TO
TEACHER
JULIE CHANNEL
SCIENCE 7
First QUARTER
Matatag curriculum
Unveiling the Unseen -
Scientists and Their Models
CONTENT
Use of models.
LEARNING Learners learn that:
STANDARD Scientists use models to
explain phenomena.
The learners…
LEARNING Recognize that scientists use
COMPETENCY models to explain phenomena that cannot be
easily seen or detected.
LEARNING
OBJECTIVES
At the end of 45 minutes session, 80 percent of the Students are
able to :
1. Describe how scientists use models to explain phenomena that
cannot be easily seen or detected
2. Perform a model analysis activity to explain phenomena that
cannot be easily seen or detected.
3. Appreciate how scientists use models to explain phenomena that
cannot be easily seen or detected by Model Analysis Activity.
I. Activating Prior Knowledge
What comes to your mind
when you hear the word
MODEL
I. Activating Prior Knowledge
Can you share
examples of models
you have
encountered in your
daily lives?
I. Activating Prior Knowledge
How these models
help represent and
explain the real-
world objects or
phenomena?
I. Activating Prior Knowledge
Models are simplified
representations of complex real-
world systems or processes.
Models provide a tangible way for
scientists and students to visualize
and conceptualize things that are
too small, too large, too complex, or
too distant to observe directly.
B. Establishing Purpose of the Lesson
Why it is
important to learn
how scientists use
models?
B. Establishing Purpose of the Lesson
In this lesson, Students
will Describe how
scientists use models to
understand and explain
things that are not easily
observable.
B. Establishing Purpose of the Lesson
Match Type Activity: Vocabulary Matching
Model An instrument or device used to perform a
specific task or function.
Observable Something that can be seen, detected, or
measured directly.
To comprehend the meaning or nature of
Understand something.
Tool A representation or simulation of a real-
world object, system, or phenomenon.
C. Developing and Deepening Understanding
At the heart of scientific inquiry lies the need to
understand the world around us, from the vast
expanse of the cosmos to the intricate workings
of the smallest building blocks of matter.
However, many of the phenomena that shape
our universe are not easily observed or detected
with the naked eye. This is where scientific
models come into play.
C. Developing and Deepening Understanding
Scientific models are representations of real-
world phenomena that cannot be easily seen or
directly measured.
These models serve as conceptual frameworks,
allowing scientists to visualize, analyze, and
make predictions about the underlying
processes that govern the natural world.
C. Developing and Deepening Understanding
TYPES OF SCIENTIFIC MODELS
Conceptual Models:
These are qualitative, abstract representations
of a system or process.
Conceptual models often use diagrams,
flowcharts, or verbal descriptions to convey the
key components and relationships.
Examples include the lock-and-key model of
enzyme-substrate interactions or the food web
model in ecology.
C. Developing and Deepening Understanding
TYPES OF SCIENTIFIC MODELS
Mathematical Models:
These models use mathematical equations,
algorithms, and numerical simulations to represent
and analyze a system.
Mathematical models can be used to make
predictions, test hypotheses, and optimize
processes.
Examples include the Lotka-Volterra equations for
predator-prey dynamics or the Black-Scholes
model for pricing financial options.
C. Developing and Deepening Understanding
TYPES OF SCIENTIFIC MODELS
Physical Models:
These are tangible, scaled-down
representations of a real-world system or object.
Physical models can be used to study the
behavior and properties of a system in a
controlled environment.
Examples include wind tunnel models for
studying aerodynamics or scale models of
buildings for architectural design.
C. Developing and Deepening Understanding
TYPES OF SCIENTIFIC MODELS
Computational Models:
These are computer-based simulations that use
complex algorithms and numerical methods to model
the behavior of a system.
Computational models can incorporate mathematical
equations, empirical data, and theoretical principles
to make predictions and test hypotheses.
Examples include climate models for studying global
weather patterns or agent-based models for
simulating social and economic systems.
C. Developing and Deepening Understanding
TYPES OF SCIENTIFIC MODELS
Hybrid Models:
These models combine two or more of the above
approaches, integrating different types of
representations and techniques.
Hybrid models can leverage the strengths of various
modeling approaches to provide a more
comprehensive and accurate representation of a
system.
Examples include coupled climate-economic models
that incorporate both mathematical and
computational components.
C. Developing and Deepening Understanding
One of the most well-known examples of a
scientific model is the solar system model.
This model depicts the arrangement of the
planets, moons, and other celestial bodies that
orbit the Sun. By studying this model, scientists
can better understand the gravitational forces at
work, the movements of the planets, and the
overall structure of our solar system. This
knowledge, in turn, helps us make sense of the
larger-scale dynamics of the universe.
C. Developing and Deepening Understanding
Another example is the DNA model, which
represents the double-helix structure of the
genetic material that carries the instructions for
life.
This model has been instrumental in unraveling
the mechanisms of inheritance, gene expression,
and the fundamental building blocks of living
organisms. By studying this model, scientists have
gained invaluable insights into the mechanisms of
life, paving the way for advancements in fields
such as genetics, medicine, and biotechnology.
C. Developing and Deepening Understanding
Another example is the Weather forecast
models. These complex mathematical
representations of atmospheric processes and
patterns help meteorologists predict the weather
by simulating the interactions between various
factors, such as temperature, pressure, and
moisture. While weather forecasting is not an
exact science, these models have become
increasingly accurate, enabling us to better
prepare for and respond to changing weather
conditions.
