position in
food chain. Use the space provided.
Note: The sun gives off 1,000,000 units of energy.
There is no need to draw the organisms, use only names of each.
Situation A: Ana is needing to have 100 units of energy.
Situation B: Mario is needing to have 10,000 units of energy.
Situation C: Lala is needing to have 1,000 units of energy.

VII. ENRICHMENT ACTIVITY:

“My Plates”
1. Observe the two plates of food.
2. Construct different energy pyramid for each plate, include you as the last consumer.
3. Make a video, as if you are a “food vlogger.”
4. Show your constructed energy pyramid and discuss how much energy your viewer will receive
after they consume the food? and which is better for an active teen ager like you?
*use Rubric no. 9
https://commons.wikimedia.org/wiki/File:Vegetable_platter_with_nam_phrik_kapi.jpg https://www.wallpaperflare.com/search?wallpaper=crispy+pata