7

Quarter 1
Learning Activity Sheet
Lesson
For Science 6
Learning Activity Sheet for Science Grade 7
Quarter 1: Lesson 6 (Week 6)
S.Y. 2024-2025

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implementation of the MATATAG K to 10 Curriculum during the School Year 2024-2025. It
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Development Team

Writers:
• Dr. Justina T. Lantajo (Leyte Normal University)

Validator:
• Dr. Ma. Victoria D. Naboya (Leyte Normal University)

Management Team
Philippine Normal University
Research Institute for Teacher Quality
SiMERR National Research Centre

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material. For inquiries or feedback, please write or call the Office of the Director of the Bureau
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 LEARNING ACTIVITY SHEET 1

Learning Area: Science Quarter: 1

Lesson No.: 6 Date:

Lesson Title/ Topic: Measuring Physical Quantities

Name: Grade & Section:

I. Activity No.1: Reading Between the Lines (15 Minutes)

II. Objective(s):
Measure the mass, volume, and temperature using standard units

III. Materials Needed:

Graduated Cylinder Scoop
Foot Rule (Ruler) Laboratory Thermometer
Thermometer Tablespoon of Salt
Weighing Scale Bottle of Colored Liquid
Kitchen Weighing Scale Box

IV. Instructions:
Proceed to the learning stations. You may start from any of the 4 stations.

o Experiment Procedure

Step 1: Find the least count of the measuring device in each station.
Step 2: Measure the physical quantity of the given object using the given device.
Station 1: Mass of a scoop of salt on the weighing scale
Station 2: Volume of colored solution in the graduated cylinder
Station 3: Temperature of air in the classroom in degree Celsius and in degree
Fahrenheit using a thermometer
Station 4: Volume of vacant/space of the box using a ruler
Step 3: Organize your data by completing the table below.

Measuring Device Physical Quantity Value obtained

Guide Questions
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 1. What is the least count of each measuring devices you used
____________________________________________________________________________________
____________________________________________________________________________________

2. What quantities did you measure?

____________________________________________________________________________________
____________________________________________________________________________________
3. What is the value of the quantity you measured in each Station?
____________________________________________________________________________________
____________________________________________________________________________________

4. From where do you base the unit of measure?

____________________________________________________________________________________
____________________________________________________________________________________

5. What unit is used in measuring the volume of liquids? Of regular-shaped objects?

____________________________________________________________________________________
____________________________________________________________________________________

o Other related tasks

To further enrich your idea on measurement, visit the following websites:
https://www.youtube.com/watch?v=NhPQp-GkRwo

Assessment/Reflection:
Learners will take a 5-item multiple choice test.
1. What is the least count of the device shown below?
A. 0.01 mL C. 1 mL
B. 0.1 mL D. 10 mL

2. What is the volume of the liquid in the graduated cylinder?

A. 25 mL C. 26.0 mL
B. 26 mL D. 27.0 mL

3. Which method is best for measuring volume of liquid?

A. Use a graduated cylinder or beaker
B. Use an equation on volume based on dimensions of the object
C. Use displacement method
D. Use replacement method

4. What is the length of the pencil shown at the right?

A. 7.5 cm C. 7.50 cm
B. 7.5 mm D. 7.50 mm

5. When reading a graduated cylinder, the meniscus _________________

A. must be above the eye level.
B. should be below the eye level
C. should be at eye level
D. may be at any level as long as it is near the reader.

After the test, the teacher asks the learners if the lesson helped them make measurement
Science 7 Quarter 1 2
 accurately? If so, how? If not, what can be improved next time?

Notes for Facilitators:

1. Perform the activity yourself a day before to make sure that the tasks will give the
expected results.

2. Also, provide as many sets of materials per learning station as possible so that each
learner will actually experience measurement. You may improvise the materials as long
as the same concept will be developed.

3. Always give precautionary measures before the start of any activity especially when
learners will use glass materials.

Extension/Differentiation:
For advanced learners, you may consider extending the lesson by asking them to give possible
sources of errors in measurement. For lagging learners, give additional exercises on reading
measuring instruments with different scales or graduations.

