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

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

3. 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.

4. 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.

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

6. 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

7. 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”

8. 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

9. 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