LEARNING PLAN

Science 7
Third Quarter , SY 2022-2023
LIVING THINGS AND THEIR ENVIRONMENT
Content Standard : The learners demonstrate an understanding of organisms that can only be seen through the
microscope, many of which consist of only one cell.

Performance Standard: The learners should be able to employ appropriate techniques using the compound
microscope to gather data about very small objects.
EXPLORE

Fungi, Protists, and Video Presentation: The World of Microorganisms

Bacteria https://youtu.be/ycO-oWYvaQI

Process Questions
1. What are microorganisms?
2. How can we see them? How do they look like?
3. What are the different kinds of microorganisms ?

LEARNING
COMPETENCY FIRM-UP (ACQUISITION)
Activity 1 Observing Microorganisms (Paramecium and Yeasts)
Identify beneficial and Instructions: Picture Analysis (Structure and image of the paramecium and yeast
harmful under the microscope)
microorganisms.

Paramecium Yeast

Questions for Analysis

1. Describe the image of Paramecium and yeast under the microscope.
2. How can we see them and how do they look like ?

Activity 2 Lecture/Discussion

Different Kinds of Microorganisms

Breaking Through Science 7, 2nd Edition, pp 203 – 204.

PEAC2020 Page 1
 Activity 3 What Can Microorganisms Do ?
Instructions: Perform Laboratory Activity 30 ( What Can Microorganisms Do ?) and
answer Questions for Analysis.
Breaking Through Science 7, 2nd Edition, pp 207 – 208

Activity 4 Lecture and Discussion

Microorganisms – Beneficial or Harmful ?
Breaking Through Science 7, 2nd Edition, pp 208 – 209

Activity 5 Assessment
Answer Exercise 8.2 and Test Yourself
Breaking Through Science 7, 2nd Edition, pp 210 – 212

LC2 ______________ Activity 3 (Title)

_________________ Instructions: (specific for students to follow even without the teacher)
_________________

Clickable Links : (website URL)

Screenshot of Online Resource: (to make sure that students are on the right page)

Scaffold for TRANSFER 1

Activity 4 (Title)
Instructions: (specific for students to follow even without the teacher)

Clickable Links : (website URL)

Screenshot of Online Resource: (to make sure that students are on the right page)

Activity 5 (Title)
Instructions: (specific for students to follow even without the teacher)

Clickable Links : (website URL)

Screenshot of Online Resource: (to make sure that students are on the right page)

Scaffold for TRANSFER 2

Activity 6 (Title)
Instructions: (specific for students to follow even without the teacher)

Clickable Links : (website URL)

Screenshot of Online Resource: (to make sure that students are on the right page)

Self-assessment:
Instructions:

Interactive Quiz1
Instructions:
Link :
Screenshot:

PEAC2020 Page 2
 Interactive Quiz2
Instructions:
Link :
Screenshot:

LEARNING DEEPEN (MAKE MEANING)

COMPETENCY
LC 3: ________ Instructions:
_____________ GUIDED GENERALIZATION TABLE
Essential Text 1 Text 2 Text 3
Question
Answer: Answer: Answer:
LC 4: ________
_____________
Supporting Texts: Supporting Texts: Supporting Texts:

Reason: Reason: Reason:

Common Ideas in Reasons:

Enduring Understanding/Generalization:

C-E-R Questions:
1.
2.
3.
4. EQ:
Prompt for Generalization:
1.
2.
3.