Science 7 Quarter 1 3
 LEARNING ACTIVITY SHEET 2

Learning Area: Science Quarter: 1

Lesson No.: 6 Date:

Lesson Title/ Topic: Organizing Data

Name: Grade & Section:

I. Activity No. 2: Order in the Court! (40 Minutes)

II. Objective(s):
To organize data obtained from measuring objects.

III. Materials Needed:

IV. Instructions:
o Experiment Procedure
Step 1. Read the context of the data.
Step 2. Analyze the given data and check how many objects are involved. Put them in
Column 1.
Step 3. Put the data from the same quantity in another column. Different quantities in
different columns.
Step 4. Add a row above the data for the label of each column. Label the columns with the
quantity that the data belongs to. If the values have the same unit, put the unit
under the label so that only the magnitudes of the values are present.
Step 5. Write the title of the table above it. The title should capture the most important data
which can also be seen from the situation or context of the data.

Context of the Data:

A group of students want to compare the densities of three objects - A, B, and C. They made
some measurements and came up with the data shown below.

Tasks/Questions: List specific tasks or questions that learners need to address during the

Science 7 Quarter 1 4
activity.
Question 1. What data organization tool is used to organize the given data?
______________________________________________________________________________________
______________________________________________________________________________________
______________________________________________________________________________________

Question 2. Does each column contain one measured quantity?

______________________________________________________________________________________
______________________________________________________________________________________

Question 3. Can the title still be improved? How?

______________________________________________________________________________________
______________________________________________________________________________________

Additional Resources: Include any optional resources such as readings, videos, websites, or
reference that learners can explore for deeper understanding.

Assessment/Reflection:
Instruction: As an individual performance, your task is to organize a given set of raw data into a
table. A rubric is provided to score your output.

Friends Larry and Alvin wanted to know if the ratio of the circumference of a coin to its diameter
is constant. They collected some Philippine coins and made some measurements. They got the
following data:

Diameter of 25 cents is 20 mm
Diameter of one-peso coin is 24mm
Circumference of 20-peso coin is 94.2 mm
Diameter of 5-peso coin is 26.5 mm
Circumference of one-peso coin is 75.4 mm
Circumference of 25-cent coin is 62.8
Circumference of 1o-peso coin is 83.2
Diameter of 20-peso coin is 30 mm
Diameter of 10-peso coin is 26.5 mm
Circumference of 5-peso coin is 84.7 mm

Rubric:
Data of the same quantity are placed in the same column: 6 points
Labels of columns and rows are accurate and complete = 2 points
Title of table is appropriate = 2points

Notes for Facilitators:

Just to be sure, check if learners know what are rows and columns in a table as some might
have a different idea.

Extension/Differentiation: For academically challenged learners, a table may be given

to them where they will just enter the data. For IT-supported learners, a soft copy of
data and activity sheet may be given to them and have them organize the data into a table
in using Microsoft Excel.

Science 7 Quarter 1 5
 LEARNING ACTIVITY SHEET 3

Learning Area: Science Quarter: 1

Lesson No.: 6 Date:

Lesson Title/ Topic: Components of a Solution

Name: Grade & Section:

I. Activity No. 3: Solute and Solvent (15 Minutes)

II. Objective(s): Perform an experiment to determine the differences between solute and
solvent.
III. Materials Needed: 1 teaspoon salt, beaker, 20 mL water

IV. Instructions:
You are going to carry out an investigation to know the differences between solute and solvent
and find out their role in a solution.

V. Procedure
1. Measure 20 mL water
2. Put 1 tsp of salt to water. Observe what happens to salt.

Tasks/Questions:
1. What is formed when salt is added to water?
____________________________________________________________________________________
____________________________________________________________________________________

2. In a salt solution, which is the solute? Why?

____________________________________________________________________________________
____________________________________________________________________________________

3. In a salt solution, which is the solvent? Why?

____________________________________________________________________________________
____________________________________________________________________________________

4. What component of the solution exists in greater amounts?/smaller amounts?

____________________________________________________________________________________
____________________________________________________________________________________

5. Discuss the differences between solute and solvent.

____________________________________________________________________________________
____________________________________________________________________________________
Reflection:
Write your personal insights about the lesson using the prompts below.
I understand that _____________________________________________________________________________
______________________________________________________________________________________________.
I realized that __________________________________________________________________________________
______________________________________________________________________________________________.

Science 7 Quarter 1 6