Diversity of Materials in the Environment Overview of Quarter 1 Dr. Marlene B. Ferido UP NISMED

Content Coverage Solutions Substances and Mixtures Elements and Compounds Acids and Bases Metals and Nonmetals

Development of Ideas about Materials in Grade 7 Teaching of concepts in Module 1 begins on the ‘macro’ view (the tangible and visible). Explanations at the ‘submicroscopic’(atomic and molecular level) at appropriate doses enough to be processed by the students. Use of chemical symbols & equations (algorithmic) reserved for higher grade levels.

Experiences gained through different activities will allow students to transform the information they obtain into a form that is usable to them in their own personal and community context.

The teaching of science Tett textbook- based interactive, inquiry-based learning experiences

Inquiry & investigative skills describe objects and phenomena “identify questions that can be answered through scientific investigations design and conduct a scientific investigation use appropriate tools and techniques to gather, analyze, and interpret data develop descriptions, explanations, predictions, and models using evidence

Inquiry & investigative skills think critically and logically to make the relationships between evidence and explanations recognize and analyze alternative explanations and predictions communicate scientific procedures and explanations; and use mathematics in all aspects of scientific inquiry”

Role of science teacher guide and intervene throughout the process of investigation Gradually, students will gain more independence in looking for evidence to answer questions as they move from guided inquiry to full investigations

Pretest/Posttest in each module Pretest indicates students’ prior knowledge alternative conceptions (or misconceptions) Posttest indicates extent of students’ comprehension of the concepts students’ persistent misconceptions