ASYCHRONOUS ONLINE LEARNING MATERIALS

(examples: newsela.com, insertlearning, kami, wizer.me)
Text 1:
Link: (Online Application/WEB 2.0 for Text Annotation)

Text 2:
Link: (Online Application/WEB 2.0 for Text Annotation)

Text 3:
Link: (Online Application/WEB 2.0 for Text Annotation)

Instructions:

Holistic Rubric for Guided Generalization:

Scaffold for Transfer 3:

Map of Conceptual Change (same in Explore but with specific instruction)

PEAC2020 Page 3
 Learning Competency TRANSFER
PERFORMANCE Transfer Goal:
STANDARD:
___________________ Performance Task
___________________ 1. One Product

2. Differentiated Products

3. Modality-based Products

4. Integrated Subjects (REG only)

Use of Web 2.0 App for Output (Ex. InShot, etc)

Analytic Rubric:

Self-Assessment:

Value Integration:

CALENDAR OF ACTIVITIES
WEEK 1
MON TUE WED THU FRI

WEEK 2
MON TUE WED THU FRI

WEEK 3
MON TUE WED THU FRI

PEAC2020 Page 4
 WEEK 4
MON TUE WED THU FRI

UNIT ASSESSMENT SAMPLES

1. FORMATIVE ASSESSMENT: KNOW-SHOW

LEARNING COMPETENCY:

KNOW SHOW
Direction: Direction:

FORMATIVE CONSTRUCTED RESPONSE TYPE CHECKLIST ITEMS

KNOW-SHOW 1. The learning target or competency is stated.
“Students are able to…”
2. A table with 2 columns is provided with the
left for KNOW and the right for SHOW.
3. Instructions are given to students in each
column on how to answer KNOW and
SHOW. KNOW: Here is what I know about
the competency. (The KNOW column may be
answered or left blank.)
SHOW: I can show what I know about the
competency by…
4. A minimum number of answers under each
column is stated.

2. SELECTED RESPONSE TEST ITEMS:

LEARNING COMPETENCY (A) TEST ITEM

PEAC2020 Page 5
3. CLAIM-EVIDENCE-REASONING TABLE:

LEARNING COMPETENCY: (M)

INSTRUCTIONS: Read the given article. Then answer the questions that follow:

ARTICLE/PROBLEM:

QUESTION:

YOUR CLAIM:

Cite from the article two evidences that support your claim:

EVIDENCE 1:

EVIDENCE 2:

Explain how your evidences support your claim.

REASONING:

CONSTRUCTED RESPONSE TYPE CHECKLIST ITEMS

CLAIM-EVIDENCE-REASONING TABLE An article or problem is given to the student to read
and analyze.
Question(s) related to the Make Meaning competency
are given for students to answer.
3. A format for the student’s answer is provided.
The format contains a part for the Claim, another
for Evidence and a final part for Reasoning. Each
part may have prompts that student can use to
begin his or her answer.

4. OPEN BOOKS TEST ITEM:

LEARNING COMPETENCY: (M)

NAME______________ GRADE __________ SUBJECT:

DIRECTIONS: Below are articles about…. Read the selections and select which is the best….After the third ar
You are allowed to refer to your module or available references (e.g. textbook) and the Internet. You are NOT a
relatives or any other adult. Before submitting, make sure you have followed the instructions on how to answer.

ARTICLE 1:

ARTICLE 2:

PEAC2020 Page 6
 ARTICLE 3:

DIRECTIONS: After reading the three articles, decide which of the three best … . Discuss your choice and support yo
article.
ANSWER:
Article no. ______ about the _________________ is the best because…

CONSTRUCTED RESPONSE TYPE CHECKLIST ITEMS

OPEN BOOKS The Make Meaning competency is stated.
Three selections related to the Make Meaning
competency are given to the student to read and
analyze.
Directions ask the student to determine which
selection is the best in line with the Make Meaning-
type of learning competency. Student is also asked to
support answer by citing important parts of the
selection.
Directions also contain permission to the student to
use references and the Internet. Directions also clearly
state persons or materials the student is not allowed to
consult.
The length and readability of the selections are
developmentally appropriate. As much as possible, the
selections are contextualized in the Philippine setting.
6. A table is given for students to discuss their
choice. A prompt on how to begin the answer
may or may not be found.
7. Students have to do C-E-R in their answer. They
make a claim on which is the best. They have to
give Evidence citing texts and Reason to justify
their choice.

