For Teachers
Grade 7 Science
QUARTER 2
Living Things and Their
Environment
Department of Education
University of the Philippines
National Institute for Science and Mathematics Education Development
Quarter 2
Teacher’s Guide
Grade 7 Science
Living Things and Their Environment
Maria Helen D.H. Catalan, Michael Anthony B. Mantala,Risa L. Reyes,
Ma. Dulcelina O. Sebastian, Rodolfo S. Treyes, Writers. Merle C. Tan, Reviewer.
Rosita R. Cruz, Wilhelmina L. Dela Paz, Cecile N. Sales, Encoders.
Rizaldo Ramoncito S. Saliva, Artist. Cover design by Alvin J. Encarnacion.
May 2012
CONTENTS
Living Things and Their Environment: Overview
Module 1. From Cell to Organism . . . . . . . . . . . . . . . . . . . . . . . . . . . . .
64
Activity 1: What makes up and organism?. . . . . . . . . . . . . . . . . . . . .
Activity 2: Levels of organization in an organism . . . . . . . . . . . . . . .
Pre/Post Test . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .
67
71
72
Module 2. Plant and Animal Cells . . . . . . . . . . . . . . . . . . . . . . . . . . . . .
75
Activity 1: Comparing plant and animal cells . . . . . . . . . . . . . . . . . .
Activity 2: Investigating plant cells . . . . . . . . . . . . . . . . . . . . . . . . . .
Pre/Post Test . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .
How to Use the Light Microscope . . . . . . . . . . . . . . . . . . . . . . . . . . .
Pre/Post Test . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .
76
79
81
85
89
Module 3. Living Things Other Than Plants & Animals . . . . . . . . . . . . .
93
Activity 1: Are these also plants? . . . . . . . . . . . . . . . . . . . . . . . . . . . 94
Activity 2: What other living things are found in the school grounds? 98
Pre/Post Test . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 103
Activity 3: What do these living things look like under the
microscope? . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 104
Module 4. Reproduction: The Continuity of Life . . . . . . . . . . . . . . . . . . 107
Activity 1: Can you grow new plants from “eyes”? . . . . . . . . . . . . . .
Activity 2: Can one become two? . . . . . . . . . . . . . . . . . . . .. . . . . . . .
Activity 3: Structure of a Gumamela flower . . . . . . . . . . . . . . . . . . . .
Pre/Post Test . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .
107
108
110
112
Module 5. Interactions . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 114
Activity 1: What does it mean to be alive? . . . . . . . . . . . . . . . . . . . . .
Activity 2: Housemates? Ecomates! . . . . . . . . . . . . . . . . . . . . . . . .
Activity 3: Which eats what? . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .
Activity 4: What to do with food wastes ?. . . . . . . . . . . . . . . . . . . . . .
Pre/Post Test . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .
115
117
122
126
129
LIVING THINGS AND THEIR ENVIRONMENT
OVERVIEW
Science is about asking questions and looking for answers.
Each of the five modules on Living Things and Their Environment for
Grade 7 starts with questions that will guide students in their journey of
constructing the big ideas through activities that are interspersed in the
modules. The students are provided with opportunities to develop the inquiry
skills as well as their critical thinking, problem solving, and communication
skills.
There are five modules on Life Science:
Module
Module
Module
Module
Module
1:
2:
3:
4:
5:
From Cell to Organism
Plant and Animals Cells
Living Things Other than Plants and Animals
Reproduction: The Continuity of Life
Interactions
These modules deal with the levels of organization and diversity of living
components of the environment both at the organism and ecosystem levels; the
relationships among living things, and between living things and their
environment; and how living things reproduce to continue their own kind.
Most of the activities may be performed as groupwork while some may be
performed individually or with a partner. It is strongly urged that students
read the activities before performing them. It is also important that the
students take note of the safety measures.
There is also a pre/post test that should be administered before and after
all the activities in each module have been completed. The pretest results will
reveal students’ prior knowledge and alternative conceptions (if any). The
posttest results will show the extent of students’ comprehension of the
concepts and their capacity to demonstrate needed skills. The posttest can also
uncover students’ misconceptions that need to be addressed in succeeding
modules.
The K to 12 curriculum spirals and increases in difficulty at each grade
level so as to provide challenges appropriate to the students’ age. The tools
and habits of inquiry that students will acquire will help them develop into
scientifically literate and productive citizens.