C. Developing and Deepening Understanding
In each of these examples, the scientific models
serve as powerful tools for understanding and
explaining the underlying phenomena that shape
our world.
By simplifying and abstracting the complex
realities of the natural world, these models allow
scientists to test hypotheses, make predictions,
and ultimately deepen our knowledge of the
universe we inhabit.
C. Developing and Deepening Understanding
It is important to recognize that scientific models
are not perfect representations of reality; they are
simplifications that aim to capture the essential
features of a given phenomenon. As our
understanding of the world evolves, these models
are often refined, updated, or even replaced by
more accurate and comprehensive
representations. This iterative process is a
hallmark of scientific progress, as we continuously
strive to better understand the intricacies of the
physical, biological, and environmental systems
that govern our existence.
D. MAKING GENERALIZATION
Model Analysis Activity
1.Present the class with a new example of a scientific model, such as:
1. The plate tectonic model
2. The food web model in ecology
3. The atomic model (e.g., Bohr model, quantum mechanical model)
2.Divide the class into small groups and provide each group with the new model example (or
have them research it themselves).
3. Instruct the groups to discuss the following questions:
How does this model fit the characteristics of scientific models you've identified?
What are the key simplifications or abstractions made in this model?
How does this model help scientists visualize, analyze, and make predictions about the
phenomenon it represents?
How might this model be revised or improved over time as new evidence emerges?
What is the importance of this model in advancing scientific understanding of the topic?
4. Invite each group to share their analysis and insights about the new model example.
E. EVALUATING LEARNING
__________1. The primary purpose of using
scientific models is to:
a. Provide an exact replica of the real-world phenomenon.
b. Simplify and abstract complex, unobservable processes.
c. Confirm that scientists have a complete understanding of
the subject.
d. Entertain and engage students in the learning process.
E. EVALUATING LEARNING
__________2. Which of the following is an
example of a scientific model used to explain an
unobservable phenomenon?
a. A scale model of the solar system.
b. A diagram of the water cycle.
c. An atomic model (e.g., Bohr model, quantum
mechanical model).
d. All of the above.
E. EVALUATING LEARNING
__________3. Which of the following is a key
characteristic of scientific models that helps explain
unobservable phenomena?
a. Scientific models are perfect representations of reality.
b. Scientific models are static and do not change over
time.
c. Scientific models allow for the visualization and
analysis of invisible processes.
d. Scientific models are only used in physics and
chemistry.
E. EVALUATING LEARNING
__________4. Which of the following statements best
explains why scientists use models to understand
unobservable phenomena?
a. Models are easier to manipulate and experiment with than the real
thing.
b. Models provide a complete and accurate picture of the underlying
processes.
c. Models are the only way to study phenomena that cannot be
directly observed.
d. Models help simplify complex systems and make them more
accessible to study.
E. EVALUATING LEARNING
__________5. A student creates a model of a magnetic
field using iron filings and a bar magnet. Which of the
following is the primary purpose of this model?
a. To replicate the exact appearance of a magnetic field.
b. To demonstrate the invisible forces acting within the
magnetic field.
c. To show the strength and direction of the magnetic
field.
d. To provide a detailed, scale representation of the
magnetic field.
E. EVALUATING LEARNING
__________6. Which of the following is a limitation of
scientific models?
a. Models are always accurate representations of reality.
b. Models can be revised and improved over time as new
evidence emerges.
c. Models are too complex and cannot be easily
understood by students.
d. Models simplify and abstract the real-world
phenomenon being studied.
E. EVALUATING LEARNING
__________7. A scientist is studying the behavior of atoms and
molecules, which are too small to be observed directly. Which of the
following would be the most appropriate approach for the scientist to
take?
a. Conduct experiments and make direct observations of the atoms
and molecules.
b. Develop a mathematical model to predict the behavior of atoms
and molecules.
c. Conclude that the behavior of atoms and molecules cannot be
studied scientifically.
d. Use a physical or conceptual model to represent and understand
the unobservable processes.
E. EVALUATING LEARNING
__________8. Which of the following best explains why scientific
models are important for advancing our understanding of the natural
world?
a. Models provide a complete and accurate representation of reality.
b. Models allow scientists to study phenomena that cannot be easily
observed.
c. Models are the only way to test hypotheses and make predictions
about the future.
d. Models are required by scientific journals for publication of
research findings.
E. EVALUATING LEARNING
__________9. A student creates a model of the Earth's layers using
different colored play dough. Which of the following is the primary
purpose of this model?
a. To accurately depict the exact thickness and composition of each
layer.
b. To demonstrate the invisible forces that shape the Earth's internal
structure.
c. To provide a simplified visual representation of the Earth's
internal structure.
d. To show how the Earth's layers would appear if they could be
directly observed.
E. EVALUATING LEARNING
__________10. Which of the following is an
example of a scientific model that helps explain
an unobservable phenomenon?
a. A scale model of the Eiffel Tower.
b. A diagram of the water cycle in nature.
c. A computer simulation of weather patterns.
d. dA model of the structure of a DNA molecule.
E. EVALUATING LEARNING
ANSWER KEYS:
1.B
2.c
3.c
4.d
5.B
6. d
7. d
8. b
9. c
10. d