5A. PERFORMANCE TASK (1 PRODUCT)

PERFORMANCE STANDARD:

SITUATION:

GOAL:

ROLE:

PRODUCT:

AUDIENCE:

STANDARDS:

PEAC2020 Page 7
 PERFORMANCE TASK GRASPS CHECKLIST (1 PRODUCT)
1.The unit Performance Standard is stated. The Performance Task is aligned with this Performance Standard.
2. A real life problem SITUATION is presented.
3. The Situation indicates the need or GOAL that has to be addressed. The GOAL states the purpose of the
product (it is not the product itself).
4. The Situation tells the student his or her ROLE in answering the need or goal or solving the problem.
5. The student is asked to make an output or a PRODUCT that answers the need or goal or solution. The
PRODUCT is aligned with the Performance Standard.
6. The Situation informs the student the AUDIENCE or group of people that will be using or benefiting from
the product.
7. To assess the quality of the product, a set of STANDARDS are given. (These standards become the rubric
criteria). The STANDARDS are consistent with the Unit Performance Standard.

5B. PERFORMANCE TASK (DIFFERENTIATED PRODUCTS):

PERFORMANCE STANDARD:

SITUATION:
GOAL:
ROLE:
PRODUCT CHOICES:

AUDIENCE:

STANDARDS:

PERFORMANCE TASK GRASPS CHECKLIST (DIFFERENTIATED PRODUCTS)

1.The unit Performance Standard is stated. The Performance Task is aligned with this Performance Standard.
2. A real life problem SITUATION is presented.
3. The Situation indicates the need or GOAL that has to be addressed. The GOAL states the purpose of the
product (it is not the product itself).
4. The Situation tells the student his or her possible ROLES in answering the need or goal or solving the
problem. The student may choose 1 of the given roles.
5. The student is asked to select in line with his or her role the output or PRODUCT from those that are
mentioned. The student will work on the chosen PRODUCT. The PRODUCT is aligned with the Performance
Standard.
6. The Situation informs the student the AUDIENCE or group of people that will be using or benefiting from
the product.
7. To assess the quality of the product, a set of STANDARDS are given. (These standards become the rubric
criteria). The STANDARDS are applicable to the different products. The STANDARDS are consistent with
the Unit Performance Standard.

5C: PERFORMANCE TASK (MODALITY-BASED PRODUCTS):

PERFORMANCE STANDARD:

SITUATION:
GOAL:
ROLE:
PRODUCT CHOICES:

PEAC2020 Page 8
 AUDIENCE:

STANDARDS:

PERFORMANCE TASK GRASPS CHECKLIST (MODALITY-BASED PRODUCTS)

1.The unit Performance Standard is stated. The Performance Task is aligned with this Performance Standard.
2. A real life problem SITUATION is presented.
3. The Situation indicates the need or GOAL that has to be addressed. The GOAL states the purpose of the
product (it is not the product itself).
4. The Situation tells the student his or her possible ROLES in answering the need or goal or solving the
problem. The student may choose 1 of the given roles.
5. The student is asked to select in line with his or her role the output or PRODUCT that is in line with his or
her modality. The PRODUCT is aligned with the Performance Standard.
Choices of PRODUCTS are given also in terms of modality (e.g., 1 for modular, 1 for modular with online,
and 1 for purely online).
6. The Situation informs the student the AUDIENCE or group of people that will be using or benefiting from
the product.
7. To assess the quality of the product, a set of STANDARDS are given. (These standards become the rubric
criteria). The STANDARDS are applicable to the different products. The STANDARDS are consistent with
the Unit Performance Standard.

6. PERFORMANCE TASK ANALYTIC RUBRIC: (applies to nos. 5A-C)

CRITERIA1 4 3 2 1 0 RATING
OUTSTANDING SATISFACTORY DEVELOPING BEGINNING MISSING

TOTAL:

1
Criteria in column 1 should be the same as the Standards mentioned in tables in nos. 5A-C.
PEAC2020 Page 9